29 Ray Small Drive, 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.
Papakura West Kindergarten is a well-established service in a culturally and economically diverse community. It is licensed for 40 children over two years of age and follows the kindergarten day model (KDM), operating from 8.45 am to 2.45 pm.
The kindergarten is part of the Counties Manukau Kindergarten Association (CMKA) and operates under its policies and management framework. A CMKA education manager (EM) visits the kindergarten and provides leadership and curriculum support for teachers. The CMKA is in the process of reviewing its structures and operational framework.
The kindergarten's philosophy reflects the 'Enviro-schools' kaupapa. It promotes bicultural practices and a commitment to te ao Māori. The teaching team includes a head teacher, three other registered teachers, an administrator, and a teacher aide.
The kindergarten has a history of positive ERO reports. In 2015, ERO identified teachers' commitment to meaningful bicultural practices, effective support for children's learning, and integrated values. These continue to be present. Areas for ongoing improvement included planning, assessment and evaluation. Good progress has been made in these areas.
This review was part of a cluster of eight reviews in the CMKA.
Children are well supported to be confident learners. Relationships at the kindergarten are relaxed and respectful. Teachers foster trust and connection among children, teachers, parents and whānau. Parents who spoke with ERO reported high levels satisfaction with their children's care and learning at the kindergarten.
Leaders and teachers are reflective about their practice, they intentionally provide a rich curriculum for all children. Teachers:
use deliberate teaching approaches to extend children's knowledge and understanding
purposefully embed the enviro schools' kaupapa in their teaching and in children's learning
skilfully use internal evaluation to improve teaching practices and outcomes for children and families
respond sensitively appropriately to the diverse needs of their community.
Teachers plan for children's learning in response to their interests, family aspirations and the kindergarten's priorities. Children have access to a wide variety of experiences and resources. Teachers thoughtfully present indoor and outdoor learning environments.
Wall displays reflect children's learning and the teaching philosophy and approaches. Teachers integrate literacy and numeracy through meaningful learning opportunities for children. Teachers carefully learn and use aspects of children's home languages.
Some assessment documents show how children are describing their learning and thinking. Children revisit their learning through accessible portfolios and opportunities to continue with projects over a period of time.
CMKA strategic goals and the kindergarten's annual planning guide improvements in teaching practice, learning environments and outcomes for children and their whānau. Leaders and teachers strongly promote and implement the vision and direction of CMKA.
A culture of ongoing improvement is well embedded through collaborative and inclusive internal evaluation. Teachers use effective inquiry strategies and indicators to improve teaching practices. Teacher appraisals and professional discussions about theory and practice have also helped to create a community of learners.
Leaders have a clear vision to build individual teacher capability. Professional learning and development is relevant and has a positive impact on improving teaching practice and outcomes for children.
Well established CMKA management systems, policies and processes guide the kindergarten's practices. Embedding the practice of regular documented observations into CMKA appraisal processes would enhance the support provided for teachers' professional growth.
Leaders and teachers agree that their key next steps include continuing to strengthen:
acknowledgement of children's cultures and languages in portfolios
internal evaluation and planning, through focusing on the effectiveness of teaching practices and outcomes for children.
CMKA leaders agree that their next steps are to continue:
providing consistent ongoing support for leaders and teachers that sustains leadership and improves teaching practice
implementing Te Whāriki, the revised early childhood curriculum, to identify priorities for learning and evaluation
supporting teachers to increase the visibility of children's cultural identity and continuity of learning in their individual portfolios
building capability and depth in internal evaluation across the association.
Before the review, the staff and management of Papakura West 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 Papakura West Kindergarten will be in four years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
21 December 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.
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Location |
Papakura, Auckland |
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Ministry of Education profile number |
5126 |
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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 aged 2 years and over |
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Service roll |
63 |
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Gender composition |
Boys 32 Girls 31 |
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Ethnic composition |
Pākehā |
34 |
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Percentage of qualified teachers |
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 |
October 2018 |
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Date of this report |
21 December 2018 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Education Review |
May 2011 |
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Education Review |
June 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Papakura West Kindergarten is a well-established service that provides education and care for children over two years old. It operates the kindergarten day model (KDM) which enables children to attend sessions that match school hours. The kindergarten is part of the Counties Manukau Kindergarten Association and operates within the policies and management framework of this organisation. A professional practice manager (PPM) visits and provides leadership and curriculum support for teachers.
There have been several changes in the teaching team since 2013. The head teacher is new to the position but has a long term relationship with the kindergarten and families. The teachers, who are all fully registered, work collaboratively to operate the centre. They have participated in a range of individual professional development opportunities and will soon begin an extended leadership course together.
In 2011 ERO identified several positive features of the service that supported children as capable learners who initiated and sustained their own play. ERO recommended that teachers increase te reo and tikanga Māori in the programme and that they further develop children's use of information and communication technologies (ICT). Teachers were also developing the quality of their self-review processes. The new team has made good progress in all of these areas.
Children are happy, engaged learners who show a sense of belonging in the kindergarten. They play and cooperate well in small groups and enthusiastically participate in whole-group games. Children enjoy positive and trusting relationships with teachers and respond well to adult prompts and guidance. They are becoming confident with using ICT tools for research and publishing and the more competent children often tutor their peers.
Children benefit from the spacious outdoor area that provides many physical challenges and caters especially well for the needs of boys. Teachers recognise that they could now review aspects of the indoor environment and the ways in which they present some resources to further provoke children’s interest.
Teachers support learning well. They engage children effectively with open questions and their conversations are respectful and relevant. Teachers encourage children to be independent learners who take risks and engage in problem solving. They value the cultural diversity of families. An ongoing focus on children's pepeha has fostered children’s languages and cultures and successfully involved families in sharing cultural values. The head teacher’s strong commitment to meaningful biculturalism results in practices that support the success of Māori, as well as all children.
Teachers base the programme on children's strengths and interests. They use topical interests for children to explore early skills and knowledge in literacy, mathematics and science. They also integrate valuable learning such as healthy eating, sustainable practices and bicultural understanding. Teachers discuss the programme informally each day and evaluate the success of topics. They have been working with the PPM to further develop strategies for managing the programme and improving children's assessment portfolios.
Parents and whānau are becoming increasingly involved in the kindergarten. Teachers actively foster partnerships with parents through regular informal discussions, digital communication, newsletters and surveys. A kindergarten blog that translates into many languages is being widely used by families to share children's learning with family members both locally and overseas. These communication strategies have encouraged parents to provide more feedback for teachers. Parents who were interviewed appreciate the ways teachers respond to their children’s interests.
The kindergarten is well managed. The systems in place for centre operations, ongoing scheduled review and Association support contribute to efficient management of the service. Teachers are developing effective self-review processes that include meaningful consultation with families and children. Although the head teacher is new to the role, she leads the team well and recognises the priorities for sustaining and enhancing the quality of the service. A review of the kindergarten’s annual plan is scheduled to ensure it aligns well with key next steps and teachers’ goals.
The teachers and the PPM agree that key next steps for the kindergarten’s development include:
Before the review, the staff and management of Papakura West 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 Papakura West Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
4 May 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 |
Papakura, Auckland |
||
|
Ministry of Education profile number |
5126 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Boys 23 Girls 23 |
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Ethnic composition |
Māori Pākehā Indian others |
11 19 11 5 |
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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 |
March 2015 |
||
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Date of this report |
4 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2011 |
|
|
Education Review |
June 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.