Silverdale Kindergarten - 03/02/2014

1. Evaluation of Silverdale Kindergarten

How well placed is Silverdale Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Silverdale Kindergarten is part of the Northern Auckland Kindergarten Association, Manatōpū Kura Pūhou o Te Tai Tokerau (NAKA). The Association provides a sound framework for kindergarten management. Association personnel provide advice and support and regularly monitor the kindergarten’s operation and progress.

The kindergarten has a licence for 40 children and has 80 on the roll. The older children attend full days Monday to Wednesday and the younger attend on Thursdays and Fridays. All five teachers are qualified, registered and supported by an administrator and teacher aide.

Teachers continue to implement the high quality practices noted in the 2010 ERO report. Since then teachers have engaged in professional learning and development to further their understanding of self review. They provide challenging learning experiences that foster children’s development as competent and capable learners.

The Review Findings

The stimulating and vibrant learning environment encourages children’s engagement in play for sustained periods of time. Children choose from very well resourced play areas. The environment supports them to be creative and imaginative, and to use writing and numbers incidentally as they play. The kindergarten’s commitment to environmental sustainability and involvement in Enviro-schools is evident in the respect and enjoyment that children show as they explore the attractive outdoor area.

Teachers’ sensitive and supportive interactions extend children’s ideas and interests in play and discussion. Children’s independent thinking, problem solving and language abilities are promoted by teachers’ use of open-ended questions and constructive conversation. Literacy and mathematics are skilfully integrated into everyday activities. Children’s understanding of science and the appropriate use of information communication technologies is fostered effectively.

Teachers are highly skilled and complement each others' teaching practices. They work collegially, benefit from strong professional leadership, and are encouraged to be leaders. The NAKA appraisal system provides opportunities for teachers to reflect on and refine their practice. Effective processes have been developed to foster a sense of partnership with parents. The backgrounds and aspirations of parents are acknowledged in the kindergarten. Centre records show that parents express very high levels of satisfaction and appreciation of the programme and teaching staff.

Children are actively engaged in a high quality programme founded on Te Whāriki, the early childhood curriculum. Teachers are inclusive and culturally responsive. They celebrate children’s cultural diversity and identity. There is a strong commitment in the kindergarten to increasing bicultural practices that acknowledge the place of Māori as tangata whenua. Effective assessment and planning systems show how children’s interests guide the programme.

Mutually respectful relationships underpin centre operations and teaching practices. Children develop a strong sense of empathy and respect for others. They play collaboratively, support their peers, and are actively involved in managing routines. Teachers’ timely interventions support children to persevere, investigate and learn through play. Children engage in rich conversations, enjoy learning and have fun with their teachers and peers.

Teachers have developed a culture of robust self review that guides decision-making processes. They are constantly considering ways to promote positive outcomes for children. This is evident in the enactment of the kindergarten philosophy and vision. Good support is provided for children making the transition to school. Teachers are keen to review and strengthen current processes.

Key Next Steps

The teaching team are eager to continue exploring ways to enhance:

  • their use of digital technologies with children
  • their depth of understanding of children’s diverse cultures
  • the documenting of self review to make their thinking and multiple perspectives more visible.

Management Assurance on Legal Requirements

Before the review, the staff and management of Silverdale 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Silverdale Kindergarten will be in four years.

Dale Bailey

National Manager Review Services

Northern Region

3 February 2014

The Purpose of ERO Reports

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.

2. Information about the Early Childhood Service

Location

Silverdale, Auckland

Ministry of Education profile number

20110

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

80

Gender composition

Girls 43

Boys 37

Ethnic composition

Māori

NZ European/Pākehā

Dutch

Samoan

other

8

62

2

2

6

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

November 2013

Date of this report

3 February 2014

Most recent ERO report(s)

Education Review

February 2011

 

Education Review

August 2007

     

3. General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.