Glenfield Kindergarten - 15/03/2017

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 is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten. It is licensed to provide education and care for 40 children aged over two years. It is staffed by four qualified teachers and a teacher aide. The Kindergarten Day Model (KDM) allows children to attend sessions that are similar to school hours.

The kindergarten's recently reviewed teaching philosophy clearly outlines the team's commitment to providing a service that acknowledges Te Tiriti o Waitangi and recognises the unique place of Māori as tangata whenua. Teachers are also committed to recognising and celebrating the ways that the diversity of their community enriches their kindergarten. Glenfield Kindergarten is working with the Kaipatiki Community of Learning|Kāhui Ako (CoL) to build continuity of learning between the service and CoL schools.

The Kindergarten has a very positive reporting history with ERO. The 2013 ERO report noted positive practices that have been maintained, including teachers' responsiveness to children and the influence of the Enviroschools programme. ERO also identified ways that teachers could improve their self review. There has been good progress in these areas.

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

The Review Findings

Children arrive with a family member and these adults often help their children to sign in and settle at their first activity. Teachers welcome parents and children and engage them in conversation to help them reconnect with the environment. These positive and sensitive relationships help families to feel a sense of belonging and children to have a sense of ownership of their kindergarten.

Tuakana teina relationships are apparent in the way that children are encouraged to help each other and older children teach their younger peers. Teachers skilfully encourage children to think for themselves and at deeper levels. They empower children to make decisions in their play, to take appropriate risks and to solve problems. Teachers encourage parents and whānau to be part of their children's play.

Children play in an environment that is influenced by a strong literacy and mathematics curriculum and an awareness of the natural environment. This science focus encourages children to respect and take increased responsibility for their world. Children learn within the bicultural context of Aotearoa New Zealand while distinctly valuing and referencing other cultures.

Teachers meet regularly to plan a thoughtfully constructed curriculum. They plan programmes based on children's interests, strengths and aspirations. These interests and strengths are used by teachers to respond to and extend children's learning dispositions. Teachers make sense of children's learning by relating it to the strands ofTe Whāriki, the early childhood curriculum, and to recognised Maori values and concepts. Resources are purposefully acquired to build learning opportunities through children's play.

Teachers develop comprehensive learning journey records for each child, in digital online form and in individual assessment portfolios. Māori concepts are woven throughout these portfolios, relating learning progress to valued outcomes. Clear continuity of learning dispositions, including social and creative development can be seen in the learning journey records of individual children.

The head teacher knows her staff well and is developing shared understandings about good practice. Teachers' interests and strengths are recognised and form part of the team's combined capabilities and shared leadership strategy.

Teachers have worked together to develop a long-term plan with objectives that are based on their collaborative thinking. They are deliberate in their approach to internal evaluation and systematically plan self review through inquiry approaches. Teachers continually evaluate processes and outcomes, with a focus on ongoing improvement.

AKA systems for monitoring and promoting improvement in kindergarten operations are well established. Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA strategic goals. The Association continues to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.

New AKA roles have been established to provide more targeted support for head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, is informed by ongoing internal evaluation, monitors quality and promotes continual improvement in kindergartens. AKA support and guidance are responsive to each kindergarten’s individual context.

Key Next Steps

Teachers and AKA personnel recognise that to enhance current high quality practices in the kindergarten, the teaching team could continue to:

  • support children to explore their unique cultural identities in New Zealand's bicultural context

  • build learning partnerships with parents

  • work with local schools to support children as they transition to school.

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 four years.

Graham Randell

Deputy Chief Review Officer Northern

15 March 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

5052

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

56

Gender composition

Boys 28 Girls 28

Ethnic composition

Māori

Pākehā

Indian

Filipino

Chinese

Sri Lankan

Korean

Iraqi

Japanese

Tongan

other

5

14

9

5

4

4

3

2

2

2

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

December 2016

Date of this report

15 March 2017

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

March 2010

Education Review

September 2006

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.