1C Rosyth Avenue, Bayswater-Auckland, Auckland
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Belmont Bayswater Kindergarten is a well established service that now provides education and care for up to 40 children over two years of age. The kindergarten has operated the kindergarten six-hour day model (KDM) since 2015. The roll includes a small number of Māori and Chinese children. Children are mainly over the age of three years and eight months by the time they enrol at the kindergarten.
As a result of KDM hours, staffing changed from 45 children and three qualified teachers to 40 children and four teachers. The experienced head teacher leads the teaching team well. Teachers work collaboratively and have built strong relationships with children, their whānau and the community.
The kindergarten's philosophy continues to place importance on Te Whāriki, the early childhood curriculum and Te Tiriti o Waitangi as guiding documents that underpin learning programmes for children. The philosophy also emphasises the importance of promoting child initiated play, the emergent curriculum, and children's passions and interests.
In 2014 ERO identified many positive features that continue to be evident. These include inclusive practices, many opportunities for children to learn about literacy, numeracy and science, and strong relationships with parents, whānau and the community. Good progress has been made in improving assessment processes, teacher reflection and bicultural practices in the kindergarten.
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 11 reviews in the Auckland Kindergarten Association.
Children are confident, independent learners. They competently settle themselves in play areas and make deliberate choices about the resources they need. Many persist at activities and are engaged in learning for prolonged periods. Children are friendly and caring towards their peers, often working cooperatively in groups. They have a strong sense of belonging.
Teachers skilfully engage children in play that prompts them to collaborate and investigate ideas. They ask questions and give good explanations to facilitate learning and conversations with children. Children with English as a second language are well supported, especially through the strong literacy focus. Children with additional needs are well supported individually to maximise learning opportunities. In this focused, calm setting children enjoy stories and books, use early literacy skills for real purposes and are developing a deep appreciation for environmental sustainability and Te Ao Māori.
Teachers have engaged in professional learning and development focused on bicultural practices. They have also identified Māori concepts to underpin learning and localise te reo and tikanga within the curriculum. Teachers access external expertise to share specialist knowledge and strengths and to enrich children's learning experiences.
Teachers are responsive to children's interests. Teachers have made very good progress in making learning more visible for parents and children. Programme planning has been focused on supporting and developing children in connected ways and through authentic learning experiences. Teachers appreciate the positive impact that the KDM model has had on settling children, strengthening relationships and continuity of their learning. Teachers are continuing to enhance programme planning and assessment practices.
Parents are encouraged to be partners in their children’s learning. They have many opportunities to participate in the programme, contribute to reviews and be aware of their children’s progress. Children's learning is also shared with parents through wall displays and the online assessment tool. Teachers are continuing to enhance programme planning and assessment practices.
The head teacher has a collaborative and inclusive leadership style. The team is cohesive and passionate. Teachers are reflective practitioners and use their strengths and interests to show leadership in the curriculum and kindergarten as a whole. There is a strong focus on building professional practice. Appraisal goals link to strategic priorities and are well aligned to the Education Council requirements. Teachers use a well established framework to guide internal evaluation and this is focused on positive outcomes for children.
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.
Teachers agree that key next steps for development include:
engaging in external professional development to extend the ways that they challenge children's thinking and support them to engage in more complex play
specifying children’s learning outcomes and the teaching strategies that will be used in planning and evaluation
developing a more systematic approach to internal evaluation and embedding effective practices.
Before the review, the staff and management of Belmont Bayswater 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:
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 Belmont Bayswater Kindergarten will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
14 September 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.
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Location |
Bayswater, Auckland |
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Ministry of Education profile number |
5032 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children over two years of age |
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Service roll |
59 |
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Gender composition |
Boys 34, Girls 25 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
14 September 2017 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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Education Review |
July 2011 |
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Education Review |
July 2008 |
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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.
Belmont Bayswater Kindergarten is a well-established kindergarten that provides sessional education and care in Bayswater for 45 children over the age of two years. The kindergarten serves a diverse community, including a small number of Māori and Pacific families.
The kindergarten operates under the umbrella of the Auckland Kindergarten Association (AKA). The Association provides a framework of policies, procedures, expectations and professional support for teachers and has high expectations that teachers will provide a bicultural programme. The kindergarten has staff of three fully registered teachers.
The centre's philosophy includes reference to Te Whāriki, the early childhood curriculum, and Te Tiriti o Waitangi as guiding documents that underpin learning programmes for children. The philosophy also clearly articulates teachers’ focus on child-initiated play as the foundation for their provision for children.
Belmont Bayswater Kindergarten has a history of positive ERO reports. Teachers continue to address the recommendations made in the 2011 ERO report through review and professional learning.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children attending the kindergarten are enthusiastically welcomed by teachers at the start of the day and are invited to find what they want to do. The environment is attractive and inviting and children settle quickly to focused activities. They talk to their peers and to teachers about what they are doing and show high levels of concentration and pleasure in their play together. Transitions into and through the centre are well managed.
Teachers have successfully used the topic of play for an in-depth exploration of their work with children. Their commitment to learning through play is evident in the questions they ask children to promote problem-solving and thinking about their learning. They have also developed information for parents to explain how play supports children’s learning in meaningful contexts. Parents express their satisfaction with the learning support their children receive.
Children play together in friendly, happy ways. They support each other when necessary, showing a practical understanding of the value of tuakana-teina relationships. Their care for each other and their enjoyment of being together is evident. Teachers support this sense of inclusion by modelling respect for families, individuals and each other in their work.
Small numbers of Māori and Pacific children attend the kindergarten. Teachers are increasingly aware of the expectation that supporting success for these children as Māori and Pacific is an important feature of their teaching. They have made good progress in using te reo Māori and some Pacific words in their everyday conversations, and in helping children to learn and understand waiata and to follow tikanga protocols. Children demonstrate familiarity in their understanding of Māori words, phrases, and te ao Māori.
Children have good opportunities to learn about literacy, numeracy and science concepts as part of their play. Teachers actively support children to understand the foundations of reading and writing and to practise these skills as self-chosen experiences. Teachers provide encouragement for children to use mathematical concepts and language as part of everyday activities. Children are able to explain stories and use mathematical language to discuss their play intentions.
The kindergarten operates in an older style building that has been significantly redeveloped and modernised to provide bright, open spaces for children’s play. The playground is extensive and has been modified to provide opportunities for a wide variety of activities. Teachers provide resources and prompts in the environment to extend and elaborate children’s play. A special and successful focus is on children developing confidence and upper body strength in their play.
Teachers and families have friendly and supportive relationships that add to children’s sense of belonging and wellbeing. Parents frequently stay for part of the morning, often providing parent help, and are relaxed and open with teachers. Many parents are associated with the New Zealand naval base in Devonport, and so share a community. The sense of community that has been established within the kindergarten also spills out into acts of consideration and kindness from teachers towards families needing support.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. Positive strategies include effective professional learning and development that is responsive to further developing teachers’ skills, knowledge and practice. Distributed leadership among kindergarten teaching teams is also promoted and the sharing of knowledge and expertise within the Association is encouraged. Association leaders are currently reviewing the appraisal process and continue to explore appropriate ways to support teachers and ensure high quality outcomes for children.
ERO and managers agree that the next steps are for teachers to continue to use their well-developed self-review processes to further refine the kindergarten’s:
Before the review, the staff and management of Belmont Bayswater 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.
The next ERO review of Belmont Bayswater Kindergarten 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 |
Bayswater, Auckland |
||
|
Ministry of Education profile number |
5032 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 0 aged under 2 |
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Service roll |
81 |
||
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Gender composition |
Girls 42 Boys 39 |
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Ethnic composition |
Māori NZ European/Pākehā Tongan other |
3 70 3 5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
September 2014 |
||
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Date of this report |
26 November 2014 |
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|
Most recent ERO report(s)
|
Education Review |
July 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
June 2005 |
||
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.