Kinderhaven Preschool Glenfield - 09/02/2015

1 Evaluation of Kinderhaven Preschool Glenfield

How well placed is Kinderhaven Preschool Glenfield 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

Kinderhaven Preschool Glenfield in Auckland is a privately owned service that provides education and care for children between two and five years of age. Children come from diverse cultures and a small number are Māori. An experienced supervisor has responsibility for day-to-day management of the centre. A clear and well articulated philosophy guides teaching practices and all aspects of service operations.

The centre has a positive ERO reporting history. Strengths identified in ERO’s 2012 report have been sustained and include affirming, respectful interactions between teachers and children and a high level of parent satisfaction. Managers and teachers have responded well to areas for improvement identified in the previous report. They have made good use of professional development and self review to enhance the programme provided for children.

The Review Findings

Children have a sense of belonging and settle quickly into the centre. A calm and inclusive tone supports a high level of children’s engagement in the programme. Children are confident and capable learners who communicate well with teachers and other children. Older children create social and collaborative learning experiences and participate in sustained play for long periods. Two year olds are well supported to be independent and make choices for themselves.

Teachers effectively guide and extend children’s learning. They model ways to use equipment and respond to children’s emerging interests. Teachers prompt children’s decision making, using deliberate unhurried interactions that enable children to take the lead in their learning. They support children to develop questioning skills in order to extend their thinking. Teachers have a strong commitment to strengthening bicultural perspectives in the centre’s curriculum. They plan to increase the use of te reo Māori in the programme as they gain more confidence and skills in this aspect of their teaching.

The environment reflects teachers’ pride and commitment to provide children with high quality learning experiences. It is attractively and thoughtfully presented with readily accessible resources. Literacy and creative activities are integrated in meaningful ways. Mathematical language and learning is included in indoor and outdoor activities.

Teachers work together to plan programmes in response to children’s interests and to meet learning goals for individual children. They skilfully identify the learning that happens when children play. Teachers know children well and learning records show children’s strengths and interests. Teachers could further improve assessment records by increasingly documenting how children’s complex learning is supported and extended over time.

Parent and teacher discussions provide opportunities for information to be shared about children’s progress. Some parents make good use of an online website to find out about their child’s learning at the centre. As a result of parent/whānau feedback, teachers are working to increase the ways in which they communicate with families about children’s experiences and learning.

The owners, supervisor and a collaborative teaching team are focused on continuous improvement. Robust, well monitored management systems underpin centre operations. Self-review is guided by a clear purpose and good practices have been sustained over time. Teacher appraisal has been reviewed and now links to the registered teacher criteria.

Key Next Steps

ERO and centre leaders agree that current practices could be enhanced by:

  • continuing to review centre routines to support children’s participation in the programme
  • evaluating group programmes and self-review processes to identify the impact of the curriculum and teaching practices on children’s learning
  • building the leadership capacity of staff to support sustainable centre-wide practices
  • developing long-term focused goals specific to the centre
  • accessing and using resources to promote success for Māori and Pacific learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kinderhaven Preschool Glenfield 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.

As a result of ERO’s 2014 review and to reflect good management practices, the owners have now completed police vetting processes.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kinderhaven Preschool Glenfield will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern Select Region

9 February 2015

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

20544

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

65

Gender composition

Girls 33 Boys 32

Ethnic composition

Māori

Pākehā

Chinese

Japanese

Samoan

Indian

other ethnicities

7

18

17

5

4

3

11

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

November 2014

Date of this report

9 February 2015

Most recent ERO report(s)

Education Review

January 2012

 

Education Review

November 2008

 

Education Review

October 2005

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.