108 Greys Avenue, Auckland CBD, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kadimah Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Kadimah Preschool is part of the Kadimah School site located in inner-city Auckland. The preschool is governed by the Bernard Goldwater Education Trust. Its philosophy is grounded in the Jewish faith and values. A new centre manager has recently been appointed. Children attending have diverse cultural backgrounds.
Children experience an intentionally planned curriculum with a balance of teacher-led and child-initiated learning. The enactment of the service’s philosophy and Jewish values is evident. Teachers support children’s learning through planning and assessment processes that focus on child-led learning. Children’s individual needs are responded to, fostering their confidence and independence. Evaluation to monitor the impact of the curriculum on learning outcomes for all children continues to be embedded by teachers.
Responsive, reciprocal and respectful relationships have been developed between teachers, children, and parents/whānau. As a result, children demonstrate a sense of belonging and respect for each other through:
opportunities to make connections between people, places and things in their world
teachers’ positive relationships with families
the weaving into the curriculum of the languages and cultures of Māori and Pacific children.
Teachers are working to strengthen their cultural competencies to further promote this inclusive learning environment.
Service leaders recognise inquiry, and knowledge building as important tools for driving continuous improvement. Systems and processes for evaluation have been developed, and these focus on outcomes for children. Coaching and mentoring is in place to support teacher growth and development. Service leaders are continuing to embed these practices to monitor their effectiveness.
Since the 2021 ERO report, systems and processes have been implemented to ensure compliance with regulatory standards. Those responsible for governance and management recognise the need to prioritise evaluation and monitoring of all areas to support positive outcomes for children.
Kadimah Preschool will include the following actions in its Quality Improvement Planning:
Continue to monitor systems to ensure compliance and improvement processes are maintained.
Extend and embed evaluation processes to evaluate practices and identify the impact of the curriculum on positive outcomes for all children.
Before the review, the staff and management of Kadimah Preschool completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite stage of the review, the service has provided ERO with evidence that shows it addressed an area of non-compliance relating to having written authority from parents for the administration of medicine (HS28).
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
5 October 2022
|
Early Childhood Service Name |
Kadimah Preschool |
|
Profile Number |
20335 |
|
Location |
Auckland CBD |
|
Service type |
Education and care service |
|
Number licensed for |
20 children over the age of two years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
11 |
|
Review team on site |
August 2022 |
|
Date of this report |
5 October 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, January 2021 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Kadimah Preschool is part of the Kadimah School site in inner-city Auckland. The preschool is governed by the Bernard Goldwater Education Trust. The programme is underpinned by Te Whāriki, the early childhood curriculum, and the Jewish faith. The acting head teacher is supported by an administrator, one primary qualified teacher, one unqualified teacher and two unqualified staff.
Adults providing care and education engage in meaningful, positive interactions that enhance children’s learning and nurture reciprocal relationships. The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
Since the onsite review the service has provided ERO with evidence that shows it has addressed a significant number of non-compliances. The governing board and service provider must regularly monitor, evaluate and implement systems and practices to ensure the service is meeting all regulatory requirements.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS12 & HS17.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review will be in consultation with the Ministry of Education.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 January 2021
| Early Childhood Service Name | Kadimah Preschool |
| Profile Number | 20335 |
| Location | Auckland CBD, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
20 children, including up to 0 aged under 2. |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
14 |
|
Ethnic composition |
Māori 1 |
|
Review team on site |
November 2020 |
|
Date of this report |
27 January 2021 |
|
Most recent ERO report(s) |
Education Review, June 2016 Education Review, April 2013 Education Review, February 2010 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kadimah Preschool is part of the Kadimah School complex in inner-city Auckland and provides education for up to 30 children. It welcomes children from both the Jewish community and from the wider community and includes children from diverse ethnic and cultural backgrounds. The preschool promotes the Hebrew language and aims to enhance a love of learning within a Jewish environment. The programme is underpinned by the principles of Te Whāriki, the early childhood curriculum.
The preschool is governed by the Bernard Goldwater Educational Trust. The trust has recently employed a new head teacher, who leads a team of one other qualified early childhood teacher and two part-time teaching staff. They are assisted by trust administrative staff.
ERO's 2013 report identifies children's high level of engagement in a well-resourced learning environment with an inclusive, family oriented atmosphere. Recommendations were to improve self review, curriculum management, outdoor experiences and teachers' integration of te reo me ngā tikanga Māori. There is evidence of recent progress in these areas.
The preschool's philosophical beliefs about teaching and learning are highly visible in practice. Caring and respectful relationships are a feature of the environment for children. There is a strong sense of belonging and connectedness, and a holistic approach to learning. Programmes are based on the community's shared Jewish faith, cultural rituals and celebrations, and supported by close partnerships between teachers and families.
Children are expressive, confident communicators with adults and each other. They are capable thinkers and problem solvers. They share their ideas and learn through self-directed, imaginative and creative play. They develop very good skills for negotiation and social interaction.
Children's learning is well supported by adults. Teachers listen carefully to children's thoughts and respond purposefully in genuine and prolonged conversations, using complex, mature language. Their responses build on children's prior experiences and expand opportunities for learning.
Resources that promote children's understanding of the bicultural heritage of Aotearoa New Zealand are well used and te reo Māori is included, according to teachers' level of confidence. The Hebrew language is an integral part of daily programmes.
The preschool room is attractively presented and inviting. Very good quality resources support children's learning about literacy and mathematics and their developing understandings about the wider world and their place in it. Children's stories are prominent in displays that feature their detailed, creative art. Displays celebrate the Jewish culture and children's competence as learners, and show strong, meaningful connections across the curriculum.
Teachers' thoughtful, skilled practice shows their good understanding of early childhood education theory. They know what is needed to promote complex, extended learning. They plan collectively and their evaluation identifies specific learning outcomes from both child-led activities and Jewish celebrations. The teaching team is exploring ways to better record the emergent curriculum and to refine other curriculum documentation.
Children have regular opportunities to participate in school-wide occasions and junior students visit the preschool each week. These connections and the high quality of the preschool curriculum, support children's transition to the school's junior classes very well.
The new head teacher is developing a shared approach to leadership. She has established open communications and good support for teachers' professional reflection to foster continual improvement. These discussions form a sound foundation for implementing performance appraisal in the service.
The head teacher has made a very good start with reviewing and updating policies and procedures. She reports regularly to the trust and is working with the chairperson to strengthen management practices. A draft strategic plan provides a good basis for action plans that the trust and managers can use to guide and monitor ongoing development.
The preschool's immediate plans include improving the presentation of the outdoor decking areas, using more natural resources, and increasing resources that promote physical activity and challenge. The board chairperson is aware that as the roll increases, the trust will need to consider employing a third full-time qualified teacher.
The trust board chairperson and teachers agree that they now need to embed and build on recent positive developments. Priorities for development include:
increasing the transparency of governance and management processes, including financial reporting and budgeting
continuing the process of updating policies and procedures, and reviewing practices to assure the board that all legal requirements are met
establishing and implementing robust, systematic internal evaluation across all aspects of service operations, using indicators of high quality practice and specific annual plans to monitor progress towards strategic goals.
Before the review, the staff and management of Kadimah Preschool 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.
In order to improve current practices, the board chairperson and head teacher should expedite current plans to:
update all policies and procedures, particularly those relating to personnel and employment
implement staff appraisal processes that reflect the requirements of the Education Council of New Zealand.
The next ERO review of Kadimah Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
30 June 2016
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 |
Auckland City |
||
|
Ministry of Education profile number |
20335 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Boys 13 Girls 13 |
||
|
Ethnic composition |
Māori Pākehā Chinese other |
1 19 3 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2016 |
||
|
Date of this report |
30 June 2016 |
||
|
Most recent ERO report(s) |
Education Review |
April 2013 |
|
|
Education Review |
February 2010 |
||
|
Education Review |
September 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:
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.
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.