Donald Bruce Road, Surfdale, Waiheke Island
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.
Waiheke Island Kindergarten offers six-hour days for up to 30 children over the age of two years. Most of the children are over the age of four years by the time they are enrolled at the kindergarten. The roll includes a small number of Māori and Pacific children.
A new teaching team has been established this year. It consists of three registered teachers, a teacher aide, an administrator and head teacher. The team is very ably led by the head teacher. Teachers are becoming a strong and cohesive team that is focused on enhancing outcomes for children. The team has amended the kindergarten philosophy to reflect teachers' personal philosophies and their focus on the Enviroschools programme for sustainability. The Enviroschools kaupapa is grounded in Māori perspectives, which are highly valued in the kindergarten programme.
In 2013 ERO identified many positive features in the kindergarten. The good practices that continue to be a feature include effective relationships with parents and whānau and the local community, and a programme that is based on and extends children's interests. Very good progress has been made in relation to ERO's recommendations to strengthen children's skills with digital technologies and continuing to extend constructive networks with other early learning services on the island.
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.
This review was part of a cluster of 11 reviews in the Auckland Kindergarten Association.
Children are respected and viewed as capable and competent learners. They are involved in most areas of kindergarten decision making. All children engage in and sustain their chosen play over long periods of time. Teachers emphasise children having a strong sense of belonging to the kindergarten.
Children participate in a programme that is guided by the things they are interested in and the choices they make as they play. Teachers very capably support and extend these interests, as well as children's characteristics identified through the Enviroschools kaupapa. Children play independently or alongside peers or groups of children for extended periods of time in self-chosen activities.
The environment is interesting and stimulating and reflects children's strengths and preferences. Children have contributed their own designs to the environment and these are respected, used by other children, and maintained long after the creators have moved on from the kindergarten.
Children's social competence is skilfully developed and their independence is fostered, reflecting parents' aspirations for their children. Teachers plan deliberately for children to transition smoothly to school. They purposefully weave literacy and mathematical learning into the contexts of children's play. Children's progress with these areas is clearly identified in their portfolios of learning.
Children and teachers participate in authentic bicultural practices underpinned by the kindergarten's and the Enviroschool values. Te reo and tikanga Māori are woven effortlessly into the daily programme. Teachers agree that it would be appropriate to increase the visibility of Pacific languages and cultures in a similar way.
Teachers continue to build strong child-focused relationships with parents. They are making learning more visible for children and parents through kindergarten displays and access online learning portfolios. Parents report that teachers are approachable and take time to make them feel welcome.
Teachers have very good systems for noticing and recognising children's emerging learning during their play. They make useful plans to extend learning, and to record and discuss children's progress. Teachers have recently evaluated systems for planning and assessment to gain a shared understanding and deepen the team culture. This initiative has resulted in the team having a strong collaborative approach to planning and assessment that extends children’s interests and dispositions. The team uses digital technologies effectively to be more responsive to children's emerging interests and to share innovative and responsive ideas.
Teachers use a framework successfully to guide internal evaluation. This framework includes regular and useful consultation with parents and children to inform ongoing programme improvement.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
The kindergarten teaching team has identified useful key next steps to continue building on current high quality practices. These include enhancing:
teachers' understanding of the children who are at the service for a limited time
links with local schools and early learning services
their internal evaluation focus on teaching strategies and outcomes for children.
Before the review, the staff and management of Waiheke Island 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 Waiheke Island Kindergarten will be in four years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
20 September 2017
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 |
Surfdale, Waiheke Island |
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Ministry of Education profile number |
5567 |
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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 |
30 children over two years of age |
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Service roll |
53 |
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Gender composition |
Boys 27, Girls 26 |
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Ethnic composition |
Māori |
6 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
20 September 2017 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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Education Review |
June 2010 |
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Education Review |
June 2007 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waiheke Island Kindergarten provides for children between two and five years of age. The kindergarten is located in an attractive coastal setting that accentuates an environmental and bicultural focus on children’s learning.
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 on-going support from professional managers.
The kindergarten’s programme effectively reflects Te Whāriki, New Zealand’s early childhood curriculum. Blended into children’s learning is an enviro-school focus and a successful community partnership with local iwi to promote children’s understanding of Aotearoa’s cultural heritage.
ERO’s previous report of 2010 identified ways to make children’s learning more identifiable and explicit within teacher planning and assessment processes. The kindergarten’s teachers continue to address this review finding positively.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
The philosophy of Waiheke Island Kindergarten is centred on children’s relationship with their family, community and the natural world. This strategic focus, under the guidance of the head teacher, is clearly followed and creates positive outcomes for children. Teacher practice consistently and effectively reflects the kindergarten’s philosophy.
Parents actively contribute to and participate in children’s learning, as well as supporting the kindergarten’s rich calendar of events. They feel included and affirmed. Effective learning partnerships with the community create a strong sense of belonging for children. They approach adults with confidence and can articulate their ideas.
Children are valued as learners and are encouraged to deepen their interests through skilful teaching and programme planning that is co-constructed and purposeful. Projects and resources in the kindergarten relate to children’s environmental discoveries. Children play and learn collaboratively for sustained periods of time. There are many opportunities for imaginative and explorative play that extend children’s curiosity and their potential to be complex thinkers.
Teachers reflect critically on their own practice and this is leading to well evaluated cycles of improvement. The kindergarten is developing its own leaders and teacher roles are carried out responsibly and efficiently within a supportive and collegial work culture.
Waiheke Island Kindergarten is very well placed to sustain and improve the high quality processes and practices already evident through teachers’ focus on self review.
Association managers, teachers and ERO are in agreement that teachers could consider:
Before the review, the staff and management of Waiheke Island 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 Waiheke Island Kindergarten will be in four years.
Graham Randell National Manager Review Services Northern Region (Acting)
14 August 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 |
Waiheke Island, Auckland |
||
|
Ministry of Education profile number |
5567 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
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Service roll |
48 |
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Gender composition |
Girls 28 Boys 20 |
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Ethnic composition |
Māori NZ European/Pākehā Indian |
7 40 1 |
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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 |
June 2013 |
||
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Date of this report |
14 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
June 2010 |
|
|
Education Review |
June 2007 |
||
|
Supplementary Review |
June 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:
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.