10 Hamlin Road, Mount Wellington, 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.
Sylvia Park Kindergarten was previously known as Mt Wellington Kindergarten. It is licensed for a maximum of 40 children over two years of age. Four qualified teachers provide education and care for local children from diverse cultural backgrounds. It operates as a Kindergarten Day Model, which enables children to attend sessions similar to school hours.
The kindergarten philosophy focuses on innovative, reflective teaching practice that supports children’s inquiring minds. Teachers and children are seen as learners together. Respect is the underpinning value to building relationships with children, families and the community.
The kindergarten has a positive reporting history. The 2012 ERO report noted the kindergarten’s inclusive relationships, meaningful bicultural practice, and how well children were supported to create, explore, and extend their learning experiences. These features have been maintained. Teachers have responded positively to the 2012 report’s recommendations that included teachers further developing self review, planning and assessment processes.
The kindergarten is part of the Auckland Kindergarten Association, which provides leadership, a management framework, support personnel and a programme of professional development for teachers. In 2015, after extensive review and consultation, the association launched a new 10 year strategic plan. The association’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New association roles have been established to provide more targeted support for kindergartens and professional development for head teachers in their leadership roles. A Quality Improvement Process (QIP) is being implemented to monitor quality and promote ongoing improvement in kindergartens.
This review was part of a cluster of five kindergarten reviews in the Auckland Kindergarten Association.
Children are engaged and busy. The environment is well resourced and invites children to play independently or in groups. Relaxed routines allow children to sustain their play for long periods of time. Children learn to be compassionate, caring for people, centre animals and the environment. Teachers have a strong belief that children are capable learners. They support children to collaborate, to take leadership roles, and to share their learning at group times.
The diverse cultures of the families attending are evident, respected and promoted in the environment and in teachers’ practice. Teachers use a range of teaching strategies sensitive to the languages, cultures and identities of all children. Te ao Māori perspectives are evident in the curriculum and bi-cultural practices continue to evolve. Children are learning to be aware of other children’s cultures.
Parents who spoke with ERO expressed strong satisfaction with the care and education provided for their children. They appreciate the genuine partnerships they have with the teaching team. Parents’ aspirations for their children’s learning are highly visible through effective use of an on-line resource that supports programme planning, and highlights links between children’s learning stories.
Teachers have in-depth knowledge of children as learners. Ongoing observations build a picture of what children know, understand, feel, and are interested in. Meaningful assessment processes continue to evolve through self review.
The teachers’ philosophy statement is evident in practice. Professional development supports teachers to focus children on the language of learning. Children are learning to name and understand the dispositions that support their learning. This knowledge will help them in their transitions to school.
All teachers are involved in leadership roles that have relevance to quality teaching. They engage in discussion and research to guide improvements to teaching practice. Effective self review involves teachers’ high level investigations resulting in positive outcomes for children.
The association provides timely, in depth support for the head teacher and the team. Its strategic plan provides a stepping stone for the kindergarten to build on to meet the needs of its local community. Sylvia Park Kindergarten’s newly written strategic plan will form the foundation of an annual plan and drive ongoing review.
The association has a strong commitment to biculturalism and in embracing diversity. Resources and personnel have been targeted to ensure that the specific needs of children and their families are met.
ERO supports the teaching team’s identified next steps of continuing to refine assessment, programme planning and evaluation processes, with whānau input.
Before the review, the staff and management of Sylvia Park 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 Sylvia Park Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
29 January 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 |
Mt Wellington, Auckland |
||
|
Ministry of Education profile number |
5077 |
||
|
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 |
58 |
||
|
Gender composition |
Girls 33 Boys 25 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian Samoan Tongan Cook Island Māori Filipino other |
10 11 8 7 6 6 3 2 5 |
|
|
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 2015 |
||
|
Date of this report |
29 January 2016 |
||
|
Most recent ERO report(s) |
Education Review |
November 2012 |
|
|
Education Review |
December 2009 |
||
|
Education Review |
December 2006 |
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.
Mt Wellington Kindergarten is in a good position to promote positive outcomes for children.
Mt Wellington Kindergarten in Mt Wellington, Auckland, is a well established centre that operates as part of the Auckland Kindergarten Association. It is a multicultural centre situated next to a primary school. The kindergarten runs two mixed-age sessions, and caters for 88 children from the age of two years. The Association provides a policy framework and good quality professional guidance for teachers. An administrator, teacher aide, and a parent support group assist teachers to facilitate the smooth operation the kindergarten.
Maintaining the number of children enrolled continues to be a challenge for the kindergarten as families come and go. Often children do not complete their kindergarten experience in the Mt Wellington centre, since families do not settle permanently in the area.
Teachers and Association managers plan to consult with parents, whānau, aiga and the local community about possible changes to the kindergarten’s licence from a sessional to a full day licence. Some of the benefits of this change should include a more stable roll and the appointment of another staff member.
The centre’s philosophy clearly outlines the intentions of the kindergarten to provide a safe, culturally sensitive and inclusive environment that is challenging, flexible and meets the needs of individual children. The 2009 ERO report identified these features as strengths of the kindergarten, and this review affirms that they continue to be so.
This review was conducted as part of a cluster approach to reviews in five early childhood education services within the Auckland Kindergarten Association umbrella organisation.
Children play well together and are engaged in their learning. They spend sustained periods of time with adults and persist in completing projects related to their interests. The programme reflects the bicultural heritage of Aotearoa New Zealand and the ethnic diversity of the children further enriches the programme. Children, parents and teachers learn about and celebrate others' cultures, as well as their own. The kindergarten has also committed to seeking guidance from a Māori kaumatua/ elder to promote ongoing development of a bicultural curriculum.
Children are independent learners and make choices about their play. They have a good sense of ownership in the kindergarten and of the programme. The environment is designed so that children can develop and extend their imaginative play and create their own learning experiences. The recent upgrade of the outdoor environment has made a positive difference to how this space is used by children. The well defined areas of play support children to explore the indoor and outdoor areas with confidence.
Teachers value and acknowledge their partnerships with families. Parents appreciate the atmosphere in the centre. The positive relationships teachers have with families are evident and support; children’s learning and their sense of belonging, and parents’ contribution to the programme.
The professional services manager (PSM) provides good liaison between the kindergarten and the Association. The PSM’s regular visits and teaching reports raises teachers’ awareness of Association services, documentations, and expectations. The Association leaders agree they should continue to help teachers to use their long-term planning to develop more strategic approaches to self review.
Managers and teachers recognise that self-review is an integral part of their practice. To support better learning outcomes children, they have identified the need to strengthen their documentation, and improve teaching practice and programme implementation. Further considerations to enhance current practices could include:
Before the review, the management of Mt Wellington 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.
ERO is likely to carry out the next review in three years.
Makere Smith,
National Manager Review Services Northern Region (Acting),
27 November 2012
|
Location |
Mt Wellington, Auckland |
|
|
Ministry of Education profile number |
5077 |
|
|
Licence type |
Sessional Free Kindergarten |
|
|
Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
|
|
Number licensed for |
44 children, including up to 0 aged under 2 years |
|
|
Service roll |
88 |
|
|
Gender composition |
Girls 47 Boys 41 |
|
|
Ethnic composition |
Māori NZ European/Pākehā Tongan Indian Samoan Cook Island Filipino Niuean Cambodian Fijian Indian Other |
16 11 16 10 7 4 4 2 2 2 14 |
|
Review team on site |
September 2012 |
|
|
Date of this report |
27 November 2012 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2009 December 2006 February 2004 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.