Glenfield Kindergarten - 14/08/2013

1 Evaluation of Glenfield Kindergarten

How well placed is Glenfield 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

Glenfield Kindergarten on Auckland’s North Shore provides for a community of diverse cultures, socio economic levels and family structures. The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and on-going support from professional managers. The kindergarten moved to a full day model early in 2011 resulting in increased staffing and a new teaching team that has developed a shared philosophy.

Since the 2010 ERO report the kindergarten has become strongly influenced by the Enviroschools programme. It is working at forging stronger links with its community to encourage more effective collaboration and whānau involvement in the kindergarten’s programme.

This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.

The Review Findings

Children play cooperatively and enjoy learning together. They demonstrate a strong sense of belonging and develop friendships and social competence. Relationships at all levels are valued as a foundation for positive learning. Children explore the world around them and are developing an awareness of their own culture and other cultures.

Children are inquisitive and confident learners who take responsibility for themselves and others. They use their literacy and numeracy knowledge and skills as they play and are developing their independence. Children learn through the Enviroschools philosophy, which helps them to appreciate the natural world.

Teachers and children have positive and responsive interactions. Children’s contributions to conversations are encouraged, accepted and respected. Teachers involve children in decisions that affect them. Teachers listen, question deeply and are responsive to children as they learn.

Teachers provide a good quality programme underpinned by effective planning systems that are based on noticing and responding to the emerging interests of children. Weekly planning meetings are used to review and collaboratively plan the next stages in the linked and extended learning. Teachers integrate literacy and numeracy into children’s play in a purposeful way.

Teachers value their partnerships with whānau and are considering how to involve their families more in the kindergarten. Teachers seek ways to maintain children’s connections to their first languages and cultures. Aspects of te reo and tikanga Māori are included naturally in the programme.

The kindergarten works closely with AKA personnel who provide support and advice as this new team develops collaborative practices.

Key Next Steps

The teaching team and ERO agree that the next steps for teachers include:

  • developing a shared vision and working together to build a cohesive teaching team
  • continuing to improve self review by including multiple perspectives and systematically evaluating teaching practices and the impact that these have on outcomes for children
  • exploring ways to further extend children’s interests over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glenfield 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 Glenfield Kindergarten will be in three years.

Graham Randell

National Manager Review Services Northern Region (Acting)

14 August 2013

2 Information about the Early Childhood Service

Location

Glenfield, Auckland

Ministry of Education profile number

5052

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

50

Gender composition

Boys 25

Girls 25

Ethnic composition

Māori

NZ European/Pākehā

Filipino

Indian

Chinese

Japanese

Korean

Sri Lankan

Tongan

Samoan

other

9

12

6

4

3

3

2

2

2

1

6

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 2013

Date of this report

14 August 2013

Most recent ERO report(s)

 

Education Review

March 2010

 

Education Review

September 2006

 

Education Review

October 2003

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.