10 Isobel Road, Greenhithe, 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.
Greenhithe Kindergarten, located on Auckland's North Shore, is licensed to provide education and care for up to 30 children aged over two years. Most children attend kindergarten days similar to school hours. The head teacher leads a team of two other qualified teachers.
The teaching philosophy is strongly underpinned by the strands and goals of Te Whāriki, the early childhood curriculum. Teachers aim to provide an environment that is inclusive and welcoming to all and that celebrates the bicultural nature of Aotearoa New Zealand. They are committed to growing and refreshing their practice through ongoing professional learning.
The 2015 ERO report acknowledged how effective teaching strategies supported children to develop as confident and socially competent learners. It noted that teachers' relationships with children skilfully supported their learning and extended their knowledge. These positive aspects have been maintained. Areas for development included self review, engagement with whānau, the promotion of mathematics in the programme, and a review of mat times. There has been good progress in these areas.
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.
Children settle quickly into their day. They lead their own learning activities, easily accessing the materials and space they need for their play. Children are confident, self-managing and independent. They are engaged and focused in their learning.
Children are open, friendly and articulate. They work well with others in small groups and form friendships. They are listened to well by their teachers, who provide numerous opportunities for them to take leadership roles.
Teachers build effective, supportive relationships with children, their parents and whānau. Parents who spoke with ERO appreciated how knowledgeable the teachers were about their children and the warm and welcoming culture of the kindergarten.
The bicultural nature of Aotearoa New Zealand is evident in the environment and in teachers' use of te reo Māori when working with children. Meaningful and relevant whakataukī are included in operational documents.
Teachers provide a well resourced learning environment. Children can choose from a wide range of materials that support their creativity and promote critical thinking. Mathematics, literacy and science are included meaningfully in the programme and are very visible in records of children's learning.
Children's portfolios are individual and capture their participation in the programme well. They show continuity of learning and many show developing complexity. Teachers are currently trialling new systems for programme planning and evaluation, with a focus on how they will respond to the learning dispositions that they identify.
The head teacher's reflective style of leadership supports ongoing challenge, and research based changes, to teaching practices. A well implemented appraisal process focuses on goals that increase teachers' capabilities. Internal evaluation occurs regularly and results in improvements. The kindergarten's business plan aligns with the AKA strategic goals, includes timelines and is well monitored.
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.
The teaching team agrees that, to enhance their current good quality provision for children, next steps include:
evaluating and continuing to increase the extent to which te ao Māori concepts and values articulated in operational documents align with programme practices
continuing to strengthen the evaluative nature of their internal evaluation practices
consolidating and continuing to build on new programme planning and evaluation systems, keeping dispositional learning at the forefront.
Before the review, the staff and management of Greenhithe 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 Greenhithe Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
27 June 2018
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 |
Greenhithe, Auckland |
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Ministry of Education profile number |
5637 |
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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 |
30 children over 2 years of age |
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Service roll |
42 |
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Gender composition |
Boys 22 Girls 20 |
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Ethnic composition |
Pākehā |
30 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
27 June 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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Education Review |
February 2012 |
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Education Review |
February 2009 |
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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.
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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.
Greenhithe Kindergarten provides education and care for up to 30 children over two years old. Most children attend morning and afternoon sessions. Some children attend for mornings only. The kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) provides management and curriculum support for teachers. The AKA has high expectations that teachers will provide a bicultural programme.
The kindergarten philosophy places high value on relationships and aims to nurture children’s positive attitudes towards learning. The centre’s curriculum is underpinned by Te Whāriki, the early childhood curriculum.
Since the centre adopted a Kindergarten Day Model (KDM) in October 2013, there have been changes in staff, including the creation of an extra teacher position. The head teacher was appointed in May 2013. Recently, two new teachers have joined her. A part-time administrator, a teaching assistant and a teacher aide support them. The kindergarten’s parent committee supports the centre by being actively involved in fundraising and social events.
The kindergarten’s 2012 ERO report noted the programme, learning environment and the use of information and communication technologies (ICT) were strengths. The report identified bicultural practice, learning partnerships with parents and records of children’s learning as areas for development. Much progress has been made in these areas.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Teachers support children’s development by building on their ideas. This relationship contributes to children being confident and socially competent learners. Children interact positively with each other and with adults, and collaboratively plan their play. They are warmly welcomed by staff and quickly settle to their routines. They have opportunities to explore and choose from a wide variety of activities. They have a strong sense of belonging to the centre. The well developed garden and inviting environment supports children’s curiosity about the natural world.
Teachers’ very good knowledge of children and their families is evident in programme planning. They use external agencies to support children with diverse and special learning needs. Teachers enhance children’s interests and extend their knowledge. Children have opportunities to participate in rich literacy and science experiences.
The curriculum promotes respectful, responsive relationships. As a result of review, and in response to a recommendation from the 2012 ERO review, bicultural practices are now more embedded in the centre’s programme. Māori children are well supported in their learning, and teachers increasingly use te reo Māori during the daily programme. Tikanga Māori is evident in the way Māori concepts, and the use of waiata and karakia are promoted by staff.
Teachers use a variety of strategies to deepen children’s thinking and exploration of the world around them. A newly introduced teaching technique for capturing children’s knowledge and views has further strengthened the centre’s responsive curriculum. Teachers have refined ways they support and build on children’s ideas. They record children’s contributions in a variety of formats. Wall displays and children’s learning portfolios have been modified to better inform parents about their children’s learning and progress. As a result, parents are better able to complement teachers’ work by supporting and extending their children’s interests at home.
Self review is well established and informs centre planning. Teachers have identified that they would like to continue to enhance self review by evaluating the impact their teaching practices have on outcomes for children. Parents report that they have increasing opportunities to contribute to centre direction. A review of children’s transitions and portfolios has included input from parents. Teachers have used information collected to make positive changes to centre procedures and their teaching practices.
The Auckland Kindergarten Association continues to promote positive strategies which include professional learning and development that strengthens teachers’ skills, knowledge and practice. Distributed leadership and sharing of expertise among kindergarten teaching teams are also promoted. 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 to deliver high quality outcomes for children.
Teachers, the PSM and ERO agree that key next steps for the kindergarten should include teachers:
ERO is confident that the kindergarten has the capacity and capability through its high quality leadership and effective long-term planning to sustain its successful development.
Before the review, the staff and management of Greenhithe 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 Greenhithe Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
4 March 2015
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 |
Greenhithe, Auckland |
||
|
Ministry of Education profile number |
5637 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
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|
Service roll |
56 |
||
|
Gender composition |
Boys 28 Girls 28 |
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Ethnic composition |
Māori Pākehā other |
4 50 2 |
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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 |
December 2014 |
||
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Date of this report |
4 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
February 2009 |
||
|
Education Review |
March 2006 |
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.