73-77 Bentley Avenue, Glenfield, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kauri Kids Glenfield are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
Kauri Kids Glenfield is a community-based service managed by the Auckland City Council. An operations manager provides governance and management support for the 10 Kauri Kids services. The teachers, including the manager, are experienced and qualified.
Children at Kauri Kids Glenfield are settled and engaged in their play. An open plan environment enables children to work independently or in small groups for sustained periods. Teachers promote a child-centred curriculum in a homelike setting. They foster calm, unhurried routines where children’s choices and decisions are respected.
Leaders and teachers have established responsive and respectful relationships with children and parents/whānau. Children have developed caring and nurturing relationships with their peers and adults. Teachers include basic te reo Māori and aspects of tikanga Māori in their daily practice and in assessment documentation.
Teachers are beginning to build shared understandings around how the learning outcomes in Te Whāriki, the early childhood curriculum, can be used to assess children’s learning. Expectations for documenting assessment of learning is clear, however records vary in quality. Assessment information does not yet reliably draw on parents’ knowledge in relation to their child’s learning. Children’s languages and cultures are not yet strongly evident in assessment records. Teachers documenting the learning progressions of individual children over time is also an area for improvement.
Teachers are focused and open to learning. They are developing their understanding of internal evaluation and working towards monitoring and evaluating improvements made on outcomes for learners. A
well-developed strategic plan with clear improvement goals, and an annual plan, guide the Kauri Kids group. Teachers’ professional goals align with the overarching strategic objectives. Well-developed policies, systems and procedures provide guidance for everyday operations.
Kauri Kids Glenfield will include the following actions in its Quality Improvement Planning:
To increase the quality and consistency of assessment information documented about children’s learning, include the visibility of how teachers respond to parent/whānau aspirations, recognition of children’s languages and cultures, and showing children’s progress over time.
The Kauri Kids governance group will include the following actions in its Quality Improvement Planning:
Strengthen teachers’ individual appraisals through ongoing monitoring and provision of feedback to support teachers’ growth in practice.
Improve internal evaluation processes and monitor the implementation of improvement actions, including evaluating the impact of these actions on improved outcomes for children.
Before the review, the staff and management of Kauri Kids Glenfield completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
1 June 2023
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Early Childhood Service Name |
Kauri Kids Glenfield |
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Profile Number |
20304 |
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Location |
Glenfield, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
28 |
|
Review team on site |
March 2023 |
|
Date of this report |
1 June 2023 |
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Most recent ERO report(s) |
Education Review, June 2019; Education Review, April 2015 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kauri Kids Glenfield is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Glenfield is located in the Glenfield Leisure Centre. It is licensed for 30 children, including up to 10 children under the age of two years. The facility offers a variety of full-day, sessional and casual attendance options. It provides for mixed-age play, and has a separate area for infants and toddlers. The head teacher leads a mostly qualified staff team.
Kauri Kids Glenfield is one of 11 early childhood education (ECE) centres across the wider Auckland region managed centrally by Auckland Council. Kauri Kids Auckland Council Management (KKACM), provides a governance and management framework, and support personnel to assist the centre. An ECE curriculum leader is responsible for the overall operations of the Kauri Kids services. The head teacher in each service reports to the manager of the facility where the service is based.
The recently reviewed philosophy of all Kauri Kids centres emphasises the organisation's commitment to providing a service that values quality learning experiences and opportunities for exploration, the inclusion of all children and their families, and the bicultural nature of Aotearoa New Zealand.
Teachers continue the good quality practices noted in ERO's 2015 report. Since 2015, there have been staff and leadership changes. A new head teacher has been appointed. Teachers have engaged in professional learning and development to improve teaching practices. They have made significant improvements to the learning environment.
This review was part of a cluster of three reviews in the Auckland City Kauri Kids organisation.
Teachers provide an attractive and welcoming learning environment. The small outdoor area is carefully organised and equipped to support active play. Well-resourced and interesting areas invite and support children’s engagement in play. Regular access to the leisure centre’s facilities, including the gym and local park areas, provide extra opportunities for children to be physically active.
Children engage in sustained play, have fun, and are enthusiastic learners. They learn at a relaxed pace, are able to make choices, and problem solve. Children's creativity and imagination are valued. Teachers encourage children to use literacy, mathematics and science as part of their play. Children are confident and capable learners.
Infants and toddlers benefit from nurturing, individualised care. The dignity of the child is maintained and routines are sensitively managed. Toddlers’ growing independence and language skills are fostered in play and conversations. They show a strong sense of belonging and security, and are able to explore and make discoveries.
Effective and inclusive teaching practices affirm and build on children's strengths. Children with additional needs are well supported. Relationships are based on a culture of care and respect for children and their whānau. Teachers acknowledge children’s cultural backgrounds and include diverse home languages in greetings and conversations. Te reo and tikanga Māori are increasingly included in aspects of the programme, and teachers are keen to further develop in this area. Transitions into the centre and on to school are responsive to individual children’s and whānau needs.
Teachers plan and implement a play-based learning programme that reflects the centre's philosophy and Te Whāriki, the early childhood curriculum. The programme is influenced by current theories and research. Assessment and planning is responsive to children’s interests and is displayed for children to revisit. Parents/whānau are kept informed through frequent informal discussions, electronic communications and attractive wall displays. Online assessment portfolios allow parents and other family members to follow their children's learning progress.
The leadership team has a strong focus on continual development. Leaders support team members to develop their leadership capability. Teacher appraisals are aligned with the centre's strategic goals and required teaching standards. Teachers' professional learning is impacting positively on outcomes for children.
Well-developed strategic plans and annual plans guide centre operations. Health and safety, and employment policies align with Auckland Council expectations.
Centre leaders agree that key next steps include:
continuing to enrich bicultural practices
more consistently documenting how individual children’s interests and dispositions are developed to a deeper level, and how progress is evaluated over time
exploring ways for children to lead their own learning through more complex and challenging play
strengthening the documentation of internal evaluation to more clearly show teachers' evaluative thinking and resulting outcomes for children.
The KKACM operations manager and centre leaders agree that, across the organisation, they should continue to strengthen:
bicultural practice in all centres
appraisal systems, to meet Teaching Council requirements
internal evaluation through more evaluative questioning
assessment, programme planning and evaluation practices.
Before the review, the staff and management of Kauri Kids Glenfield 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
21 June 2019
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 |
Glenfield, Auckland |
||
|
Ministry of Education profile number |
20304 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 26 Boys 18 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
May 2019 |
||
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Date of this report |
21 June 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2015 |
|
|
Education Review |
February 2012 |
||
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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Glenfield is one of 10 centres that were amalgamated under the Auckland Pools and Leisure group in July 2013. The centre operates two sessions daily and a morning session on Saturday. It is licensed for up to 30 children, including 10 up to the age of two years. It serves a multicultural community and caters mostly for parents using the leisure centre and nearby shopping complex.
The 2012 ERO report noted that children and families benefitted from a welcoming atmosphere and warm and respectful relationships with centre staff. This feature continues to be evident.
Teachers have responded well to the recommendations in ERO’s 2012 report. They have continued to explore ways to develop programme planning and evaluation of children’s learning. Areas of noncompliance from the 2012 report have also been addressed.
The centre’s newly appointed curriculum leader is developing positive working relationships with the head teacher and staff. Through this, the centre is establishing systems to enable them to build capacity and sustain improvements.
A noteworthy feature of the centre is the well considered use of the indoor and outdoor learning environments. The focus placed on ensuring the environment responds to children’s interests reflects the centre’s belief in respecting and valuing every child.
Children at Kauri Kids Glenfield are settled and well cared for. They have opportunities to play cooperatively with their peers and on their own. Children have access to resources that challenge and support their learning. The carefully planned learning spaces provide a sense of belonging and allow teachers to naturally following the pace and interest of the child. The learning environment reflects both Māori and the diverse cultures of the families and staff that attend the centre. Teachers have identified the need to enlarge the outdoor area to provide further opportunities for exploration and physical challenge. ERO agrees that further development of this area would be useful.
Babies and toddlers receive high levels of care. Teachers provide a nurturing, unhurried approach to support their wellbeing. This gentle and affirming approach complements the variety of appropriate resources available for these young children and the calm learning environment created.
Teachers use Te Whāriki, the early childhood curriculum, to guide the programme. They have developed systems to monitor individual and group interests. Teachers’ knowledge of whānau and the wider community is evident and enhances the strong relationship between teachers and children at the centre. The head teacher and curriculum leader acknowledge the need for teachers to now further develop and refine programme planning and to include parent voice in this planning. They also agree that further work could be done to deepen teachers’ understanding of Te Whāriki, and that a review of the centre’s practices for transitioning children to school would be helpful.
Positive centre leadership is evident. The head teacher and curriculum leader acknowledge the value of collaborative and meaningful professional learning. As a result of effective self review, they have identified the need to further enhance bicultural practices and make use of Ministry of Education resources. They also acknowledge the need to review the centre philosophy statement to reflect Te Tiriti o Waitangi.
The centre is becoming increasingly well governed and managed. A recent change in the appraisal process is promoting improved understandings of effective early childhood education practices. Further development in this area should enable Kauri Kids Glenfield to continue to strengthen teacher practice within the centre.
The head teacher, curriculum leader and teachers agree that key priorities for the centre are to continue strengthening:
Centre leaders and ERO agree that Kauri Kids Glenfield should continue to strengthen and refine its systems, policies and procedures to align with early childhood education practices.
Before the review, the staff and management of Kauri Kids Glenfield 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 Kauri Kids Glenfield will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
17 April 2015
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 |
Glenfield, Auckland |
||
|
Ministry of Education profile number |
20304 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
95 |
||
|
Gender composition |
Boys 52 Girls 43 |
||
|
Ethnic composition |
Māori Pākehā Chinese Middle Eastern Indian other Asian other |
4 60 7 6 3 10 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
17 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
May 2005 |
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.