20 R Pearl Baker Drive, Otara, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mayfield Kindergarten is a well established service that provides education and care for children over two years old. The majority of children are of Māori or Pacific descent. The kindergarten has operated the kindergarten six-hour day model (KDM) for several years.
The kaupapa/philosophy of the kindergarten shows a strong commitment to the Treaty of Waitangi and bicultural practices, and to Te Whāriki, the early childhood curriculum. The strengths and interests of tamariki drive their learning and determine planning for the learning environment. Reciprocal communication, respectful relationships with parents and whānau, and the holistic wellbeing of all children are also integral to the kaupapa.
There have been several changes in the teaching team, and the head teacher is the only full-time teacher who has remained at the kindergarten since the 2014 ERO review. The head teacher has worked positively with children and the community to minimise the impact of many staff changes. She has been resolute about maintaining a focus on children and the values of whanaungatanga and aroha. Changes over the past three years have reduced the progress able to be made in addressing the key next steps of ERO's 2014 report.
The administrator has worked in the kindergarten for six years and also supports children as a teacher aide. Two full-time, qualified teachers have been appointed since 2014, and a third full time, qualified teacher in May 2017. A teaching assistant was appointed this year. The teachers work as a collaborative team and have developed very good relationships with their community.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters.
This review was part of a cluster of 11 reviews in the Auckland Kindergarten Association.
Children are confident, capable learners. They settle quickly into the programme, have a strong sense of belonging and lead their own learning. Children independently select resources, and choose their favourite activities and areas of play. They have trusting relationships with adults and know how to get the help they need. Children's language development is well supported and they enjoy talking and communicating with adults and their peers. Children enjoy imaginative and dramatic play. They persevere, concentrate and engage in play for long periods of time.
Teachers know children well and have trusting relationships with them and their whānau. They skilfully engage children in play that prompts them to collaborate and investigate ideas. They use questions well to facilitate reciprocal conversations and challenge children's thinking.
Teachers are committed to integrating the cultures and special interests of Māori and Pacific children and ensure the environment reflects the languages and values of these cultures. Māori values and tikanga are evident in the environment and curriculum. Teachers integrate Samoan language and culture into the programme.
A commitment to employing regular relievers supports children to maintain close and trusting relationships with known adults. The learning environment is very well organised. It has inviting spaces and a range of resources and activities. Children enjoy and respond well to Māori and Pacific music, and also enjoy opportunities to sing and play musical instruments themselves. Children have easy access to resources that enable them to revisit their previous interests.
With support from the AKA education specialist, teachers have recently developed an effective, new approach to planning. It is based on children's interests, includes input from children and whānau, and shows the progression of planning. Teachers identify learning outcomes and teaching strategies, placing a deliberate focus on building children's knowledge and understanding of vocabulary. More complexity is evident in planning for older children. Programme evaluation now includes a review of learning outcomes and the effectiveness of teaching strategies.
The AKA has implemented strategies over the last three years to support the kindergarten with its staffing challenges. The operations manager and education specialist have made careful staff appointments that support the strategic direction of the kindergarten, and that focus on specific areas of expertise. Appraisal systems are well established and support teachers to critically reflect on and develop their professional practice. A framework for internal evaluation now also guides ongoing improvement.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
The teachers agree that key next steps for teachers and leaders should include:
Before the review, the staff and management of Mayfield Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Mayfield Kindergarten will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
14 September 2017
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Otara, Auckland |
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Ministry of Education profile number |
5070 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children over two years of age |
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Service roll |
47 |
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Gender composition |
Boys 26, Girls 21 |
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Ethnic composition |
Māori |
23 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
14 September 2017 |
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Most recent ERO report(s) |
Education Review |
May 2014 |
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|
Education Review |
April 2011 |
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Education Review |
May 2008 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
How well placed is Mayfield Kindergarten to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mayfield Kindergarten is located beside Mayfield School in a residential area of Otara. It provides early childhood education for up to 40 children from two years old to school age. Families have the option of enrolling their child for six hour days or for selected session times. The number of children aged two to three years on the roll has recently increased.
Mayfield Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides professional advice and support for teachers.
The kaupapa of the kindergarten is based on whanaungatanga and manaaki for children and their families. Aroha, awhi and ako guide teachers as they work alongside families, many of whom have long term connections with the kindergarten. Tuakana/teina practices underpin teaching and learning approaches. Teachers respect the mana of tamariki and value their diverse cultural heritages.
The well established teaching team is led by an experienced head teacher. A new teacher has recently joined the team.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children and their families are well known and warmly greeted by staff. Positive relationships between teachers and whānau promote an inclusive atmosphere. Children’s wellbeing is supported by caring and calm teachers.
The programme is child-led and tamariki have lots of time to explore their interests. Teachers play alongside children and promote respectful interactions. They offer children a good range of learning resources and activities, and support children’s decision making skills well. Teachers are well positioned to increase opportunities for longer conversations with and between children by using more open ended questions. Expanding literacy learning in areas of play could further promote children’s thinking and language skills.
Recent upgrades to the outdoor learning environment have significantly improved children’s access to and use of the outdoor learning environment. Generous garden areas are well used to provide interesting and extended learning experiences for children. Teachers also make very good use of outdoor areas to encourage whānau to stay and join in the programme with their children.
Māori children’s culture and identity are well supported by the kindergarten. Te Tiriti o Waitangi is a strong feature of the kindergarten’s philosophy. The prominent display of taonga helps Māori children and their whānau to connect to the kaupapa of the service. Increasing teachers’ capacity to use te reo Māori on a more regular basis should enhance children’s use of Māori language.
Pacific children’s cultural heritage and identity is valued. Teachers welcome opportunities to learn Pacific languages to use with the children. Increasing the visibility of cultural artefacts and expanding resources to strengthen home languages could now be helpful to enhance children’s bilingualism at kindergarten.
Teachers have responded well to the 2011 ERO report recommendation to improve their assessment of children’s learning. Portfolios are attractive records of children's learning experiences and families value the learning stories they contain. Linking the next learning steps for individual children to programme planning is a relevant focus for teachers.
Teachers are focused on continual improvement. They are developing their understanding and use of self review. Performance management supports teachers to reflect critically on their teaching practices. Developing a shared understanding of effective teaching practice aligned to the centre philosophy could help sustain good practices.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The association continues to expand its strategies to build professional leadership across the organisation. It has diversified the delivery of professional learning and development to keep teachers up-to-date with current theory and initiatives. Teaching teams are well supported by the AKA to continue to strengthen quality outcomes for children.
It is essential, however, that key AKA policies such as child protection are regularly revisited by teachers and shared with families. Through the ERO review, teachers have developed a clearer understanding about the need to refer situations to the Association for advice and to keep records of all visitors to the kindergarten.
The teachers, the PSM and ERO agree that key next steps for the kindergarten should include:
The 2014 review of the AKA strategic plan should provide an effective way for kindergarten staff to contribute to the ongoing development of the Association.
Before the review, the staff and management of Mayfield Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practice teachers should ensure that the kindergarten premises are used for appropriate purposes by members of the kindergarten community and should promptly report any concerns to the Auckland Kindergarten Association.
The next ERO review of Mayfield Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
2 May 2014
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Otara, Auckland |
||
|
Ministry of Education profile number |
5070 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
32 |
||
|
Gender composition |
Boys 18 Girls 14 |
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Ethnic composition |
Māori Samoan Cook Island Māori Tongan |
12 10 7 3 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
February 2014 |
||
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Date of this report |
2 May 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
April 2005 |
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.