Bayview Kindergarten - 12/09/2014

1 Evaluation of Bayview Kindergarten

How well placed is Bayview Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Bayview Kindergarten, in Glenfield, Auckland, provides education and care for up to 40 children from two to five years of age. The kindergarten has very recently changed to the Kindergarten Day Model (KDM) which enables children to attend sessions that match school hours.

Bayview Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides professional advice and support for teachers. The kindergarten building has recently been renovated to accommodate changes introduced with the KDM.

The kindergarten’s 2011 ERO report identified some areas for improvement. The kindergarten has responded well to suggestions in that report that self-review, programme planning and aspects of teaching practice be further improved, and this work is ongoing.

The kindergarten’s philosophy promotes an inclusive learning environment where play is valued. Children of diverse cultural backgrounds and with special needs are well supported. Teachers are committed to the Treaty of Waitangi and acknowledge the dual heritage of Aotearoa/ New Zealand. Developing strong learning partnerships with parents is an ongoing priority for teachers.

This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association (AKA).

The Review Findings

Children are settled and show a sense of belonging in the newly renovated learning spaces. They are confident and have positive relationships with their peers and teachers. They enjoy learning about nature and the care of small pets. Children are well supported to manage their own routines and become independent.

Te Whāriki, the early childhood curriculum, underpins the kindergarten’s learning programmes. Teachers identify and use children’s interests to plan for their learning. Literacy, numeracy, science and art are promoted in the programme.

Recent reviews of the kindergarten’s curriculum have identified the need to gather further information about parents’ aspirations for their children so that teachers are better placed to affirm children’s individual and cultural identity. As a result, children’s portfolios have been adapted to include more input from families, providing additional sources of information to guide teachers’ planning.

Teachers work collaboratively to respond to children’s interests and strengths. They use a variety of approaches to understand and support children’s learning and development. Ongoing observations of children in everyday activities help teachers to understand and support the learning needs of children from diverse backgrounds.

Efforts to promote a bicultural curriculum are evident. Teachers create opportunities for using te reo in the programme and for promoting Māori tikanga and protocols. They show an ongoing commitment to further developing their understanding of Te Ao Māori.

Teachers have strengthened the process for children transitioning to school. Parents and whānau are also more involved in the transition process. Recent renovations of the kindergarten have been beneficial in building stronger relationships with the neighbouring school. This is a result of the kindergarten using school premises during the upgrade. Kindergarten children now participate in school assemblies, receive visits from older school children, and are familiar with the school and teachers.

Teachers recognise that in order to further improve practice they will also need to:

  • add more depth and complexity to the quality of children’s individual learning
  • increase their responsiveness to children’s identity, language and culture to enrich programme planning
  • evaluate the effectiveness of programme planning.

The Auckland Kindergarten Association has well established systems for self review and accountability to guide kindergarten management, and it continues to provide effective governance for kindergartens. The AKA has a strong commitment to biculturalism and to implementing strategies that support kindergartens in promoting positive outcomes for all children. Bayview Kindergarten has a clear framework of strategic goals, which closely link to those of the AKA. This framework guides the vision and annual planning for the kindergarten, and is reflected in teachers’ appraisal goals. The Association is currently reviewing the appraisal process for all kindergartens.

Key Next Steps

Teachers, the PSM and ERO agree that key next steps for the kindergarten include continuing to:

  • build teachers’ theoretical knowledge and the use of inquiry to support children’s learning
  • use robust self review to guide ongoing improvements that lead to better outcomes for children
  • strengthen learning partnerships between parents, whānau, and teachers
  • promote Māori language and culture in the learning programme and environment.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bayview 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bayview Kindergarten will be in three years.

Dale Bailey

National Manager Review Services Northern Region

12 September 2014

2 Information about the Early Childhood Service

Location

Glenfield, Auckland

Ministry of Education profile number

5031

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

41

Gender composition

Girls 23

Boys 18

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Bulgarian

Cook Island

Filipino

Japanese

Korean

Russian

Scottish

5

26

3

1

1

1

1

1

1

1

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

June 2014

Date of this report

12 September 2014

Most recent ERO report(s)

Education Review

February 2011

 

Education Review

December 2007

 

Education Review

February 2005

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.