563 Pakuranga Road, Howick, 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.
Highland Park Kindergarten in Howick is licensed for 40 children over two years old. The kindergarten currently provides four-hour morning sessions, and six-hour sessions that align with school hours. Only 30 children remain for the afternoon programme.
The teaching team of four fully registered teachers is supported by an assistant who speaks Mandarin and Cantonese, and several aides who support children with special learning needs. They all work as a collaborative team and have established positive relationships with the multicultural kindergarten community. Teachers are committed to ongoing professional development which is consistent with the kindergarten's and their personal goals. These goals are influenced by the kindergarten's philosophy and aim to grow independent children who are resilient, resourceful and reflective learners.
In 2013 ERO identified several positive features of the service. Inclusive relationships, a high quality environment, and skilful teaching which enabled children to confidently engage in activities, communicate well and develop their creativity, curiosity and problem solving abilities. These features continue to be strengths of the kindergarten. Teachers have worked to address ERO recommendations relating to some aspects of assessment and partnering with schools to support children's transitions.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. Staff are in the process of adapting to changes in AKA operational practices.
This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.
Children are capable learners who lead their own learning. They are confident to work independently or to collaborate in groups. They often sustain their interest for prolonged periods. Children communicate effectively to make choices, investigate resources, problem solve, and develop friendships. Children engage in planning their learning, undertaking research and evaluating the outcomes of their experiences. In this environment children expect to be challenged and engage in meaningful learning.
Inclusive practices support children to respect and value others. Children benefit from the strongly bicultural programme that enables them to become familiar with some te reo Māori, waiata and aspects of tikanga Māori. Children with special learning needs are warmly included. The diversity of the multicultural community is acknowledged, valued and celebrated.
Teachers believe children are competent learners. They have high expectations that children will make choices about what they do, undertake difficult tasks, and explore their interests. Teachers skilfully prompt children with open-ended questions. They also trust children to independently decide the direction of their play and negotiate with peers. When needed, teachers make timely interventions to refocus children's interests and guide purposeful play.
Teachers know children very well and plan programmes that are responsive to children's individual interests. Teachers deliberately integrate opportunities for literacy and numeracy in the context of play. They document children's learning very well with detailed records of children's own planning and research. Teachers skilfully analyse learning experiences to identify the dispositions that support children to become lifelong learners. They have established an inviting environment that is extensively resourced with interesting play areas that foster imaginative, creative and social play.
Parents are partners in their children's learning. They share their aspirations for their children's learning with teachers. Most parents make good use of an online digital portal that enables them to read and comment on their children’s learning stories. Teachers keep families well informed through frequent informal discussions, electronic communications, and attractive wall displays. Teachers value the skills and knowledge that families bring to the kindergarten and share during cultural celebrations and other programme activities. Parents have recently contributed to a survey about children's transition to school. Teachers are preparing to strengthen this aspect of their service using this information.
Together, the teachers manage the kindergarten effectively. Robust documentation, and a collaborative environment have enabled the head teacher to have a prolonged absence recently without significant disruption to kindergarten operations. Teachers value each other's skills, share responsibilities and decision making, and work together as a reflective team.
Teachers engage in thorough internal evaluation. This helps them to address spontaneous issues and to deepen their knowledge in areas such as bicultural practice. Annual business plans are strongly linked with AKA strategic goals, ERO's recommendations, and teachers’ professional development.
The AKA is reviewing its appraisal processes to align with new Education Council Standards. As part of this development, leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.
The teachers and the Association Education Specialist agree that the key next steps for the kindergarten’s development should include:
Before the review, the staff and management of Highland Park 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 Highland Park Kindergarten will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
20 March 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 |
Howick, Auckland |
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Ministry of Education profile number |
5055 |
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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 |
40 children over 2 years of age |
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Service roll |
56 |
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Gender composition |
Girls 28 |
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Ethnic composition |
Māori |
6 |
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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 |
November 2017 |
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Date of this report |
20 March 2018 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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Education Review |
June 2010 |
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Education Review |
June 2007 |
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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.
Highland Park Kindergarten has a history of positive ERO reports. The kindergarten in East Auckland, provides education and care for children over two years of age, and operates under the Kindergarten Day Model. Some children stay for the whole day and others for the morning session. There are four fully qualified teachers, a teacher assistant, an administrator and a teacher aide. Specialist teachers in technology and yoga contribute to the richness of the programme.
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.
ERO’s 2010 report commented on teachers' high quality interactions and noted how programmes were driven by children’s interests. Very good teaching practices have been maintained and teachers have further strengthened partnerships with families and their community. Teachers have continued to review and enhance the learning environment with children.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association
Teachers’ shared philosophy is evident in the provision of a high quality, child-led programme. The curriculum is underpinned by the principles of Te Whāriki, the New Zealand early childhood curriculum, bicultural practices and partnerships with parents and whānau. Children’s ideas and parents’ aspirations are sought and valued. Opportunities for children to take on leadership are reflected in programme documents and children’s portfolios. The culture of child-initiated planning is embedded in the programme.
Teachers are inclusive and culturally responsive. They celebrate cultural diversity and the knowledge their families bring to the centre. Their respectful interactions, high expectations and sustained conversations contribute to children being confident, capable learners. They honour children’s work, foster their strengths and nurture their interests. Teachers are reflective, innovative, and value ongoing professional development. They are committed to children being empowered in their learning.
Children learn in a stimulating, well resourced learning environment that supports their sustained engagement in play and learning. They have many opportunities to experience literacy, numeracy, science and technology in play and meaningful activities. Children play cooperatively, show empathy for others and have leadership opportunities. Teachers foster children’s creativity, curiosity and problem solving abilities. Children are eager to try things out, learn and discover.
Teachers work collegially and benefit from strong professional leadership. They are also encouraged to be leaders. The AKA appraisal system provides opportunities for teachers to reflect on and refine their practice. The Association encourages teachers to engage in professional development and share good teaching practices with others.
Teachers continuously consider further ways to promote positive outcomes for children. Teachers have worked collaboratively with whānau Māori to acknowledge the place of Māori as tangata whenua and to nurture Māori children’s sense of identity. Sound systems for self review guide teaching practice and inform programme improvements. Teachers agree that they could now enhance their self review by making the depth of their thinking and the multiple perspectives that contribute to self review more visible.
The teaching team are eager to continue exploring further ways to:
Before the review, the staff and management of Highland Park 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.
When is ERO likely to review the service again?
The next ERO review of Highland Park Kindergarten will be in four years.
Graham Randell
National Manager Review Services Northern Region (Acting)
14 August 2013
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Location |
Howick, Auckland |
||
|
Ministry of Education profile number |
5055 |
||
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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 |
40 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 27 Girls 27 |
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Ethnic composition |
Māori NZ European/Pākehā Indian Chinese Fijian Cook Island Māori Filipino South East Asian Other |
5 21 6 6 3 2 2 2 7 |
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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 |
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Review team on site |
June 2013 |
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Date of this report |
14 August 2013 |
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Most recent ERO report(s) |
Education Review |
June 2010 |
|
|
Education Review |
June 2007 |
||
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Accountability Review |
June 2004 |
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.
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.