15 Hamatana Road, Snells Beach
View on mapSnells Beach Kindergarten
Snells Beach Kindergarten - 13/02/2020
1 Evaluation of Snells Beach Kindergarten
How well placed is Snells Beach Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Snells Beach Kindergarten is well placed to promote positive learning outcomes for children.
Background
Snells Beach Kindergarten is a well-established service serving a coastal township in Mahurangi, north of Auckland. The service is licensed for 30 children and has recently extended its services to offer a seven-hour day for children aged from two to six years.
The head teacher and teaching team are well known in the local community and have worked collaboratively over many years, together with an administrator and teaching assistant. An actively involved parent/whānau group meets regularly to discuss the learning programme and support the kindergarten's operations.
The kindergarten's philosophy has been reviewed recently. The updated philosophy statement reflects Te Whāriki, the early childhood curriculum, and a commitment to providing an environment that reflects bicultural learning experiences. Teachers have maintained professional learning to strengthen the play-based, individualised learning programme with opportunities for active exploration.
ERO's 2015 review identified a variety of good practices, and areas for improvement that included self-review and learning partnerships with families. Teachers continue to improve their practices, including provision for newly enrolled two-year-old children.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development for staff. A new AKA structure and new leadership roles have been established, and new personnel appointed.
This review was part of a cluster of eight reviews in the Auckland Kindergarten Association.
The Review Findings
Children and families are warmly welcomed and develop a strong sense of belonging in the kindergarten. Many parents take the opportunity to stay and settle their children, talk with one another, and discuss their children's learning with teachers.
Children engage quickly in the play-based programme. They have opportunities to form friendships, problem solve, and experience creative and imaginative learning. They understand teachers' expectations and can persist with learning activities with minimal disruption. This enables children to make choices and develop confidence in leading their own learning.
Children are viewed as capable and competent communicators. Teachers are respectful of children's choices and respond to their interests. They recognise the different ways that children learn and notice their individual dispositions and developments. Recent professional learning has assisted teachers to consider ways to nurture children's passions and bring complexity to their learning experiences.
The kindergarten is attractively presented and well resourced. Children have enjoyable opportunities for exploring the environment and gaining new knowledge. They visit local areas of interest and have excursions outside the community. Parents are keen to support these trips. The enrolment of younger children has enabled tuakana/teina relationships to be reinforced. It has also allowed older children to take greater responsibility and leadership.
Teachers are extending their commitment to bicultural practice. This is evident in displays, learning resources and through teachers' involvement in the local kāhui ako|community of learning. Children benefit from learning their pepeha and from the regular visits of a specialist kaiako reo. Teachers plan to develop greater confidence in using tikanga and te reo Māori, to further embed these developments and enhance their own teaching practice.
Teachers are working well with the new AKA specialists. They appreciate the expertise and close liaison of the curriculum and area leaders. They have taken the opportunity to evaluate their planning and assessment practices and have agreed goals for continuing these developments in 2020. They agree that the purpose of this ongoing review is to strengthen their focus on outcomes for children through their internal evaluation practices.
The AKA continues to provide support for kindergartens to strengthen bicultural practices. In many instances this has made a significant difference to teachers' confidence and capability. Specialist support impacts positively on teachers’ inclusion of children with additional learning needs. Priority is being given to re-establishing and supporting Parent Whānau Groups in all kindergartens. The strategic direction being established by new AKA leaders is providing a positive framework for kindergartens’ annual planning.
Key Next Steps
Key next steps for the kindergarten include continuing to:
-
build distributed leadership team approaches
-
strengthen the documentation of children's individual learning journeys
-
focus professional inquiry and evaluation more closely on outcomes for children.
It would be useful for AKA managers to:
-
clarify new roles and engage teaching teams in the implementation of the new structure across the AKA
-
increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels of the AKA
-
identify and implement strategies for achieving greater consistency of the practices that are strengths in some kindergartens, across the AKA.
Management Assurance on Legal Requirements
Before the review, the staff and management of Snells Beach 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 February 2020
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 |
Snells Beach |
||
Ministry of Education profile number |
20262 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, from 2 to 5 years of age |
||
Service roll |
48 |
||
Gender composition |
Girls 27 Boys 21 |
||
Ethnic composition |
Māori NZ European/Pākehā Pacific other ethnic groups |
10 31 4 3 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
November 2019 |
||
Date of this report |
13 February 2020 |
||
Most recent ERO report(s) |
Education Review |
May 2015 |
|
Education Review |
February 2012 |
||
Education Review |
February 2009 |
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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
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.
Snells Beach Kindergarten - 29/05/2015
1 Evaluation of Snells Beach Kindergarten
How well placed is Snells Beach Kindergarten 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
Snells Beach Kindergarten provides high quality education and care for children in the coastal settlement of Snells Beach, near Warkworth. The kindergarten offers a Kindergarten Day Model of six hour days provides for up to 30 children, up to the age of five years of age.
The kindergarten has developed its own philosophy with core values around fostering a bicultural and multicultural environment. Teachers promote children’s sense of belonging and respectful relationships. The kindergarten team comprises of a head teacher, two other registered teachers, a part-time teaching assistant, a teacher aide and an administrator.
The kindergarten is well established and has a history of positive ERO reporting. ERO’s 2012 report noted the good quality of teaching and learning, curriculum and self review. These features have continued.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA), which provides strategic leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the AKA has recently launched a new 10-year strategic direction. Its four strategic pillars or objectives relate to educational excellence, core organisational processes, community engagement and a future focus. These objectives are intended to guide the Association and its kindergartens in their ongoing development. The Association’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New AKA roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development is planned to support kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being developed and will be implemented to monitor quality in kindergartens and contribute to self review and ongoing improvement.
This review was part of a cluster of ten reviews in the Auckland Kindergarten Association.
The Review Findings
Children and their families are warmly welcomed into the kindergarten. Children, family members and staff show a strong sense of connectedness. Tuakana teina relationships are well promoted. Children are well supported to become confident and capable learners. They are encouraged to follow their interests and lead their learning. Children engage in sustained play, and they develop problem solving and thinking skills.
The environment provokes children’s wondering and creativity. A wide range of natural resources and objects reflect the cultural backgrounds of children and their families. Teachers’ inclusive practices ensure children from different cultures and those with special learning needs are valued and well supported.
Children’s early literacy and mathematic skills are developed in the meaningful context of play. Science and the Arts are also well integrated in the learning programme. Children's assessment portfolios provide very good records of each child’s learning in the kindergarten.
Teachers interact respectfully with children. Independence is encouraged and children are encouraged to develop practical life skills that promote self-management. Teachers support children’s positive transition to school.
The kindergarten is committed to developing bicultural practices. Tikanga and te reo Māori is evident in the daily programme and environment. Children sing waiata, say karakia at kai times and introduce themselves in Māori at sharing times. Teachers and children are learning about local iwi history and this knowledge is incorporated meaningfully into the programme.
Teachers are highly reflective practitioners who continue to seek ways of improving their practices. The head teacher is very capable and is supported by a cohesive teaching team. Teachers work collaboratively, using their good curriculum knowledge to extend children’s learning. They are encouraged and supported to take on leadership roles. Their individual strengths are valued and contribute to the high quality programme of education and care. Staff, families and children are involved in the kindergarten’s comprehensive and systematic self review processes.
AKA systems for monitoring and promoting improvement in kindergarten operations are well established. A variety of useful systems and processes contribute to the teaching team’s increasingly robust self review. This self review is both responsive and planned, is supported by research into best practice, and reflects teachers’ focus on continual professional development. It often results in improvements.
Key Next Steps
The teaching team and ERO agree that key next steps include:
- making self review more evaluative by considering the impact of teachers’ practices on children’s learning outcomes
- strengthening partnerships with family/whānau to support children's learning.
Management Assurance on Legal Requirements
Before the review, the staff and management of Snells Beach 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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Snells Beach Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
29 May 2015
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 |
Snells Beach, Auckland |
||
Ministry of Education profile number |
20262 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children |
||
Service roll |
41 |
||
Gender composition |
Girls 21 Boys 20 |
||
Ethnic composition |
Māori Pākehā other |
6 29 6 |
|
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 |
March 2015 |
||
Date of this report |
29 May 2015 |
||
Most recent ERO report(s) |
Education Review |
February 2012 |
|
Education Review |
February 2009 |
||
Education Review |
January 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.