11A Milton Road, Mount Eden, 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.
Mt Eden Kindergarten operates a Kindergarten Day Model (KDM) that enables children to attend up to six hours daily, similar to school hours. It is licensed for up to 40 children over two years of age. The kindergarten serves an increasingly culturally diverse community, including Māori, Pacific, and Indian and Asian families. Many children have English as an additional language.
The kindergarten's philosophy respects the bicultural heritage of Aotearoa New Zealand, and values the growing multicultural community. The philosophy recognises core values of caring and confidence, and encourages children to be problem solvers and critical thinkers.
Since the 2015 ERO review, staffing has remained relatively stable. The service is about to appoint a new head teacher. Currently the team consists of an acting head teacher, three registered teachers and two teaching assistants. Several teachers are bilingual.
ERO's 2015 report commented positively on a responsive programme and learning environment for children. The report suggested strengthening self review, bicultural practices, planning and assessment. These aspects have been further developed.
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. There continues to be a period of transition for staff as they adapt to changes in AKA operational practices.
This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.
Children are warmly welcomed into the kindergarten and settle quickly. Children are recognised as capable and confident individuals. Their resilience, perseverance and ability to attempt challenges are developed with aroha. They display confidence and empathy towards others. Children with additional learning needs are successfully included. Children's social and emotional competence is well supported through strongly nurturing relationships.
Children experience a rich child-centred programme based on Te Whāriki, the early childhood curriculum. They access learning resources that promote wonder, curiosity and discovery within an integrated programme that features literacy, numeracy, science and the arts. Children's oral language and music and movement are promoted well.
Teachers provide a stimulating and vibrant environment that fosters child-led learning through play. Interesting and inviting play areas support sustained play, and promote children's sense of themselves as capable learners. Teachers use effective teaching strategies to extend children's strengths and emerging interests.
Teachers' planning, assessment and evaluation are responsive to children's interests. Display walls are used effectively to demonstrate children's participation in ongoing explorations and interests.
Teachers keep parents well informed about their children's learning journey and events in the centre, using an electronic portal. Whānau/parents are involved in the programme and actively support the kindergarten's development.
Children transition well into and out of the kindergarten with a child centred focus that enables a smooth and settled process.
Teachers integrate te reo me ōna tikanga Māori in children's play. Children perform waiata and kapa haka confidently. They have good opportunities to celebrate cultural events and participate in excursions that widen their learning experiences.
The AKA is reviewing its appraisal processes to align with new Education Council requirements. As part of this development leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.
Key next steps identified for ongoing improvement, include:
Before the review, the staff and management of Mt Eden 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 Mt Eden Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
8 February 2018
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 |
Mt Eden, Auckland |
||
|
Ministry of Education profile number |
5075 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children over 2 years of age |
||
|
Service roll |
62 |
||
|
Gender composition |
Girls 31 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2017 |
||
|
Date of this report |
8 February 2018 |
||
|
Most recent ERO report(s) |
Education Review |
March 2015 |
|
|
Education Review |
August 2011 |
||
|
Education Review |
September 2008 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mt Eden Kindergarten is a well established kindergarten located in Auckland City. It offers sessional education and care for up to 90 children over the age of three years. The kindergarten is currently in the process of changing to the kindergarten day model. The kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of the organisation.
The head teacher oversees the day-to-day management of the kindergarten. The teaching team has been together for a considerable time. The parent committee strongly supports the kindergarten with fundraising and social activities. The kindergarten is also well supported by families within the community.
The service’s philosophy emphasises empowering children to be independent learners and develop the skills to be life-long learners.
The kindergarten has responded positively to recommendations made in the 2011 ERO report. Areas of good practice identified in the report, such as the positive relationships between teachers and families and the literacy-rich environment, remain evident.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children are confident, happy and capably settle quickly to self chosen activities. Teachers provide a wide variety of activities for children to explore. Children manipulate their environment to support their imaginative and creative play. They are encouraged to and are increasing their independence in order to be well prepared to transition to school. Children have many opportunities to develop their leadership skills and be expert tutors for other children.
The programme offers many opportunities for children to participate in rich literacy, mathematics and science activities. These experiences are identified in children’s portfolios of learning. The assessment of these experiences could be further enhanced by recording children’s progress and understanding of literacy, mathematics and science concepts over their time at the kindergarten.
Creativity and imagination are highly supported within the well resourced environment. Children have opportunities to lead their own learning and teachers support them to extend their interests. The colourful, inviting environment reflects the learning children have experienced and their current areas of interest. The large outdoor area provides children with good opportunities for physical challenge and exploration.
Teachers know the children very well. They support children’s learning in small or large group activities. They are skilful in knowing when to support and extend children’s learning, and when to leave them to explore and problem-solve independently.
Teachers have been increasing their use and knowledge of Te Ao Māori. They identify that this is an area they want to further deepen their understanding of and incorporate it further into the daily programme. They also want to explore the cultural identities of all children in the kindergarten and to acknowledge and affirm these in the daily programme.
The kindergarten is very well led. The head teacher is improvement focused and skilled in promoting teachers’ professionalism. There is a high degree of trust within the teaching team, who have a collaborative approach to children’s learning. The head teacher is well supported in her role by the professional services manager (PSM) from the Auckland Kindergarten Association.
Teachers are highly reflective and regularly consider how well the programme is providing for children’s interests. They have engaged in strategic self review using the framework suggested in Ngā Arohaehae Whai Hua, The Ministry of Education Self Review Guidelines for Early Childhood Education. The head teacher acknowledges that self review continues to be an area for ongoing development. She also acknowledges that it could be beneficial for teachers to participate in a more formal self review of the impact of their practice on children’s learning and progress.
The Auckland Kindergarten Association continues to promote positive strategies which include professional learning and development that strengthens teachers’ skills, knowledge and practice. Distributed leadership and sharing of expertise among kindergarten teaching teams are also promoted. The sharing of knowledge and expertise within the association is encouraged. Association leaders are currently reviewing the appraisal process and continue to explore appropriate ways to support teachers to deliver high quality outcomes for children.
The teachers, the PSM and ERO agree that the key next steps for the kindergarten should include:
Before the review, the staff and management of Mt Eden 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.
The next ERO review of Mt Eden Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
11 March 2015
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 |
Auckland |
||
|
Ministry of Education profile number |
5075 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 0 aged under 2 |
||
|
Service roll |
77 |
||
|
Gender composition |
Boys 40 Girls 37 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Indian other Asian other |
2 58 4 4 6 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:15 |
Meets minimum requirements |
|
Review team on site |
November 2014 |
||
|
Date of this report |
11 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
September 2008 |
||
|
Education Review |
June 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:
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.