97 A Mokoia Road, Birkenhead, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Birkenhead Kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten. It is a well established service providing all day education and care for a maximum of 40 children over the age of two years. The kindergarten operates sessions for a maximum of 40 children in the mornings and 30 children in the afternoons. The staff team is long-serving and an experienced head teacher has recently been appointed. The families enrolled are culturally diverse and come from the local area.
The kindergarten’s philosophy is based on the principles of Te Whāriki, the early childhood curriculum. It incorporates a strong focus on the dual cultural heritage of Aotearoa New Zealand and on learning through play in a stimulating environment. It also values strong relationships with whānau and the wider kindergarten community.
The good practices identified in ERO's 2013 report continue to be evident. These include strong relationships with the community and good support for children’s developing literacy skills. Teachers have satisfactorily addressed the recommendations in the 2013 report.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children are confident, inquisitive and friendly. They enjoy playing in groups and alongside adults. They have a strong sense of belonging in the centre. Children make decisions about their play and choose freely from the range of activities provided. They negotiate aspects of their play and collaborate well with each other. Children take care of resources and use the learning environment respectfully.
Leadership opportunities for children are promoted at various times in the programme, particularly during routines such as meal and mat times. Children's language skills are well developed and they talk confidently with teachers.
The programme is responsive to children's individual learning and developmental needs. Teachers are continuing to deepen their professional knowledge to strengthen their assessment, programme planning and evaluation. They use evaluation to improve the programme for children and to build on their professional practice. A recent evaluation that focused on improving the environment to better support learning has had a positive impact on children's engagement in sustained play.
Children's work is valued and is displayed so they can revisit their play experiences. Children's ideas and opinions are considered when teachers plan the programme. Opportunities to learn in mathematics, natural science and literacy are included in the programme.
Teachers have positive relationships with children and whānau and their interactions are respectful and genuine. Children are encouraged to be accepting and inclusive of each other. Teachers foster tuakana/teina relationships between older and younger children and promote the use of te reo Māori. They plan to strengthen these practices.
The head teacher is focused on improvement. Staff are now participating in collaborative decision-making and experienced teachers are providing higher level guidance to others. AKA personnel have supported staff through the recent changes.
AKA systems for monitoring and promoting improvement in kindergarten operations are well established. Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA strategic goals. The Association continues to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.
New AKA roles have been established to provide more targeted support for head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, is informed by ongoing internal evaluation, monitors quality and promotes continual improvement in kindergartens. AKA support and guidance are responsive to each kindergarten’s individual context.
Teachers and AKA personnel agree that to enhance outcomes for children, they could:
Before the review, the staff and management of Birkenhead 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:
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 Birkenhead Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 March 2017
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 | Birkenhead, Auckland | ||
| Ministry of Education profile number | 5034 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over 2 years of age | ||
| Service roll | 62 | ||
| Gender composition | Boys 33 Girls 29 | ||
| Ethnic composition | Māori Pākehā Chinese Tongan South East Asian Indian Indonesia other | 4 40 3 2 2 2 2 7 | |
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 | December 2016 | ||
| Date of this report | 15 March 2017 | ||
Most recent ERO report(s)
| Education Review | October 2013 | |
| Education Review | June 2010 | ||
| Education Review | April 2007 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Birkenhead Kindergarten offers education and care for a maximum of 40 children over the age of two years. It has recently moved to providing six hour sessions. The kindergarten’s community is culturally diverse.
The kindergarten’s philosophy is based on the principles of Te Whāriki, the early childhood curriculum. The philosophy incorporates a strong focus on children learning through play in a meaningful and stimulating environment.
The team of staff is made up of long-serving and recently appointed teachers. The good practices identified by ERO in 2010 remain evident. These include strong relationships with the community and good support for children’s developing literacy skills. Teachers have addressed the recommendations of the 2010 ERO report.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and on-going support from professional managers.
This review was part of a cluster of ten Kindergarten reviews in the Auckland Kindergarten Association.
Caring and positive relationships are a feature of the kindergarten. It has a welcoming tone where children are affirmed and supported in their play. Children are articulate and confidently engage in conversations with each other and with adults. The kindergarten’s philosophy is enacted well and strategic planning shows teachers’ commitment to providing high quality programmes.
Children settle quickly and confidently into the kindergarten. They engage in cooperative play in a rich and stimulating learning environment. Children freely choose from the many activities and learning resources available to them.
Children have an interest in creative and dramatic play. Children enjoy being read to and have many opportunities to develop literacy and numeracy during their play. Children are encouraged to develop extended conversations about their activities. Information and communication technologies (ICT) are integrated in the programme and used to extend children’s learning experiences.
Teachers celebrate families’ diverse language and cultural backgrounds. They are committed to bicultural practices and to increasing their understanding and knowledge of te reo and tikanga Māori. Strengthening bi-cultural practices is a strategic goal of the Association.
Teachers work collaboratively and are committed to improving their practice. They have good access to a range of appropriate professional learning and development opportunities that align with the kindergarten’s strategic direction. Self-review processes that include parents’ views are established and contribute to improving the programme for children.
Parents report that they feel welcome in the kindergarten. Teachers provide parents with useful information about ways to support children’s transition into school.
To improve effective practices, the Association manager and head teacher agree that teachers should continue to:
Before the review, the staff and management of Birkenhead 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
When is ERO likely to review the service again?
The next ERO review of Birkenhead Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
31 October 2013
|
Location |
Birkenhead, Auckland |
||
|
Ministry of Education profile number |
5034 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Girls 34 Boys 17 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Filipino Indian Korean South East Asian other |
6 25 4 2 2 2 2 8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
September 2013 |
||
|
Date of this report |
31 October 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2010 |
|
|
Education Review |
April 2007 |
||
|
Education Review |
February 2004 |
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.