31 A Kaikoura Street, Henderson, 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.
Sunnyvale Kindergarten is a well-established service that provides six hour sessions that align well with school hours. It is part of the Auckland Kindergarten Association (AKA) and operates within its policies and strategic goals. A range of AKA professional support personnel are available to assist teachers with curriculum, management and property matters.
The team consists of four registered teachers who are supported by a teaching assistant, a teacher aide and an administrator. They have worked together as a collaborative team for more than two years. Teachers are responsive to the multicultural community and promote an inclusive environment underpinned by a commitment to 'awhi mai, awhi atu', which helps to foster a culture of mutual support in the kindergarten. This commitment aligns well with the kindergarten's philosophy of valuing children's competence, individuality and cultural identity.
In 2013 ERO acknowledged several strengths of the kindergarten. A calm atmosphere and positive relationships continue to be features of the service and a rich environment and a varied curriculum effectively engaged children in learning. ERO recommended improvements in planning and assessment records, self review and in integrating te reo and tikanga Māori throughout the programme. There has been very good progress in these areas.
The AKA provides a governance and management framework for the kindergarten. It also provides personnel support, to assist the kindergarten. The 2015 restructure of AKA leadership roles has been reviewed and has resulted in the further allocation of roles. There continues to be a period of transition for all AKA staff as they adapt to new systems and responsibilities.
This review was part of a cluster of seven kindergarten reviews in the Auckland Kindergarten Association.
Children are eager learners who settle quickly and show a sense of belonging in the kindergarten. They have positive relationships with their peers and with teachers and contribute well to conversations about their play.
Children play confidently by themselves and in small independent groups, exploring resources and working collaboratively. They benefit from many opportunities to practise early literacy skills in meaningful contexts and also use numbers and mathematical concepts for real purposes. The integration of te reo and tikanga Māori support Māori children to have pride their culture and identity.
Teachers support diversity and the cultural heritage of all families by celebrating events, providing resources with cultural themes and responding very well to children with special needs.
Children's learning is deliberately encouraged. Teachers are respectful and responsive in their interactions with children, listening well and asking questions that help to extend children's ideas particularly during mat time. They encourage children to support each other and work together to solve problems.
Teachers celebrate children's ideas about their own strengths and interests in attractive displays. They value children's contributions to planning the programme and the environment. This focus could be extended to challenge children to set new goals and further develop their problem solving skills. Displays within the kindergarten enable parents and whānau to be well informed about the programme and many are using a digital portal to provide teachers with feedback or to share stories from home.
Teachers are increasing the transparency of their planning and evaluation in response to children's interests. They are strongly committed to reflecting on their practices and identifying strategies to support learning. Teachers' current focus on children's learning dispositions is enabling them to more critically analyse the quality of children's play and the learning outcomes that follow. They could now use this process to strengthen expectations about the ways children use equipment and make discoveries.
Parents and whānau are interested and active partners in their children's learning. Teachers actively foster family involvement through a parent/whānau support group, regular discussions and centre events. Parents who were interviewed by ERO are enthusiastic about the welcoming environment and the opportunities they have to contribute to the programme. They value how well teachers know their children and respond to their interests and cultural identity.
The kindergarten is well managed. The head teacher is a collaborative leader who distributes responsibilities and values the different skills and knowledge each teacher brings to the team. Together they use their strategic action plan to operate the centre and achieve development goals.
Teachers value the range of professional development provided by the Association and the support network that is available to them, including an extensive course to enhance bicultural practices. They have a well established internal evaluation processes that are focused on improvement and result in positive outcomes for children. Teachers are gaining confidence with using these processes.
Association systems for monitoring and promoting improvement in kindergarten operations are well established. Centre operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. New AKA roles have been established to provide more targeted support for head teachers in their leadership and management roles.
The teachers and AKA managers agree that the key next steps for the kindergarten’s development could include:
The AKA is continuing to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.
Before the review, the staff and management of Sunnyvale 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 Sunnyvale Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 December 2016
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 |
Sunnyvale, Auckland |
||
|
Ministry of Education profile number |
5106 |
||
|
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 |
53 |
||
|
Gender composition |
Girls 31 |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 |
September 2016 |
||
|
Date of this report |
14 December 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2013 |
|
|
Education Review |
August 2010 |
||
|
Education Review |
May 2007 |
||
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.
Sunnyvale Kindergarten offers education and care for a maximum of 40 children over the age of two years. It uses the Kindergarten Day Model, offering children and families the option of six hour day or a four hour morning session. The kindergarten philosophy is based on the principles of Te Whāriki, the early childhood curriculum. The philosophy incorporates a strong focus on children learning through play in a meaningful and stimulating environment.
The kindergarten community is culturally diverse. There are ten children of Pacific descent and sixteen children identify as Māori.
The staff are a stable team of four long-serving registered teachers. The 2010 ERO review commented on the calm and unhurried atmosphere and the positive relationships between children and adults. Teachers have built on these positive practices and responded well to the recommendations noted in the previous ERO review.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and ongoing support from professional managers.
This review was part of a cluster of ten Kindergarten reviews in the Auckland Kindergarten Association.
Sunnyvale Kindergarten has a welcoming, positive tone where children are affirmed and supported in their play. Children are articulate and confidently engage in conversations with each other and adults. They enjoy good opportunities to be creative and play cooperatively with their peers.
Children settle quickly and confidently into the kindergarten. The rich and stimulating learning environment encourages and supports children’s play. Children freely explore and choose from the many learning activities and resources available to them. There are plentiful and good opportunities for them to develop literacy, numeracy and self-managing skills during play. Children are encouraged to extend their conversations, and information and communication technologies (ICT) are used well to extend children’s learning experiences.
Teachers have recently reviewed their bicultural practices and are committed to increasing their understanding and knowledge of te reo and tikanga Māori. The strengthening of bi-cultural practices is a strategic goal of the Association.
Teachers work collaboratively and are committed to improving their practice. They have good access to a variety of appropriate professional learning and development that aligns with the kindergarten’s strategic direction. Self-review processes include parents’ views and contribute to improving the programme for children.
Parents report that they feel welcome in the kindergarten and enjoy participating in the programme. Teachers provide parents with useful information about ways to support their children’s transitions into school. Teachers are working towards getting more information from parents about their aspirations for their children.
To improve effective practices, the Professional Services Manager and Head Teacher agree that teachers should continue to:
Before the review, the staff and management of Sunnyvale Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Sunnyvale Kindergarten will be in three years.
Dale Bailey National Manager Review Services Northern Region
20 November 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 |
Sunnyvale, Auckland |
||
|
Ministry of Education profile number |
5106 |
||
|
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 26 Girls 26 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Indian Tongan other |
16 14 6 5 3 8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2013 |
||
|
Date of this report |
20 November 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2010 |
|
|
Education Review |
May 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.