14 Kitchener Road, Waiuku
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waiuku Kindergarten is a well established service that is licensed for children between the ages of two and five years. The kindergarten offers sessions similar to school hours, to meet the needs of the surrounding community. It operates within the policies and management framework of the Counties Manukau Kindergarten Association. An education manager (EM) visits the kindergarten and provides leadership and curriculum support for teachers.
Children and families come from a wide geographical area, and diverse cultures and social backgrounds. Many families stay for just a short time. In 2015 there was a significant increase in the roll, and in the number of two-year-old children attending. The Association applied for an increase in the licence numbers and appointed an additional teacher to maintain high teacher to child ratios.
The 2013 ERO report suggested that teachers work with the education manager to strengthen self-review processes, embed assessment and evaluation in planning, and further develop practices to affirm the languages and cultural identifies of Māori and Pacific children. Progress has continued in all of these areas.
This review was part of a cluster of five kindergarten reviews in the Counties Manukau Kindergarten Association.
Children are confident, curious, engaged learners. Developing children's social competence has been a focus for teachers. Children are learning to be caring and respectful of others and meaningful friendships are encouraged. They express themselves creatively and imaginatively, and are independent learners who choose from the range of activities available. Teachers promote positive learning dispositions and attitudes, and learning through play. Younger children are supported to learn at their own level and pace.
Teachers recognise that children come from a range of diverse backgrounds, experiences and abilities, and are developing inclusive environments and practices. Teachers review play areas to support challenge and extended learning for children with special learning requirements. There are opportunities for physical dexterity and development. Teachers should evaluate the suitability of the learning environment for younger learners and make appropriate modifications as needed.
Literacy, numeracy and science are integrated in the broad and varied curriculum. The Enviro Schools programme has recently been introduced and children are learning about natural science, healthy eating and sustainability. Teachers provide good support for children's developing language and communication skills.
Digital systems have been recently introduced to plan for and record children's learning. Through this on-line information, parents are becoming more aware of their children's interests at kindergarten. Sharing between the home and kindergarten is allowing parents to contribute ideas that can be used to strengthen the quality of planning for children's learning. It would now be useful for teachers to record their critical discussions about evaluating their own practices and children's learning.
The new teaching team is sharing strengths and developing a collaborative working approach. Teachers have reviewed the kindergarten's philosophy and are making changes to the curriculum and their practices. They could now evaluate the impact of these changes and identify the resulting outcomes for children.
The Association continues to provide very good support for the kindergarten. The systems and personnel in place to support kindergarten operations, and ongoing review and monitoring, contribute to efficient management practices. Association leaders establish overarching long-term goals so that teachers can align their annual plan with the Association's strategic direction. They are responsive to changing community needs and variable hours of operation provide flexibility for families. Leaders continue to adapt personnel systems, including teacher appraisal, in response to changing requirements.
The Association focuses on continuous improvement in kindergarten operations and educational outcomes for children. They have high expectations for teachers to use evidence based, reflective practices. The Association has a strong commitment to bicultural practices, working in partnership with Māori whānau and each kindergarten's community. Leaders embrace cultural diversity and are currently focusing on strategies to promote success for Pacific learners.
Teachers and managers agree that key next steps should include continuing with teacher professional development and evaluating:
Teachers should prioritise the development of an action plan to address self-identified areas for improvement, and monitor and evaluate progress towards specific goals.
ERO recommends that the Counties Manukau Kindergarten Association continue to provide professional development opportunities for teachers to learn more about effective education and care for younger children.
Before the review, the staff and management of Waiuku 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 Waiuku Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 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 | Waiuku, Auckland | ||
| Ministry of Education profile number | 5133 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over 2 years of age | ||
| Service roll | 62 | ||
| Gender composition | Girls 32 Boys 30 | ||
| Ethnic composition | Māori Pākehā Samoan Cook Island Māori Niue Tongan | 18 38 3 1 1 1 | |
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 2016 | ||
| Date of this report | 22 December 2016 | ||
Most recent ERO report(s)
| Education Review | May 2013 | |
| Education Review | March 2010 | ||
| Education Review | February 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.
Waiuku Kindergarten is developing its capacity to promote positive outcomes for children.
The Waiuku Kindergarten operates under the governance and management of the Counties/Manukau Kindergarten Association. The Association provides strategic direction for the ongoing development of the kindergarten and monitors the quality of the centre’s service.
A professional practice manager (PPM) provides staff with advice, information and support. She arranges opportunities for individual and whole team professional training to develop areas of teacher practice. The PPM and teachers have formed positive relationships. Her frequent visits are appreciated.
The kindergarten has had many staff changes over the past two years. The current teaching team has been together for one year. The head teacher is developing her leadership role and responsibilities. Teachers bring a range of differing teaching experience, knowledge and skills to the centre. They are reviewing their teaching philosophies and practices so that they can work more effectively as a team.
Children are friendly and settled. They often sustain their play interests for extended periods of time. A few choose to explore the learning environment independently. Children engage in many of the activities provided in the centre’s well resourced learning environment. They are relaxed in the company of teachers and approach them for help as needed.
Parents are acknowledged and are welcome in the kindergarten. Those interviewed by ERO reported that they are reasonably satisfied with the learning experiences provided for their children.
Teachers acknowledge that they could further involve whānau in work to promote positive learning outcomes for Māori and Pacific children. They have begun some initial conversations with families and have begun to include cultural celebrations in the programme. Further work is also needed to support children learning to speak English, so that they can settle more readily into the programme and develop a sense of wellbeing and belonging.
Teachers work alongside children and support them in their play. Strengthening the quality of interactions between teachers and children is now needed to further stimulate children’s thinking and learning skills. Plans have been made to provide professional development to help the teaching team develop shared understandings of effective teaching practices.
The Association provides a management framework to support the smooth operation of the kindergarten. Teachers use informal self-review processes to improve some areas of practice. They are yet to record the goals and outcomes of these reviews. It would be useful to systematically plan and evaluate the effectiveness of reviews undertaken more formally. Planned professional development should help teachers to use self review more effectively.
Teachers and the Association PPM have self-identified many of the next steps noted in this report. ERO’s findings indicate that the support of the PPM will be crucial in helping teachers to raise the quality of management and learning systems, and for developing a cohesive teaching team. Teachers should work closely with the PPM to:
Before the review, the management of Waiuku 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.
Dale Bailey
National Manager Review Services Northern Region
24 May 2013
|
Location |
Waiuku, Auckland |
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Ministry of Education profile number |
5133 |
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Licence type |
All Day Kindergarten |
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Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
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Number licensed for |
30 children, including up to 0 aged under 2 |
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Service roll |
50 |
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Gender composition |
Boys 26 Girls 24 |
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Ethnic composition |
NZ European/Pākehā Māori Asian Cook Island Māori Indian Tongan Other Pacific Other |
27 13 3 1 1 1 1 3 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
Not applicable |
Choose an item. |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2013 |
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Date of this report |
24 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
March 2010 February 2007 December 2003 |
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:
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 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.