Clyde Street, Epsom, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
The Foundation Class at Diocesan School for Girls is a licensed early childhood service that caters for up to 40 children from three years to school age. About a third of children currently enrolled are new to the school this year and some are also very new to New Zealand.
Since its inception in 2011, the class has become a well established part of the Diocesan Junior School. The lead teacher is a school dean and works closely with the school's deputy principal. The teaching team includes qualified early childhood teachers.
The principles of Te Whāriki, the early childhood curriculum, underpin the Foundation Class programmes and are implicit in teachers' practice. The Reggio Emilia approach to early childhood education also clearly influences learning environments and programmes. In addition, the school's International Baccalaureate Primary Years Programme (PYP) guides planning processes.
ERO's 2012 review of this service identified many high quality practices. It suggested that teachers could strengthen their use of te reo Māori and culturally responsive practices, and more clearly monitor progress against annual and strategic goals. Good progress has been made in these areas. Since 2012, the service has increased its roll numbers, extended classroom space, and this year, employed an additional teacher.
The Foundation Class children and teachers demonstrate a shared understanding of and commitment to the school's vision and values. The teachers' statement of philosophy for the service also emphasises the importance of nurturing relationships and articulates teachers' beliefs about how children learn and their valued learning outcomes. Foundation Class teachers express high levels of commitment to bicultural practices that build children's familiarity with the dual cultural heritage of Aotearoa New Zealand.
The school-wide focus on establishing relationships with whānau and children results in a strong sense of inclusion. Tuakana/teina relationships are fostered as older children in the Foundation Class and in the wider school support and encourage younger children. Children are confident and capable. They respond well to school values and behaviour expectations. Their sense of belonging to the Diocesan School family supports smooth transitions when they move on to a Year 0 or Year 1 class.
Families value teachers' support and encouragement to contribute to the programme. Specific additional support is provided for children and families who speak languages other than English at home. A positive feature of interactions amongst some children is their use of home languages. This enables them to explore ideas together at a deeper level than is possible in a new language.
The early childhood classroom is very well resourced and there is a calm and settled atmosphere. Play spaces are attractively presented and invite investigation. Teachers provide a wide variety of learning experiences, using high quality materials. During timetabled periods of self-directed learning, children choose where they work and make flexible use of resources. They often engage in complex conversations, express their creative ideas clearly and play cooperatively. Some demonstrate a particular capacity for leadership.
A feature of the teaching approach is a commitment to structured, collaborative inquiry that aims to actively engage children in their own learning. Specific numeracy and literacy teaching and assessment are features of the programme.
Children have good access to an outdoor area behind the classroom. They attend whole-school assemblies, chapel and other events, and use school library, playground, gymnasium and aquatic centre facilities. School specialist teachers provide music and French lessons. Regular excursions foster community links and support teachers' bicultural programme and natural environment focus.
Teachers listen carefully to children's ideas, which often trigger deeper thinking and extended conversations, particularly about the current inquiry topic. Teachers have high expectations and use their knowledge of children, as well as input from parents, to plan programmes and identify individual goals for children. They develop specific strategies to support children to develop skills and knowledge and to guide their progress with art. Wall displays provide opportunities for children and parents to revisit and discuss learning experiences. Teachers have a variety of processes for assessing children's learning, and for recording and evaluating programmes. They have specific knowledge about children's abilities and needs in numeracy, reading and writing. Some assessment provides good information about children's developing dispositions and individual characteristics.
The lead teacher has established a culture of reflective practice and has used external reviews to complement the team's internal review. The teaching team regularly engages in professional discussion and considers ways to enrich provision for children. Through its 2014 evaluations of programmes and teaching practices, the team has identified several appropriate areas of focus for their 2016 review and development.
The school's policy base informs more specific Foundation Class procedures, and school strategic and annual plans guide Foundation Class planning. Termly evaluation reports inform the school's senior leaders about learning programmes and progress towards annual goals. School-wide goals include strengthening leadership and developing teachers' inquiry into the effectiveness of their practice.
To extend their inquiry into practice as early childhood educators, teachers could consider enhancing their internal evaluation processes and extending their planned reflection in relation to planning and assessment. Evaluative analysis could be better documented and should consider the effectiveness and quality of programmes and assessment records in relation to Te Whāriki, the early childhood curriculum, and to theory and indicators of best practice in early childhood education.
Before the review, the staff and management of Diocesan School for Girls Foundation Class 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.
To improve current practice, managers and teachers should more clearly align centre policies and procedures with the requirements of the Licensing Criteria for Early Childhood Education and Care Centres 2008 and other relevant legislation.
The next ERO review of Diocesan School for Girls Foundation Class will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
17 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.
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Location |
Epsom, Auckland |
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Ministry of Education profile number |
45671 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
35 |
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Gender composition |
Girls 35 |
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Ethnic composition |
Pākehā Chinese Indian Korean |
12 20 2 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
March 2016 |
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Date of this report |
17 June 2016 |
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Most recent ERO report(s) |
Education Review |
February 2013 |
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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.
The service is well placed to embed newly established high quality practices and to promote positive outcomes for children.
Diocesan School for Girls Foundation Class is located within the grounds of Diocesan School for Girls in Epsom, Auckland. The Foundation Class provides an early childhood education programme for four-year-old girls who are enrolled to start at the school. It operates within regular school hours, in a separate classroom with an attached outdoor area. The class also utilises school resources such as the library, swimming pool and playgrounds. Effective school transition practices are evident.
The Foundation Class is governed by the school board of trustees. Teachers value the professional support networks provided by school leaders. The two classroom teachers are registered teachers. They work effectively to ensure the programme is underpinned by Te Whāriki, the New Zealand early childhood curriculum. The programme is also influenced by the Reggio Emilia philosophy that emphasises respectful relationships, and the International Baccalaureate approach to inquiry learning.
This is the first ERO review of the Foundation Class that was established in 2011.
Children experience a high quality programme. They eagerly and confidently share their knowledge and ideas with teachers and other children. Girls manage their relationships and interactions with others successfully. Routines support their sustained participation in cooperative and imaginative play. The indoor and outdoor areas prompt exploration and investigation and are used creatively. In this environment children are articulate and show a strong sense of wellbeing and belonging. They are very well supported and extended as confident, competent learners.
A feature of the programme is the integration of Te Whāriki, New Zealand’s early childhood curriculum with a Reggio Emilia influence. Curriculum priorities such as real-life learning and making links to children’s home and community experiences are clearly evident in programme planning and implementation. Teachers skilfully integrate reading, writing, science and mathematical learning in meaningful ways. They include cultural experiences and languages in the programme and foster art and creative opportunities.
Teachers engage respectfully with children. They use rich conversations to prompt children’s problem solving and critical thinking. Teachers have extensive knowledge of children’s interests and strengths. They have established effective strategies for assessing children’s learning. Useful curriculum and self-review systems enable teachers to evaluate and continually enrich the programme.
Parents/whānau express a very high level of satisfaction with the foundation class programme. They value teachers’ good knowledge about individual children. Parents appreciate opportunities to discuss their children’s learning, in learning portfolios, on the class blog site and in parent surveys. Regular conversations enable families and teachers to implement shared approaches to enhance children’s learning. Parents report that they are well informed about, and increasingly involved in, the centre programme.
The lead teacher promotes effective professional and shared leadership practices. School leaders recognise and value the quality of leadership and teaching practices in the foundation class. They provide appropriate support to foster ongoing improvement, and a high quality early childhood education programme. Effective management systems have been established and school goals adapted to align with the 2008 Early Childhood Regulations.
To enhance existing high quality practices teachers could strengthen:
Before the review, the staff and management of Diocesan School for Girls Foundation Class 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.
In order to improve current practices teachers should ensure that parents sign accident records.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
18 February 2013
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Location |
Epsom, Auckland |
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Ministry of Education profile number |
45671 |
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Licence type |
All Day Education and Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
20 children, including up to 0 aged under 2 years |
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Service roll |
10 |
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Gender composition |
Girls 10 |
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Ethnic composition |
NZ European/Pākehā Chinese other |
4 3 3 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
No children under 2 years |
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Over 2 |
1:5 |
Exceeds minimum requirements |
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Review team on site |
November 2012 |
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Date of this report |
18 February 2013 |
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Most recent ERO report(s) |
No previous ERO reports |
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:
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.