13 A Clevedon Road, Papakura
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.
Nina Busing Kindergarten operates in Papakura under the umbrella of the Counties Manukau Kindergarten Association (CMKA). It is licensed for 40 children from two years to school age and offers daily six hour sessions. The kindergarten serves the multicultural children and whānau from the surrounding suburbs. All children are able to attend for 20 free hours a week.
Nina Busing Kindergarten is a well-established centre with a stable staff providing a high quality learning environment for children and families. Parents are positive about the education and care their children receive. Teachers place an emphasis on establishing strong reciprocal relationships with families, underpinned by manaakitanga.
Teachers have responded positively to ERO's 2013 report. They have undertaken internal evaluation to assist with ongoing improvement to the programme. Teachers have developed the use of e-portfolios and place a stronger focus on bicultural practice.
A significant feature of the centre is participation in the Enviroschools programme encompassing Māori perspectives, sustainable practices and sharing new learning with families.
CMKA provides frameworks of policies, procedures and administrative documentation for use in kindergartens. Professional personnel are available to teachers and visit centres for ongoing guidance and support. This includes property maintenance and development, and financial advice and support. The Association provides in-house professional learning and development opportunities (PLD) for teachers, and encourages them to select additional PLD to support goals identified as part of their appraisals.
This review was part of a cluster of three kindergarten reviews in the Counties Manukau Kindergarten Association.
Children, parents and whānau are warmly welcomed into the kindergarten. Children settle quickly and have a strong sense of belonging and wellbeing. Teachers know their families well. They include and respond to children's diverse cultures and learning needs. Positive and caring relationships are valued and evident between children and teachers.
Children are empowered to be confident and capable learners. They are articulate and sustain conversations with each other and teachers. Children have input into programmes and contribute to centre decisions through regular hui.
Teachers provide a learning environment that includes a variety of spaces for imaginative play. High quality learning resources are thoughtfully planned to represent and support the significant cultures of the centre.
Children explore, investigate and make independent choices from the wide range of resources. They benefit from an inclusive learning environment underpinned by the centre's 'Code of Care' philosophy. Te reo Māori and New Zealand Sign Language are used authentically throughout the centre.
Teachers are highly responsive and respectful. They value parents' aspirations for their children and include these in the programme. Teachers integrate literacy, numeracy and science naturally within play and offer children many opportunities to broaden their knowledge. They are skilled at listening, identifying children's dispositions for learning and challenging children to extend their understandings.
Teachers are committed to incorporating biculturalism in the programme and acknowledge the unique place of Māori. They are continuing to grow their understanding and ability to implement a bicultural programme through the use of te reo and tikanga Māori. Traditional Māori values and practices are evident within the centre's environmental sustainability focus.
Teachers have established good processes around children's transitions into and out of the centre including developing positive relationships with local schools.
CMKA has a clear vision statement and strategic planning that guides teachers' development of annual plans and philosophy statements to lead the day-to-day management of the kindergarten.
ERO, the kindergarten manager and teachers have identified key next steps for ongoing development, including continuing to:
strengthen authentic bicultural practices across all areas of the kindergarten
further develop the Enviroschools kaupapa
develop partnerships with families/whānau as a way of supporting children's wellbeing and learning
evaluate the kindergarten's philosophy.
Before the review, the staff and management of Nina Busing 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:
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 Nina Busing Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
29 March 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 |
Papakura, Auckland |
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Ministry of Education profile number |
5125 |
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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 |
40 children, over 2 years of age |
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Service roll |
42 |
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Gender composition |
Boys 22 Girls 20 |
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Ethnic composition |
Māori Pākehā Indian Chinese Sri Lankan other |
4 25 5 2 2 4 |
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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 |
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Review team on site |
February 2017 |
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Date of this report |
29 March 2017 |
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Most recent ERO report(s)
|
Education Review |
September 2013 |
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Education Review |
April 2010 |
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Education Review |
April 2007 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Nina Busing Kindergarten is a long-established service that provides school-day and sessional education and care for children from the multicultural local community in Papakura. Children are aged between three and five years of age, come from a number of cultures and several have English as an additional language. The kindergarten operates as part of the Counties Manukau Kindergarten Association which provides a framework of policies, procedures and professional support to help teachers manage the kindergarten. The kindergarten has a positive ERO reporting history.
Since the 2010 ERO report, there has been a change to the teaching team. In addition, the kindergarten is now providing the six-hour kindergarten day model to better meet the needs of the community. This recent shift means that the kindergarten is catering for the learning needs of a wider age band of children within one group. The upgrade of the outdoor area has made significant alterations to playing spaces and extended opportunities for children to develop their imaginative games. The indoor area has continued to evolve.
Children are settled and engage in activities with enthusiasm. They make decisions about their play and play cooperatively with and alongside their friends. Children independently access resources and choose their own games. Teachers promote inclusion and support children to develop sound social skills.
Strong relationships between teachers, families and children are evident. Relaxed and friendly greetings at the start of the day provide good support for children to settle and feel a sense of belonging and trust. Teachers make a point of getting to know families and children well in order to support children’s learning.
Teachers are committed to developing a ‘learning community’, working together with parents and local schools to support children’s learning. Parents have opportunities to share their aspirations for their children, and children are able to play a leadership role. A daily focus on developing literacy, numeracy and information and communication technologies (ICT) skills promotes children’s foundational knowledge. Teachers’ collegial relationships with local schools ensure that children are well supported with their transitions to school.
Teachers regularly review aspects of their practices to evaluate and understand the impact of their programmes on children’s learning. Self-review processes are appropriately based around improving outcomes for children. Reviews are regular, based on research, and are well recorded.
Children are developing an understanding of the dual cultural heritage of New Zealand. Teachers use words and phrases with children and include action games in te reo Māori. Children understand greetings and respond appropriately.
Children frequently access their portfolios and regard them as a valued resource for revisiting their experiences in programmes. Parents share the portfolios with their children and see the books as a useful source of information about what is happening in the kindergarten. Frequent and detailed conversations with teachers build supportive relationships for children’s learning.
ERO, management and teachers identified that the next steps for the kindergarten are to continue to:
Before the review, the staff and management of Nina Busing 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 Nina Busing Kindergarten will be in three years.
Dale Bailey National Manager Review Services Northern Region
27 September 2013
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 |
Papakura, Auckland |
||
|
Ministry of Education profile number |
5125 |
||
|
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 |
52 |
||
|
Gender composition |
Boys 30 Girls 22 |
||
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Ethnic composition |
Māori NZ European/Pākehā Indian Chinese Cook Island Samoan Middle Eastern |
10 33 5 1 1 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
July 2013 |
||
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Date of this report |
27 September 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2010 |
|
|
Education Review |
April 2007 |
||
|
Education Review |
February 2004 |
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.