Bayview Kindergarten - 27/10/2017

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 offers both sessional and all-day education and care for up to 40 children over the age of two years. The roll includes a small number of Māori, Pacific and children from other cultures.

The teaching team is experienced, stable and is led by the experienced head teacher. The team is cohesive and collaborative. All four teachers are fully qualified and certificated. The kindergarten is part of the Kaipatiki Community Learning | Kāhui Ako (CoL).

Children learn and are cared for in a mixed-aged setting. A well organised, attractive outdoor area offers natural environmental experiences to challenge children. The indoor area has well defined areas of play and a combination of learning provocations and open ended resources.

The 2014 ERO report identified a number of positive features. These included responsiveness to children's strengths and interests, a bicultural curriculum, support for children from diverse backgrounds and transition processes. Areas for improvement related to the depth and complexity of children's learning, responsiveness to children's languages and cultural identity, and programme evaluation. Some good progress has been made in these areas.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters.

This review was part of a cluster of nine reviews in the Auckland Kindergarten Association.

The Review Findings

Children have a strong sense of belonging and are happy and settled in the centre. They have respectful, responsive relationships and interactions with adults and their friends. Children are confident and competent. They know about making choices, are able to lead their own learning and independently select resources. They enjoy a programme that is unhurried and that gives them time for exploration and to be able to engage in play for long periods.

The kindergarten environment supports children's engagement in learning. Resources are plentiful and are used flexibly by children and adults. A combination of provocations and open-ended resources invites children's investigation and exploration, and challenges their thinking. It shows respect for children as capable, self-directed learners. Teachers adapt environments in innovative ways to foster children’s creativity, problem solving and critical thinking skills.

Teachers’ conversations with children promote children's language development, social competence, thinking and reasoning. Teachers skilfully balance being active participants in children's learning with empowering children to be independent and self-managing. They listen carefully to children’s ideas and make good links with their prior knowledge. Literacy, mathematical concepts, science and creativity are integrated in meaningful ways throughout the programme. Teachers use intentional teaching such as open-ended questions and resources to extend children's learning.

Bicultural practices are deliberately promoted through planning and integration into the curriculum. Te reo and tikanga Māori are visible in the learning environment and teachers are committed to building their skills and understanding of te ao Māori. Teachers have identified that they want to continue to strengthen and embed bicultural practices in the curriculum.

Teachers have improved their planning to identify learning outcomes and teaching strategies. They have good systems for noticing, recognising and responding to children's emerging interests and learning dispositions. Teachers value children's language, identity and culture and integrate this into curriculum planning. Portfolios show very good analysis of children's learning and strong links to Te Whāriki, the early childhood curriculum. These are used to contribute to assessment and also to group planning. Programme evaluations includes clear links to children's learning outcomes. Teachers continue to review and improve the quality and consistency of children's assessment documentation. They should also now consider how they could be more responsive to individual children's emerging interests.

Teachers have very good relationships with parents and families. Parents are encouraged to be partners in their children’s learning. Teachers provide opportunities for families and children to share their aspirations, and to participate in the programme reviews and be aware of their children’s progress. Children's participation in the learning programme is also shared with parents through wall displays and the online e-portfolio tool.

The teaching team is cohesive and works collaboratively. The head teacher recognises teacher strengths and ensures that children, parents and teachers have opportunities for leadership. Teachers have deepened their knowledge and understanding of internal evaluation with the support of external professional learning and development. A framework guides internal evaluation and is appropriately focused on improving outcomes for children. The head teacher would like to include clearer and more evaluative summaries of evaluation to inform future reviews.

Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation

Key Next Steps

Kindergarten leaders have identified appropriate next steps including:

  • continuing to add more depth and complexity to the quality of children's individual learning

  • more consistently documenting and evaluating teaching strategies to extend children's individual learning

  • strengthening assessment practices to ensure that children's identity, culture and progress is more clearly recorded, and to show their learning and development over time

  • making explicit links between teacher evidence, reflections and the Practising Teacher Criteria in appraisal and attestation documentation

The AKA has useful processes for supporting teachers’ ongoing professional development. This process could be strengthened by ensuring that teachers’ individual goals are measurable and based on the evaluation of teaching practices and their impact children’s learning.

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.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

27 October 2017

The Purpose of ERO Reports

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.

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

Service roll

56

Gender composition

Boys 29

Girls 27

Ethnic composition

Māori
Pākehā
South East Asian
Niuean
Chinese
Indian
Cook Island Māori
other

4
23

4
3
2
1
11

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

August 2017

Date of this report

27 October 2017

Most recent ERO report(s)

Education Review

September 2014

Education Review

February 2011

Education Review

December 2007

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.