9 George Street, Waiuku
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
George Street Kindergarten is a well established service that is licensed for children between the ages of two and five years. The kindergarten offers both three and six-hour sessions to meet the changing needs of working parents and the local rural community. It operates within the policies and management framework of the Counties Manukau Kindergarten Association. An education manager (EM) visits the kindergarten and provides leadership and curriculum support for teachers.
Children and their families are predominantly NZ European/Pākehā and children attending are all over 3 years of age. Many families have been involved in the kindergarten for many years, with younger siblings and second generations of children now attending. There has been an increase in the number of families attending who have recently moved into the area. An interim head teacher has been on a fixed term contract for 2016 and has subsequently been appointed to the permanent position.
The 2013 ERO report suggested that the next key steps for kindergarten development should include ongoing refinement of self review, more robust programme evaluation, and promoting children's leadership of their own learning. Teachers have made good progress in these areas.
This review was part of a cluster of five kindergarten reviews in the Counties Manukau Kindergarten Association.
Children are capable, confident independent learners. They are articulate, creative and friendly. They engage in discussions with their friends, and make decisions based on their ideas. They are self-sufficient, and sustain their play for long periods. Children show leadership during games and mat times. They are accepting of others and express empathy for peers needing support.
Programmes are based on Te Whāriki, the early childhood curriculum. Children's home knowledge is valued and is shared with others. Literacy, numeracy and science are interwoven naturally into the programme. Teachers often develop new initiatives. There is a strong focus on environmental sustainability and making connections with nature through the Ngāhere Explorers programme.
Teachers' practice is becoming more culturally responsive. Meaningful relationships are being established with local hapū and iwi. Staff are keen to increase their knowledge about te ao Māori and find ways to weave culture more authentically through the curriculum. Māori children are comfortable in the kindergarten and some confidently use te reo me ōna tikanga Māori, as their normal base for communication and thinking.
Teachers are inclusive and work with children sensitively. They support children with special learning needs well, with input from the community and external support agencies.
Planning, assessment and evaluation processes are sound and information is shared with parents through an online digital portal. Teachers could continue to develop these online communications with parents to help make their planning for children's learning more robust.
Teachers reflect on ways to adapt their practices to support children in their learning. Children's interests are used to provoke and extend their knowledge about a range of topics. Teachers are working towards strengthening relationships with local schools to help prepare them for positive transitions to school.
The parent support group works in partnership with teachers to support children's learning. Communications through regular newsletters, daily conversations and online communications allow parents and teachers to share and collaborate in planning for children's learning.
The interim head teacher has provided skilled leadership and is maintaining stability in kindergarten operations. Teachers build leadership skills by facilitating training sessions to share their expertise and skills with colleagues. Leadership development is well supported by the Association.
Well established internal evaluation is helping teachers to refine systems and improve kindergarten operations. An in-depth review of the centre's philosophy has resulted in ongoing improvements.
The Association continues to provide very good support for the kindergarten. The systems and personnel in place to support kindergarten operations, and ongoing review and monitoring, contribute to efficient management practices. Association leaders establish overarching long-term goals so that teachers can align their annual plan with the Association's strategic direction. They are responsive to changing community needs and variable hours of operation provide flexibility for families. Leaders continue to adapt personnel systems, including teacher appraisal, in response to changing requirements.
The Association focuses on continuous improvement in kindergarten operations and educational outcomes for children. They have high expectations for teachers to use evidence based, reflective practices. The Association has a strong commitment to bicultural practices, working in partnership with Māori whānau and each kindergarten's community. Leaders embrace cultural diversity and are currently focusing on strategies to promote success for Pacific learners.
Teachers and the education manager agree that the next steps for kindergarten development could include:
Teachers recognise that their community is becoming more culturally diverse and that it is timely to review and build on cultural responsiveness in kindergarten programmes and operations.
Before the review, the staff and management of George Street 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 George Street Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 December 2016
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 | Waiuku, Auckland | ||
| Ministry of Education profile number | 5120 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, over 2 years of age | ||
| Service roll | 49 | ||
| Gender composition | Boys 30 Girls 19 | ||
| Ethnic composition | Māori Pākehā other | 4 42 5 | |
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 | October 2016 | ||
| Date of this report | 22 December 2016 | ||
| Most recent ERO report(s) | Education Review | May 2013 | |
| Education Review | February 2010 | ||
| Education Review | February 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.
George Street Kindergarten is very well placed to promote positive outcomes for children. The focus teachers place on inquiry based learning supports children to work collaboratively and become independent learners.
George Street Kindergarten is a well established service that provides education and care for children over two years old in Waiuku, South Auckland. The kindergarten has operated the kindergarten day model (KDM) for several years and offers children either three hour sessions or sessions that match school hours. In 2013 the centre has experienced a very high roll turnover due to the number of children transitioning from the kindergarten to school. Consequently, most children in the kindergarten are relatively young. The kindergarten is part of the Counties Manukau Kindergarten Association and operates within the policies and management framework of this organisation. A professional practice manager (PPM) visits and provides management and curriculum support for teachers.
Teachers have worked together in the kindergarten for four years and have established a collaborative team. As two of the teachers work part time, the team is aware of the need to communicate well and manage workloads effectively. Shared professional development helps teachers maintain a cohesive approach to teaching and learning.
In 2010 ERO acknowledged the strengths of the then new teaching team. The report recommended improvements in planning and the quality of learning experiences for children. Teachers have responded positively to these recommendations and continue to enhance their own skills and knowledge in order to provide well for children.
Children are enthusiastic learners, engaged and confident in the kindergarten. Their relationships with teachers are positive and friendly, and they work cooperatively with their peers. Teachers are responsive to children’s developmental interests, recognising that their youngest group is still learning self-help skills and becoming familiar with the resources. Older children engage in inquiry learning through ongoing topics that help them to theorise, problem solve, negotiate and work collaboratively. They develop tuakana/teina relationships with younger children and model strategies for independent learning. Children benefit from authentic opportunities to develop early literacy and numeracy skills and enjoy many experiences that support early learning in science and technology.
Teachers skilfully identify children’s strengths and emerging interests. They plan the environment to prompt children’s exploration and extend their interests. Teachers use open questions to stimulate children’s curiosity and engage them in conversations that challenge their thinking. Brief mat times and flexible snack routines minimise interruptions to play and provide opportunities for teachers to share conversations with children and promote their oral language, leadership and self-help skills.
Teachers meet frequently to share the learning they have noticed and ways to explore programme topics. They record children’s learning very well in assessment portfolios and topic folders. Teachers use learning stories effectively to analyse children’s progress and thus provide families with very good information about children’s strengths and interests. A recent development in programme planning that is helping teachers to identify strategies for further extending individual interests should become a sound basis for programme evaluation.
Families value the quality of learning their children experience. Some families have been using the kindergarten for two or three generations and believe the kindergarten continues to provide a rich environment and supportive teachers. Parents feel included in their children’s learning through their daily conversations with teachers, children's portfolios and their involvement in programme events and excursions. They express a strong sense of belonging in the kindergarten.
The PPM for the kindergarten recognises the strengths of the teaching team. She focuses her support on empowering the head teacher and sourcing professional development opportunities for teachers to grow their own leadership skills and achieve self-identified goals. The PPM is confident that teachers’ reflective practices and commitment to self review will effectively sustain the quality of the programmes they provide.
The teachers, the PPM and ERO agree that key next steps for kindergarten development should include:
Teachers are also keen to continue developing their bicultural practices to further support the success of Māori children. They have sourced professional development opportunities to facilitate this learning. Teachers also intend to further develop their understanding of other cultures to strengthen the ways they support children identified by the government as priority learners, including Pacific Island children and those with diverse learning needs. The PPM is providing good support for these initiatives.
Before the review, the staff and management of George Street 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.
ERO is likely to carry out the next review in three years.
Dale Bailey National Manager Review Services Northern Region
21 May 2013
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Location |
Waiuku, Auckland |
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Ministry of Education profile number |
5120 |
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Licence type |
All Day Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
53 |
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Gender composition |
Boys 31 Girls 22 |
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Ethnic composition |
NZ European/Pākehā Māori Indian Samoan South East Asian |
33 16 2 1 1 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
Not applicable |
Choose an item. |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2013 |
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Date of this report |
21 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
February 2010 February 2007 December 2003 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
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.
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.