258 Remuera Road, Remuera, 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 King’s School - Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
King’s School - Early Learning Centre is in the grounds of King’s School. Boys attend from around four years of age and all transition onto King’s School. There are three qualified teachers, including the head teacher. Many boys have had siblings or other family members previously attend the centre.
Children at this service play collaboratively and engage in sustained conversations with teachers and peers. They have a strong sense of belonging and identity as a “King’s boy.” As a result, they confidently make choices, take responsibility for themselves, and show concern for others.
The boys learn in a well-resourced and inviting environment that meets their learning styles and preferences. They are treated with dignity and respect by teachers. Problem solving, literacy, mathematics and science opportunities are woven into meaningful experiences through teachers’ skilful strategies. Teachers nurture children’s creativity, imagination, and curiosity.
The boys are supported to be successful learners within a responsive curriculum that is intentional and consistent with Te Whāriki, the early childhood curriculum. Teachers actively support children’s readiness for King’s School and regularly use the school’s facilities for curriculum activities. They respond meaningfully to boys’ interests and ways of learning. Boys’ social competence is affirmed through teachers’ interactions and skilful positive guidance.
Teachers are committed to Te Tiriti o Waitangi and acknowledge the unique place of Māori as tangata whenua. They are building their own, and boys’, familiarity with te reo Māori and tikanga Māori.
Teachers and leaders promote positive adult, child and whānau relationships. They recognise the importance of child, parent and whānau voice and use this information to plan priorities for individual and group learning. Leaders provide professional learning opportunities and use the strengths and skills each teacher contributes to the team. Teachers recognise that internal evaluation is an area for improvement.
Governance and management systems operate with a high level of collaboration and relational trust. Leaders and teachers enact a shared philosophy and implement policies and practices that promote positive outcomes for children. Developing a documented appraisal process and implementing a professional growth cycle for teachers is a priority to enrich teachers’ capabilities and evaluative practice.
King’s School - Early Learning Centre will include the following actions in its Quality Improvement Planning:
Continue to provide opportunities for the boys’ increasing leadership capabilities in relation to the learning outcomes in Te Whāriki.
Evaluate how well the service curriculum is helping to achieve its priorities for the boys’ learning and use this information to adapt teaching practices.
Improve self-review and internal evaluation processes to more explicitly show how effectively service systems and practices promote equitable and excellent outcomes for the boys.
Before the review, the staff and management of King’s School - Early Learning Centre 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.
ERO identified the following area of non-compliance:
Ensuring processes for human resource management include a system for regular appraisal.
Licensing Criteria for Early Childhood Education and Care Services 2008 GMA7.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
Patricia Davey
Director of Early Childhood Education (ECE)
7 June 2023
|
Early Childhood Service Name |
King's School - Early Learning Centre |
|
Profile Number |
46114 |
|
Location |
Remuera, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
28 children aged over 2 years of age |
|
Percentage of qualified teachers |
100% |
|
Service roll |
18 |
|
Review team on site |
March 2023 |
|
Date of this report |
7 June 2023 |
|
Most recent ERO report(s) |
Education Review, January 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
King's School - Early Learning Centre in Remuera, provides good quality education and care for boys. The boys usually start from four years of age and transition from the early learning centre to King's School.
The centre's philosophy focuses on creating an environment where boys feel a strong sense of self confidence, not only in the centre, but also in the greater school environment. Play-based learning underpins the centre’s philosophy, and education and care is guided by Te Whāriki, the early childhood curriculum.
The centre operates inside the King's School property in purpose-built learning environments. Since the 2014 ERO evaluation, significant building renovation has taken place.
There have been several changes to the teaching team since the last review. The head teacher is an experienced teacher and is supported by two further experienced teachers. The headmaster of King's School is the licensee. Regulations specific to the centre are administered by the head teacher of the centre.
The 2014 ERO evaluation identified many areas of good performance. These practices are still evident and positive relationships between parents and teachers continue to be a strong feature of the centre. Good progress has been made in internal evaluation and strategic planning practices in response to ERO's recommendations.
The boys have fun, are confident and articulate learners. Teachers partner with children, joining in with their imaginary play and following their directions. As a result, children are highly engaged and have a strong sense of ownership in their centre. The high adult-to-child ratios enable strong respectful relationships between the boys and the teachers.
The boys benefit from stimulating learning environments that are well resourced and invite curiosity. They competently lead their own learning, and enjoy a programme that gives them time to engage in their learning for long periods. Teachers skilfully adapt environments in innovative ways to foster the boys' creativity and investigation skills.
High quality teaching practices include teachers' conversations with children to actively promote their oral language development. Teachers know when to extend children's learning, and they provide many opportunities for children to problem solve and negotiate with their peers. Teachers are highly reflective practitioners and enact the centre philosophy. Their planning is focused on individual children, and they work collaboratively to promote learning and extension opportunities.
The teaching team shows a commitment to strengthening bicultural practices. The head teacher acknowledges it is timely to review the centre philosophy through a bicultural lens to reflect the centre's commitment to the Treaty of Waitangi.
Boys with additional learning needs are very well supported. External support is provided when required and teachers access external advice as required. Parents appreciate the extra support their children receive.
Children's learning is shared with parents using wall displays and portfolios that are valued by children and their families. Teachers could increase the visibility in children's individual portfolios of their learning progress over time. They could also build on current strategies that recognise and value children's individual cultures and languages.
The head teacher has established effective systems, policies and procedures that are implemented and regularly monitored. Internal evaluation is used well to promote continuous improvement in the centre. Strategic and annual planning guides the centre's future direction. An online performance management system was introduced at the beginning of the year that meets the Education Council requirements.
The head teacher agrees that key next steps for the centre include:
reviewing the philosophy to explicitly identify the importance of the centre's commitment to the Treaty of Waitangi
strengthening the extent to which assessment records show continuity of learning progress over time.
Before the review, the staff and management of King's School - Early Learning Centre 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.
The next ERO review of King's School - Early Learning Centre will be in three years.
Steve Tanner
Director Review and Improvement Services
Te Tai Raki - Northern Region
17 January 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 |
Remuera, Auckland |
||
|
Ministry of Education profile number |
46114 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children over 2 years of age |
||
|
Service roll |
20 |
||
|
Gender composition |
Boys 20 |
||
|
Ethnic composition |
Pākehā |
10 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:3 |
Better than minimum requirements |
|
Review team on site |
November 2018 |
||
|
Date of this report |
17 January 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2014 |
|
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
King’s School Early Learning Centre in Auckland opened in 2013. The centre caters exclusively for boys who will continue their learning in the King's School environment. Currently, 19 boys are on the centre roll.
The Headmaster of King’s School is the licensee and many of the centre’s policies and management structures come under the school’s systems. Regulations specific to the centre are administered by the Head Teacher of the centre.
The centre philosophy is strongly influenced by Te Whāriki, the early childhood curriculum, with a focus on respect and values. The centre is led by an experienced Head Teacher, supported by qualified experienced teachers. They have formed a cohesive team approach to teaching and learning and are well positioned to progress the centre through its next stage of development.
Boys enjoy their learning. They are articulate communicators, independent and self managing. They know how to interact appropriately with others, show care and concern, and play safely and inclusively. They have rich opportunities to learn new skills, knowledge, and ways of working and thinking. Older boys lead and support others with confidence.
The boys have a strong sense of belonging in the centre. Teachers are caring and supportive. They are highly focused on encouraging the boys to make positive choices and to take great pride in their learning. Teachers listen attentively to the boys’ ideas and extend their thinking through purposeful conversations and open-ended questions. King’s values of kindness, humour, generosity, courtesy and perseverance are evident in centre practices.
The programme provides a strong foundation to support boys’ literacy and numeracy. Teachers provide opportunities for boys to read with adults and their peers and to experiment with writing as part of their play. The boys also learn early mathematical concepts in a broad range of contexts. They receive specialist teaching in music and physical education and have regular opportunities to become familiar with the wider school environment and resources.
Teachers know each boy well and plan meaningful learning experiences for them. They share records of boys’ learning with parents. They communicate well with parents and incorporate aspirations for their children in programme planning. Teachers regularly reflect on their practice and are well placed to monitor and evaluate their own effectiveness in supporting the boys’ learning and development.
Teachers recognise that they need to further develop their understanding of the importance of culture, language and identity in children’s learning. Development in this area should help all boys to appreciate the richness of New Zealand’s dual cultural heritage and to understand how well King’s values align with Māori concepts. The Ministry of Education resource Tātaiako - Cultural Competencies for Teachers of Māori Learners, would help teachers to focus and reflect on their practice.
Since the centre opened, teachers have worked hard to provide a learning environment especially designed for boys. Teaching and learning programmes, routines, and administrative requirements are well established.
The Head Teacher has identified the importance of professional development for all teachers in the centre to remain up to date with research. Processes for teacher performance appraisal are yet to be fully implemented and continue as a work in progress. Supporting good practices with strategic planning and effective self review are important next steps for centre development.
Before the review, the staff and management of King's School - Early Learning Centre 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 King's School - Early Learning Centre will be in three years.
Dale Bailey
National Manager Review Services Northern Region
26 November 2014
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 |
Remuera, Auckland |
||
|
Ministry of Education profile number |
46114 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 0 aged under 2 |
||
|
Service roll |
19 |
||
|
Gender composition |
Boys 19 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Indian other European other Asian |
1 10 2 1 3 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
October 2014 |
||
|
Date of this report |
26 November 2014 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
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.