KiNZ Myers Park

Education institution number:
10287
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

381 Queen Street, Auckland CBD, Auckland

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KiNZ Myers Park - 28/08/2018

1 Evaluation of KiNZ Myers Park

How well placed is KiNZ Myers Park to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

KiNZ Myers Park operates in the historic Myers Kindergarten building in the heart of Auckland City. It offers sessional or full-day programmes for 50 children, including up to 10 under the age of two years. Infants have a separate indoor play area. The outdoor area caters for the mixed age group.

Kindergarten (NZ) Ltd (KiNZ) is a subsidiary company of the Auckland Kindergarten Association (AKA). The KiNZ professional practice manager (PPM) supports the centre in its strategic direction and goals. She works with the new centre manager, who leads daily operations. A lead teacher works with a curriculum leader to plan the programme. There is a full-time cook who caters for children's food preferences. Teachers reflect the growing diversity of the inner-city community. Many families are new immigrants.

ERO's 2014 report noted the high quality education and care, and the attractive environment that promoted children's engagement and imagination. Teachers were supported to take leadership roles and improve their practice. ERO suggested that teachers build on their bicultural practices, develop relationships with local schools and strengthen their partnerships with families. The centre has made very good progress in these areas.

The Review Findings

Children at the centre are articulate and independent, and make decisions about their play. They enjoy warm, open relationships with teachers and play well together in groups. Older children support and respect younger children through tuakana/teina relationships. Infants are free to explore their indoor environment.

Children benefit from the centre's ethnic diversity and teachers' promotion of culturally responsive practice. The well-arranged environment promotes diversity and offers many natural resources to engage children in self-chosen play. The newly renovated, attractive outdoor play area offers many opportunities for sustained physical play and adventurous experiences for children.

Teachers are committed to promoting quality care and education in an inclusive and welcoming environment. Te Whāriki, the early childhood curriculum, underpins the programme. There has been an increased focus on promoting the principles of te Tiriti o Waitangi and te ao Māori in the bicultural curriculum. The teachers' belief that children are capable leaders of their own learning is seen in child-led uninterrupted play in well-resourced learning environments and experiences.

Teachers relate very well to children and their whānau and understand the complexity of a transient inner-city community. They successfully promote and build respectful and friendly relationships. Teachers work collaboratively as a team to ensure that children and parents feel they belong to the centre.

Parents are well informed of the centre's events and celebrations, and provide feedback to teachers about their children's learning. Parents work well with teachers to settle children into the centre and to help them transition to school. Teachers now need to find ways to encourage more parents to share information about their children's home and family events. This could support parents to be more involved in the programme.

Teachers and leaders have made good progress with establishing a curriculum that promotes Te Whāriki. This now needs to be strengthened. Portfolios of children's learning progress should reflect the individual child's progress over time. Teachers' planning for older children should focus more clearly on providing well for them.

KiNZ managers offer very good support for the centre manager and staff. The centre manager works alongside the lead teacher to form an enthusiastic and committed team. They provide relevant support for staff to meet the centre's expectations and promote its philosophy and goals.

A variety of professional learning opportunities is building teachers' knowledge. Teachers are well supported to reflect on their practice and make relevant improvements. A robust appraisal system now needs to be embedded. Good systems are in place to review and update policies and procedures.

Key Next Steps

Leaders agree that their key next steps are to:

  • review and improve the quality of assessment, programme planning and evaluation to ensure increasingly positive outcomes for all children

  • continue embedding effective practices in all leadership and management areas.

Management Assurance on Legal Requirements

Before the review, the staff and management of KiNZ Myers Park 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of KiNZ Myers Park will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

28 August 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Auckland CBD, Auckland

Ministry of Education profile number

10287

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

61

Gender composition

Boys 34 Girls 27

Ethnic composition

Pākehā
Chinese
Indian
Pacific
Russian
Middle Eastern
other Asian
other Ethnic Groups

13
10
6
4
4
4
9
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

July 2018

Date of this report

28 August 2018

Most recent ERO report(s)

Education Review

February 2014

Education Review

February 2011

Education Review

July 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

KiNZ Myers Park - 20/02/2014

1 Evaluation of KiNZ Myers Park

How well placed is KiNZ Myers Park to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

KiNZ Myers Park is a mixed aged centre licensed for 50 children, including up to 10 children under two years of age. The centre provides an all day education and care service. Children are grouped in two large rooms according to their age.

The centre is located in the Auckland central business district and reflects the wide diversity of families living in central Auckland as well as those who work in the city but live in outlying suburbs. The city based families are usually new migrants, parents coming to New Zealand to study, and those who have chosen to live and work in the city. The centre provides well for the children of these families.

The centre is part of the Kindergarten NZ Limited (KiNZ) Early Learning Centres, which is a subsidiary of the Auckland Kindergarten Association. A sound governance and management base of professional policies, procedures and operating systems is in place. Active support from KiNZ personnel informs and supports ongoing service improvement. Performance management processes and opportunities for professional learning and development evolve from extensive self review. Day to day management is delegated to the centre manager. Most teachers are qualified, registered and experienced. Two teachers have early intervention training and are able to provide specialist support for children with special needs. KiNZ Myers Park caters for an ethnically diverse community.

The 2011 ERO report noted the skilled leadership of the centre and the manager’s well considered change management. ERO also affirmed good processes for self review to guide purposeful and appropriate centre development. Children were well cared for and sensitively supported to make independent choices about their play. These good practices have been sustained and contribute to an effective learning environment. ERO recommended that managers continue to use to use self review to identify, prioritise and strategically manage centre development. Centre managers have responded well to this recommendation and have made good progress in the use of self review.

The Review Findings

The centre manager is a strategic, capable professional leader. She works inclusively with a professional team who have a strong commitment to achieving positive outcomes for all children. In accordance with the centre philosophy, staff work to ensure that the well-being and education of every child is at the heart of centre practices. They focus on empowering children to make their own choices, experiment, discover and build friendships through the learning programme.

Children and whānau are warmly welcomed into the centre. Respectful relationships and care are significant features of the centre culture. All infants, toddlers and preschoolers benefit from a primary caregiver system that provides high quality individual care and attention. The primary caregiver approach provides a point of contact and continuity for parents/whānau and helps build children’s sense of belonging and security.

Children play and learn together in creative and imaginative ways. They are well supported by teachers to lead their own learning. They enjoy uninterrupted opportunities to investigate and explore their surroundings. Teachers’ calm and gentle interactions support a programme that is unhurried and responsive to children’s preferences. Children with special abilities and needs are well supported.

The attractive centre environment promotes children’s engagement in the programme and invites and provokes their imaginative play. Children have appropriate spaces to work and play quietly. Extensive outdoor play spaces provide space for physical activity and opportunities for children to enjoy challenge.

Children’s assessment portfolios provide records of their learning and include parent contributions. Children’s language, culture and identity are acknowledged and respected. During 2013, teachers supported children by responding to repeated patterns or actions in their play. These high quality interactions are reflected in planning and learning stories. Improvements in teachers’ thinking and practice have led to a better understanding of each individual child, and a greater focus on children’s physical and emotional wellbeing and relationships with parents.

Reflection and self review are an intrinsic part of teachers’ professional practice. Teachers are encouraged and supported to take leadership roles in the centre. They are committed to ongoing and whole centre professional learning, which they use to improve their practice and outcomes for children.

Strategic and annual plans have an explicit focus on innovative and responsive leadership developed from effective self review and teachers’ reflections on their professional practice. The centre is involved with The University of Auckland in professional learning and development and a range of research projects. The centre manager is working with early childhood professionals from centres to share the outcomes of these projects and professional learning.

Key Next Steps

The centre’s ongoing self review, performance management and teacher inquiries have identified next steps for centre development. ERO affirms centre leaders’ and teachers’ plans to continue to:

  • build on their knowledge of bicultural practices
  • extend transition to school processes by developing relationships with local schools
  • develop better understandings of families’ cultural backgrounds so that stronger partnerships support children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of KiNZ Myers Park 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of KiNZ Myers Park will be in four years.

Dale Bailey

National Manager Review Services Northern Region

20 February 2014

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Auckland City

Ministry of Education profile number

10287

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

64

Gender composition

Girls 38

Boys 26

Ethnic composition

Māori

NZ European/Pākehā

Indian

Afghani

African

South East Asian

Nepalese

Other European

Other Asian

Other Pacific

3

16

12

3

3

3

2

12

8

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

December 2013

Date of this report

20 February 2014

Most recent ERO report(s)

Education Review

February 2011

 

Education Review

July 2007

 

Education Review

June 2006

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.