Auckland Point Kindergarten - 21/05/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Auckland Point Kindergarten is well placed to promote positive outcomes for children.

Context

Auckland Point Kindergarten is situated on land called Mātangi Āwhio shared with a local primary school. It is governed by the Nelson Kindergarten Association (the association) and overseen by a team of Senior Education Advisors (SEAs). The kindergarten provides education and care for children from 0 to 5 years of age, operating an all day licence. A ‘Mana Tuakana Rōpu’ has recently been established to assist children in their transition to school. The kindergarten is part of an enviroschools project. This is the kindergarten's first ERO review.

This review was conducted as part of a cluster approach to reviews in eight early childhood education services within the Nelson Kindergarten Association.

Review Findings

Teachers’ value the significance of the land, Mātangi Āwhio, and are open to learning about the site's history and local iwi in a respectful and meaningful manner. Kaupapa Māori concepts are integral to curriculum decisions and teachers are committed to this approach. Te reo Māori is used by teachers as an everyday language within the kindergarten.

Teachers use appropriate strategies to identify how they are providing opportunities for Pacific children to enjoy success as Pacific and to develop this further.

Children’s social and emotional confidence, wellbeing and sense of belonging are effectively fostered in the programme. Relationships teachers have with children are warm, welcoming and responsive to their needs. Tuakana teina interactions across the age groups and within the over twos are promoted by teachers, to support learning. Teachers are deliberate in the way they recognise and respond to opportunities to engage in, and extend children’s learning.

The environment provides for physical development and intellectual stimulation. Children have opportunities to explore, investigate and make choices in their play and learning. They engage in collaborative and co-operative play for sustained periods of time. Teachers of the Teina group maintain a calm and relaxed pace that allows time for infants and toddlers to lead their own learning.

Leaders and teachers work in partnership with external agencies and parents of children with additional needs to improve and enhance their learning. Policies guide support for the transition of children and parent transition to the centre, between age groups and school.

Assessment profiles are well presented and highlight children’s participation, developmental milestones and developing friendships.

The association has recently updated its appraisal procedures to provide clear guidance to staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation.

The SEA regularly visits the kindergarten and provides strong support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are supported to enact the association’s vision of providing “consistently exceptional early childhood education”.

Teachers are supported in their understanding of self review by the association. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Spontaneous and regular review has been used well to improve outcomes for children. Teachers and the association are highly consultative, regularly requesting and receiving feedback from their parent community. The association has effectively led robust review and evaluation using a collaborative approach.

The association provides high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:

  • clear guiding documents
  • expectations for programme delivery and kindergarten operations, including health and safety practices
  • access to a wide range of professional learning and development opportunities.
  • Equity Funding is used effectively to achieve positive outcomes for children.

Key Next Steps

ERO and kindergarten leaders agree that the key next steps are to:

  • review the purpose of the profile books. Review should include analysing and documenting how teachers are extending learning and identifying children’s next steps
  • continue to build the evaluative capacity of teachers to systematically enquire into and judge the effectiveness of their kindergarten operations and teaching practice. This should assist future decision-making and identify priorities to further enhance children’s learning and wellbeing.

2 Legal Requirements

Management Assurance on Legal Requirements

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

21 May 2013

Information about the Early Childhood Service

Location

Nelson

Ministry of Education profile number

45557

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 15number aged under 2

Service roll

56

Gender composition

Female 28, Male 28

Ethnic composition

NZ European/Pākehā

Māori

Samoan

Other ethnic groups

30

18

5

3

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Exceeds minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

February 2013

Date of this report

21 May 2013

Most recent ERO report(s)

No previous ERO reports

 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

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:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

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.