50 Sunnynook Road, Glenfield, 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.
Sunnynook Kindergarten operates a Kindergarten Day Model 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 a culturally diverse community that includes Māori, Pacific, Indian and Asian families. Many children have English as an additional language.
The head teacher has been in her role for many years. She leads a team of three other qualified teachers, two of whom have been permanent staff since 2008, and the third who is a more recent appointment. A support worker and a teacher aide complete the teaching team.
The kindergarten's philosophy values and respects Te Tiriti o Waitangi. The focus is to weave te ao Māori perspectives throughout the programme, alongside rituals and celebrations meaningful to the culturally diverse community. Children are encouraged to set challenges for themselves, and have fun exploring and learning about the world through play. Establishing and maintaining meaningful relationships with parents and whānau is important to the teaching team.
ERO's 2014 report commented on a friendly and caring learning environment for children. The report discussed strengthening evaluation, bicultural practices, leadership and parent partnerships. There has been further development in all of these areas.
Sunnynook Kindergarten is a member of the Pupuke Kāhui Ako I Community of Learning (COL).
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. Staff are in the process of adapting to changes in AKA operational practices.
This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.
Children are viewed as capable and confident individuals. They experience a child-centred programme based on Te Whāriki, the early childhood curriculum. Children enjoy positive relationships with their peers and adults. Teachers' interactions with children are respectful and responsive. Tuakana/teina relationships enable children to support each other in their play. Inclusive practices are modelled by teachers and support all children, in particular those with additional learning needs.
Children participate in a variety of learning experiences in a well-resourced environment. The range of learning activities includes literacy, numeracy, science and physical play. Children settle quickly into their play choices for sustained periods. Teachers promote oral language to support children's developing ability to express their ideas confidently.
Teachers endorse a bicultural teaching programme and include te reo Māori, art and Māori legends. Children's cultures are celebrated well. Children are encouraged to speak their home languages and their parents contribute to the programme.
Teachers know children well and work collaboratively to respond to children’s interests and strengths. Assessment records feature children's learning dispositions and events at the kindergarten. Teachers keep parents well informed about their children's learning journey and events in the centre, using an electronic portal. Parent engagement is increasing through the use of these online assessment records.
A well-documented strategic plan and internal evaluation, guide the kindergarten's ongoing improvement. Internal evaluation, including a regular review of the philosophy, is responsive to and supports kindergarten priorities.
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.
Teachers have identified appropriate next steps that include continuing to:
promote opportunities for challenge and creativity in the programme for children
develop children's confidence in the use and understanding of te reo and tikanga Māori
develop more efficient internal evaluation processes.
Before the review, the staff and management of Sunnynook 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 Sunnynook Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
19 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.
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Location |
Glenfield, Auckland |
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Ministry of Education profile number |
5037 |
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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 |
58 |
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Gender composition |
Boys 34 Girls 24 |
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Ethnic composition |
Māori |
2 |
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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 |
November 2017 |
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Date of this report |
19 February 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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Education Review |
December 2010 |
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Education Review |
April 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.
Sunnynook Kindergarten, in Auckland, previously operated under the name of Broadlands Kindergarten. The kindergarten provides early education and care for up to 40 children from two to five years of age. In term one 2014, the kindergarten changed to the Kindergarten Day Model. This model allows families to have the option of enrolling their children for either six hour days or for four hour morning sessions.
The kindergarten is committed to its philosophy of providing a challenging environment where children become problem-solvers and develop good social competencies and self esteem. The curriculum is underpinned by Te Whāriki, the early childhood curriculum. Children’s emerging interests are supported by teachers.
The 2010 ERO report suggested several strategies to improve learning outcomes for children. This included improving self review, strengthening te reo and tikanga Māori in the programme, and providing more complex learning opportunities for children. The report also suggested that teachers continue to develop more formal planning and evaluation processes. The kindergarten has responded well in most of these areas.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association (AKA).
Children are friendly and caring toward one another. Tuakana/teina relationships are evident where older children are mindful of the needs of younger children. Children display a good sense of belonging and are respectful of their peers and adults in the learning environment. Children are focused, independent learners. Many enjoy playing in inclusive groups that bring together girls and boys, and children from diverse ethnic backgrounds.
Teachers provide a good variety of learning opportunities for children. The learning environment is well organised and children choose from a selection of equipment in accordance with their interests. Some te reo and tikanga practices are evident in the programme, and aspects of children’s learning about Te Ao Māori, the Māori world, are displayed. Teachers have been researching ways to enrich their use of te reo and bicultural practices in the kindergarten.
Professional development has helped teachers to focus more effectively on planning for the learning of individuals as well as groups of children. Parents contribute their ideas to planning. Children’s learning dispositions, such as resilience, are fostered as important attitudes that strengthen their learning abilities. Children with special learning needs are well supported. They benefit from individual learning plans that are developed by teachers and parents in collaboration with specialist services.
The teaching team works together well. The head teacher has supported teachers’ development over time. She encourages them to take responsibility and lead in areas that are of interest to them. This leadership approach encourages teachers to research topics, or attend relevant training courses, to further increase their professional knowledge and skills. The teaching team encourage one another’s growth and share new learning with each other.
The Auckland Kindergarten Association has well established systems for self review and accountability to guide kindergarten management, and it continues to provide effective governance for kindergartens. The AKA has a strong commitment to biculturalism and to implementing strategies that support kindergartens in promoting positive outcomes for all children. Kindergartens have clear strategic goals, which closely link to those of the Association. This framework guides the vision for the kindergarten and its annual planning and is reflected in teachers' appraisal goals. The Association is currently reviewing the appraisal process for all kindergartens.
Teachers, the Professional Services Manager and ERO agree that the key next steps for the kindergarten include:
Before the review, the staff and management of Sunnynook 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 Sunnynook Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
|
Location |
Glenfield, Auckland |
||
|
Ministry of Education profile number |
5037 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
55 |
||
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Gender composition |
Girls 28 Boys 27 |
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Ethnic composition |
Māori Māori/Pākehā Māori/Chinese Māori/Filipino Māori/Samoan NZ European/Pākehā NZ European/Māori/Cook Island NZ European/Māori/Chinese NZ European/Pacific NZ European/Chinese NZ European/Filipino NZ European/Polish Filipino Chinese Korean other |
1 2 1 1 1 21 1 1 3 3 1 1 5 4 4 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 |
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Review team on site |
June 2014 |
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Date of this report |
12 September 2014 |
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|
Most recent ERO report(s) |
Education Review |
December 2010 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
May 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.