111 Haven Road, Nelson
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Auckland Point Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Auckland Point Kindergarten provides all-day education and care for up to 50 children, including 25 up to two years of age. It is located on the grounds of Auckland Point School which is a site of cultural and historical significance to iwi who whakapapa to this rōhe. Infants and toddlers of parents who attend the young parents' school are educated and cared for in an adjacent building that is part of the kindergarten. Three programmes are offered to support the developmental needs of children. At the time of this review, seven Māori and eight Pacific heritage children were enrolled.
The kindergarten identifies its aim as nurturing empowered tamariki who know they are skilled learners, socially competent, effective communicators and who are citizens of a bicultural Aotearoa. Since the June 2016 ERO review, the building has been extended and the playground has been refurbished. It also has reached silver level of the Enviroschools programme and participates in the Kāhui Ako ki Whakatū I Community of Learning.
The association employs qualified early childhood teachers, teacher aides and an administrator in each kindergarten. The head teacher who has the day-to-day responsibility of managing the kindergarten has been appointed since the previous review. There have also been staff changes over this time.
The kindergarten is governed and managed by the Nelson Tasman Kindergarten Association (the association). Since the 2016 ERO reviews, a new Chief Executive Officer (CEO) has been appointed. A team of senior education advisors (SEA) oversee and support the professional practice of the teaching team. The 2018 ERO reviews identified a number of key next steps for the board. These included improving their planning to support the achievement of the board’s strategic objectives and ensuring that reporting is evaluative and focuses on outcomes for children. Progress is ongoing.
ERO's June 2016 report identified key next steps for this kindergarten. These included assessment, planning and evaluation, and self review. Teachers' practice continues to be developed in these areas.
This review was one of four in the Nelson Tasman Kindergarten Association.
A warm and welcoming atmosphere is promoted. Teachers understand the child in the context of the family. Relationships with children and whānau are respectful. A sense of belonging is strongly promoted. This contributes to children's wellbeing and gives them the confidence to try new experiences.
Children experience a child-initiated curriculum where teachers work alongside them. They use a wide range of intentional teaching strategies to support and extend children’s emerging interests. Their social and emotional competence is strongly promoted. Responsive caregiving supports the need of infants and toddlers for a safe and secure attachment.
Teachers are attuned to children’s verbal and non-verbal communication cues and respond with care and attention. The curriculum is calm and unhurried which creates opportunities for children to explore and lead their own learning. The programme reflects places of significance in the local community. Planned excursions to these places of value enriches the curriculum. The kindergarten's teaching and learning statement is strongly evident in practice.
Children’s home language is valued and celebrated. Leaders and teachers have identified a next step is to explore Tapasā - Cultural Competencies Framework for Teachers of Pacific Learners in greater detail to deepen their knowledge of engaging with Pacific learners.
Leaders and teachers are highly committed to implementing a kaupapa Māori based curriculum. Teachers skilfully weave te reo Māori into everyday conversations. Children are well supported to respond in te reo Māori or in their own language. Waiata Māori and kapahaka sessions further enrich the programme.
Science learning reflects a focus on the living world. Children regularly have opportunities to explore and learn about elements of nature, insects and animals. Extending this focus to include a kaupapa Māori world view in science learning is a next step.
There is a well-considered approach to effectively minimise potential barriers to children’s full participation in learning. Children with additional learning needs are identified and well supported to succeed in the kindergarten setting. Where appropriate, liaison with external agencies occurs.
Group planning provides a shared focus for the programme. Teachers thoughtfully develop learning experiences and teaching strategies to support the focus of the plan. Clearly identifying learning outcomes at the beginning of the process should assist teachers to specifically identify strategies to support learners. Teachers should then evaluate the effectiveness of the plan and learning for children.
Children’s portfolios provide rich narratives of children’s engagement in the programme, their developing friendships and celebrate their developmental milestones. A next step is for teachers to better show how they plan to deepen and add complexity to children’s learning. This should also assist teachers to identify how children’s learning has progressed over time.
Self review is regularly undertaken and leads to improved practice. A useful framework has been introduced to guide the process. Continuing to build teachers' knowledge of internal evaluation for improvement and reporting evaluatively should enable them to judge the effectiveness of changes made on improving outcomes for children.
Leadership is strong and demonstrates a commitment to teaching and learning that contributes to positive outcomes for all children.
The board is well informed about outcomes from association-wide strategic reviews and the progress being made to achieve strategic goals.
The board and association are taking deliberate action to support Māori and Pacific children and children with diverse learning needs. The association has developed strong relationships with community organisations to support children and their whānau.
Appraisal is supporting growth in teacher capability. The association should update the performance management policy and the appraisal procedure. In addition, the association should introduce the Teaching Council appraisal summary annual report as part of the endorsement process.
The key next steps for teachers are to:
Before the review, the staff and management of Auckland Point 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.
To improve practice the association should:
review with urgency policies that are not current
ensure that the head teacher is appraised annually.
Dr Lesley Patterson
Director Review and Improvement Services
Te Tai Tini Southern Region
13 November 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 |
Nelson |
||
|
Ministry of Education profile number |
45557 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 25 aged under 2 |
||
|
Service roll |
55 |
||
|
Gender composition |
Female 30, Male 25 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
September 2019 |
||
|
Date of this report |
13 November 2019 |
||
|
Most recent ERO report(s) |
Education Review |
June 2016 |
|
|
Education Review |
May 2013 |
||
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 |
Auckland Point Kindergarten is well placed to promote positive outcomes for all children.
ERO's findings that support this overall judgement are summarised below.
Auckland Point Kindergarten is one of 19 kindergartens governed and managed by Nelson Tasman Kindergartens. All kindergartens share a common vision and values. Infants, toddlers and children to school age may attend Auckland Point Kindergarten for up to 7.75 hours a day. School holiday programmes operate at three kindergartens. Children enrolled at other kindergartens can also attend these programmes.
Auckland Point Kindergarten is located on the grounds of Auckland Point School. Infants and toddlers of parents who attend the young parents' school are educated and cared for in an adjacent building that is part of the kindergarten.
Since the 2013 ERO review, the kindergarten has made significant progress to meet the recommendations in the ERO report. Teachers have reviewed the purpose of profile books and are continuing to build their programme evaluation and self-review processes.
This review was part of a cluster of four kindergarten reviews in Nelson Tasman Kindergartens.
Children are highly focused on their learning. They have many opportunities to be creative and explore their interests and ideas. Children can choose to work independently or in groups. Older children support younger children with their learning. Children have respectful, positive relationships with each other and their teachers.
Teachers work effectively with children by providing an inclusive, welcoming environment. They have a strong focus on fostering children's learning and development and meeting the aspirations of their families. Teachers regularly include music, literacy and physical activity experiences in learning programmes.
Teachers value and respect each child's home culture. They build positive, responsive relationships with children and their parents. Teachers have a very strong commitment to including bicultural practices and te reo Māori into learning programmes and many aspects of the kindergarten's operations. Māori children and all children, have rich opportunities to hear te reo Māori and learn about Māori culture.
Teachers use a wide range of natural resources and equipment to create home-like environments. Learning areas are carefully presented in ways that foster children's cooperation, independence and exploration.
Infants and toddlers in the kindergarten experience calm, unhurried interactions with familiar adults. Teachers respond to children’s cues, interests and needs in caring ways. Children enjoy easy access to a good range of appropriate resources and equipment.
Transitions into and within the kindergarten are flexible and well planned. Teachers provide useful information for parents about transition to school. Older children have many opportunities to visit the school and participate in appropriate school activities. Kindergarten leaders continue to work on ways to deepen learning partnerships with the school.
Teachers work very well together. They have clear roles and responsibilities. Leaders make good use of teachers' strengths and interests and encourage them to be thoughtful, reflective about their practice and responsive to children's needs.
This kindergarten has attained the bronze level within the enviroschool's programme. Parents and whānau have become increasingly involved in the kindergarten because of the enviroschool's approaches.
Self review is well established and regularly used to make meaningful changes to the learning programme and teachers' practices.
The managers, teachers and ERO agree, that the key next steps for the kindergarten are to:
Nelson Tasman Kindergartens has a very strong commitment to te ao Māori (the Māori world) and ensuring their Senior Education Advisors (SEAs) and teachers are competent and confident in te reo and tikanga Māori. A kaiārahi Māori successfully works with each kindergarten to increase teachers’ knowledge and understanding of te reo and tikanga Māori to ensure Māori children succeed as Māori.
Nelson Tasman Kindergartens provides significant support for diverse learners and their families. Teachers in kindergartens with diverse learners receive considerable extra training and funding to ensure the needs of these children are well met.
Self review is thorough, well understood and effectively used at association level and in most kindergartens.
The CEO and SEAs provide strong professional support to the board and teachers. They work collaboratively and effectively use their skills to support the kindergartens and early childhood education in the wider community.
The skills and knowledge of the CEO and the SEAs are regularly sought by other kindergarten associations and early childhood services. Nelson Tasman Kindergartens is innovative in its approaches and regularly seeks opportunities to be involved in the wider educational and local communities to promote high quality learning outcomes for all children.
Nelson Tasman Kindergartens has a well understood vision and strategic and annual planning systems. There are close links between the association strategic plan, the kindergarten plans, self review, appraisal and professional development. The teachers and families are well supported by association managers and leaders to achieve the objectives of the association strategic plan and to provide high quality learning outcomes for all children.
Nelson Tasman Kindergartens leaders have identified and ERO agrees that the next key steps for the organisation include:
Before the review, the staff and management of Auckland Point 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 Auckland Point Kindergarten will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
7 June 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 |
Nelson |
||
|
Ministry of Education profile number |
45557 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 25 aged under two |
||
|
Service roll |
46 |
||
|
Gender composition |
Girls 24; Boys 22 |
||
|
Ethnic composition |
Māori Pākehā Samoan Danish Chilean Burmese |
23 14 5 2 1 1 |
|
|
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 |
April 2016 |
||
|
Date of this report |
7 June 2016 |
||
|
Most recent ERO report |
Education Review |
May 2013 |
|
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.