KINZ Sandringham Early Learning Centre - 20/01/2016

1 Evaluation of KINZ Sandringham Early Learning Centre

How well placed is KINZ Sandringham Early Learning Centre 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

KINZ Sandringham provides full day education and care for up to 40 children over the age of two years. The centre has a high number of New Zealand European children and includes Māori, Pacific and Indian children. The centre operates from a spacious, purpose-built facility.

The centre operates under KiNZ, which is linked to the Auckland Kindergarten Association. KiNZ provides the framework, structures and professional support to guide centre policies and procedures. Active support from KiNZ personnel guides ongoing service improvement. Daily management is delegated to the centre manager. Teachers are experienced and qualified. Staff play a significant role in promoting positive learning outcomes for children.

The centre philosophy underpins all practices and developments. It emphasises children as active participants in learning through their play. The philosophy also reflects the importance of incorporating bicultural practices into the centre.

Centre managers responded positively to the 2012 ERO report and continue to make ongoing improvements. Positive features noted in the report continue to be evident in this review.

The Review Findings

The centre’s philosophy is very well reflected in practice. Positive, respectful relationships promote a nurturing, environment that supports children’s wellbeing and their sense of belonging in the centre.

The well-designed curriculum supports children as capable and confident learners. Children have many opportunities to investigate, and to be imaginative and creative. The curriculum supports them to develop early skills in reading, writing and mathematics. Teachers recognise and respond to children’s cultures and backgrounds. They promote and celebrate bicultural practices and the centre’s diverse cultures.

Teachers provide a curriculum that is relevant for children and their families. It focuses on children’s interests, skills and dispositions and on parents’ aspirations for their children’s learning. Transition practices within the centre and to local schools are well developed.

The flexibility of learning programmes enables children to play and develop at their own pace and to initiate their own learning. Children engage in sustained collaborative play and show respect for one another while working in small groups. Teachers use their knowledge of children and their families to engage children in meaningful conversations. Their skilful questioning extends children’s thinking and helps them to develop their social and language skills.

Records about children’s learning are well documented in the recently introduced StoryPark and in children’s portfolios. Parents regularly receive information about their children’s experiences and learning. Teachers value parents sharing children’s interests with staff. This helps to create partnerships with parents and increase their contribution to their child’s learning.

The centre benefits from highly capable leadership and collaborative teamwork. Centre leaders and teachers participate in relevant professional development and learn about current best practice in early childhood education. They make appropriate use of current research to adapt their teaching practice. Continuing to promote the professional culture of teachers’ critical reflection and evaluation should sustain the delivery of high quality care and education for children.

KiNZ personnel capably guide the centre’s strategic direction. They promote high expectations, and support teachers to achieve them. The policy framework and management planning are sound. Centre self-review is rigorous, systematic, and well documented. It focuses on improvement and includes parents’ contributions and feedback.

Key Next Steps

Centre leaders have appropriately identified that next development priorities include:

  • deepening children’s knowledge of themselves as learners
  • continuing to develop capable, confident leaders and teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of KINZ Sandringham Early Learning Centre 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 KINZ Sandringham Early Learning Centre will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

20 January 2016

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

Sandringham, Auckland

Ministry of Education profile number

25327

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

63

Gender composition

Boys 35 Girls 28

Ethnic composition

Māori

Pākehā

Chinese

Indian

Japanese

Samoan

Bangladeshi

European

Israeli/Jewish

Russian

Thai

Tongan

3

44

3

3

2

2

1

1

1

1

1

1

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 2015

Date of this report

20 January 2016

Most recent ERO report(s)

Education Review

October 2012

 

Education Review

October 2009

     

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.