Glendowie Kindergarten - 21/06/2018

1 Evaluation of Glendowie Kindergarten

How well placed is Glendowie 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

Glendowie Kindergarten is a well-established service located close to Glendowie Primary. It is licensed for up to 40 children over the age of two years and offers four hour sessions.

Teachers reflect the diverse community, are long serving and well experienced. All teachers are qualified and registered. The head teacher oversees daily programmes and kindergarten operations. Four support staff assist teachers with programmes and administration.

The kindergarten's philosophy is based on whanaungatanga, fostering trusting relationships with children and their whānau, and valuing the learning community. It is guided by the newly revised Te Whāriki, the early childhood curriculum. The partnership principle of Te Tiriti o Waitangi is a key aspect of the philosophy.

The positive features identified in the 2015 ERO report have been maintained. They included children's strong sense of belonging, and programmes that enhanced children's interests and knowledge about environmentally sustainable practices. Teachers have addressed ERO's recommendations regarding deepening their understanding of bicultural practices.

The kindergarten is part of the Auckland Kindergarten Association (AKA). The AKA has a range of specialist personnel who assist teachers with curriculum, management and property matters. There continues to be a period of change for staff as they adapt to changes in AKA’s operational practices, leadership and management.

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

The Review Findings

Children and their whānau are welcomed into the kindergarten. They have a strong sense of belonging and are able to build a trusting relationship with teachers and other adults in the kindergarten.

Children are confident and socially competent. They show care for the environment and have an awareness of things around them. Children have fun and are actively engaged in their play and activities teachers provide. They know they are valued contributors in the learning programme and teachers proudly display children's work.

Teachers know children well and are interested in what they have to say. They support children well in their oral language development, in a print rich environment. Teachers show a willingness to learn other languages. Children's diverse cultures are valued and shared in the inclusive programme.

Children have developed an awareness of te ao Māori. Māori worldviews, stories and resources are explicitly evident in the environment. Teachers deliberately plan and weave together the Maori worldviews and enviro-school programme. Kaupapa Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions and plans.

Teachers work well together and sensitively support children in their play and learning. There is a purposeful focus on extending children's play. They use children's curiosity and inquiry to inform the programme and provide high quality support and resources.

Teachers have established strong partnerships with parents. Teachers are responsive to parents' aspirations and have used internal evaluation to help strengthen these partnerships. Parents have opportunities to contribute to decisions about their children's learning and development.

The AKA has useful processes for supporting teachers' ongoing professional development and supporting teachers' interests. AKA has specific processes for ensuring that children with additional needs receive appropriate learning support. They have good systems in place to support children and whānau with health and wellbeing needs.

Kindergarten operations are guided by a comprehensive kindergarten plan and a shared vision that are linked to AKA strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. The AKA continues to review its management and leadership structure and to improve consistency and coherence across internal evaluation, quality assurance and improvement systems, and strategic planning.

Key Next Steps

A useful next step that teachers have identified is to explore further ways of encouraging children to plan their own learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glendowie 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 Glendowie Kindergarten will be in four years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

21 June 2018

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

Glendowie, Auckland

Ministry of Education profile number

10210

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over the age of 2 years

Service roll

54

Gender composition

Girls 31 Boys 23

Ethnic composition

Māori
Pākehā
Southeast Asian
Latin American
other European
other Asian

5
32
2
1
7
7

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

May 2018

Date of this report

21 June 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

October 2011

Education Review

October 2008

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.