108 Halsey Drive, Lynfield, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Lynfield Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Lynfield Kindergarten is part of the Auckland Kindergarten Association (AKA) and is licensed for 40 children over two years of age. It operates from 8.30 am to 2.30 pm.
Lynfield Kindergarten is situated in a culturally diverse community. Staff have been employed to match the cultures of families, to ease communication and forge strong partnerships. The kindergarten has a team of three full-time qualified teachers, one part-time qualified teacher, one teaching assistant, an administrator and a teacher aide.
The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices, and Te Whare Tapa Wha concepts of health and wellbeing. The kindergarten philosophy reinforces the aim of warmly welcoming and valuing tamariki and whānau and developing in all children empathy, resilience, self-control and independence.
The 2015 ERO report noted the head teacher's emphasis on growing leaders and promoting collaborative leadership. This focus remains a strength of the kindergarten. The 2015 ERO report also acknowledged the high levels of care and respect, the strong learning partnerships and a curriculum that was focused on equity-based learning opportunities. These positive aspects continue to be evident.
The kindergarten is part of the Lynfield Kāhui Ako | Community of Learning (CoL). Currently teachers are committed to working with the CoL to strengthen processes and practices that support children with additional needs.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. A revised operation manual has recently been introduced by AKA.
This review was part of a cluster of seven kindergarten reviews in the AKA.
Children benefit from positive, respectful relationships where teachers are empathetic and respond to their needs, wishes and cues. Children's sense of wellbeing and belonging is affirmed in a learning environment where their language, culture and identity are valued and promoted.
Children are settled, happy and engage confidently in the programme. They form friendships and play cooperatively with their peers for sustained periods of time. Children have opportunities to explore and be creative in an environment that supports imaginative play.
Teachers are sensitive to children's needs. They know tamariki, family and the wider community very well. Teachers value and acknowledge parents' and whānau aspirations for their children. They work alongside children to gather their learning aspirations and goals. This combined information helps inform teachers' planning and assessment for individual children.
Teachers have an ongoing commitment to developing bicultural practices. They model te reo and tikangi Māori. Children are encouraged to lead waiata and to grow their understanding about Te Tiriti o Waitangi.
The kindergarten has a culture of ongoing improvement and whole staff professional learning and development. Teachers inquire into their practice and set meaningful goals through a centre-wide collaborative inquiry. Over the last three years teachers and children have developed a deep understanding around care for the environment and each other.
An established internal evaluation process includes multiple perspectives and clearly stated purposes. Teachers have identified the need to strengthen their practice around mindfulness and self-regulation. The internal evaluation process can be further strengthened by recording how effective the impact of changes made has been on the outcomes for children.
The kindergarten has a well-established online portal system. This digital access provides parents with opportunities to be active partners in their child's learning. Parents can also be involved in kindergarten events, reviews and planning through this system.
AKA continues to provide support for kindergartens to strengthen bicultural practices. Specialist support impacts positively on teachers' confidence and on the inclusion of children with additional learning needs. AKA is currently reviewing the effectiveness of the Parent Whānau Groups in all kindergartens. The strategic direction established by AKA leaders is providing a positive framework for kindergartens' annual planning.
Leaders and teachers agree that key next steps include continuing to strengthen:
programme evaluation, by recording how effectively teaching practice has impacted on learning outcomes for children
internal evaluation, through determining indicators of effective practice and a greater focus on evaluating outcomes for children
a shared understanding of consistent teaching practices, which extend children's learning into more complex play.
AKA leaders agree that next steps are to continue to strengthen:
quality assurance by monitoring that the individual kindergarten's procedures, and the recording of aspects related to children's health and safety align with AKA policies and meet licensing requirements
internal evaluation at all levels of the AKA.
Before the review, the staff and management of Lynfield 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
8 May 2020
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 |
Lynfield, Auckland |
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Ministry of Education profile number |
5065 |
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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 old |
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Service roll |
51 |
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Gender composition |
Girls 31 Boys 20 |
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Ethnic composition |
Māori |
3 |
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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 |
February 2020 |
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Date of this report |
8 May 2020 |
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Most recent ERO report(s) |
Education Review |
November 2015 |
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Education Review |
November 2012 |
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Education Review |
October 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:
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lynfield Kindergarten is adjacent to the local primary school and serves a culturally diverse community in Auckland. Many families speak English as an additional language. In 2011 attendance hours changed from a sessional service to the Kindergarten Day Model (KDM) of six-hours per day. Teachers and the community have responded positively to this model. The kindergarten is licensed to provide education and care for up to 40 children over two years of age.
The kindergarten team comprises three teachers, including a head teacher, a teaching assistant and an administrator. Recent changes in staff have been managed successfully and have resulted in the continuation of high quality practice. Strong relationships, child-directed learning and a sense of wonder are foundations of the philosophy. Māori concepts of manaakitanga, turangawaewae, tuakana/teina and ako are fundamental to practice. Kindness, empathy and respect are fostered and modelled by teachers.
The 2012 ERO report recognised a variety of positive features in the centre, including high quality teaching practice. Many opportunities for imaginative play, creativity, and early literacy, mathematics and science learning were evident. Teachers’ partnerships with whānau supported children’s learning. These features remain evident. The 2012 report also noted that teachers were seeking to deepen their knowledge and strengthen their practices relating to Māori language and culture. They also wanted to attend relevant professional training to support the further development of teaching practices that improve outcomes for children. Steady progress in these areas has been made and continues to raise the quality of the programme.
The learning environment has been further improved by alterations and additional resourcing. Considerable work has been completed in the indoor areas, enhancing the welcoming atmosphere, and the attractiveness and effectiveness of the learning environment. Consequently, the centre environment now caters better for the requirements of children, parents and teachers.
The kindergarten operates as part of the Auckland Kindergarten Association, which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the Auckland Kindergarten Association has recently launched a new 10-year strategic direction. Its four strategic pillars/objectives relate to educational excellence, core organisational processes, community engagement and a future focus. These objectives are intended to guide the Association and its kindergartens in their ongoing development. The Association’s approach to bringing about a substantial change in its organisational structure has been carefully considered.
New Association roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development support kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality in kindergartens and contributes to self review and ongoing improvement.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children are articulate and independent. They frequently initiate and lead their own learning interests, and are confident users of technology. Children display dispositions of curiosity, caring and kindness. Firm friendships amongst children are evident. They discuss their learning with teachers and each other. There are continuous conversations about home experiences and interests developed in the kindergarten. Children are confident in their own cultures and identities.
Whānau are comfortable in the centre. They are part of a strong learning partnership with children and teachers. Home visits help whānau to transition smoothly into the kindergarten. They appreciate the support that teachers provide to help children settle well into school. Parents share their aspirations for their children with teachers, who value and respond to these aspirations within the learning programme. Parents are provided with many opportunities to develop friendships with one another at kindergarten and community events.
The centre’s new teaching team has settled quickly and work collaboratively. Teachers support one another to develop leadership skills and experience success in their individual and group goals. They share a love of teaching and learning and a sense of fun and enjoyment. Teachers display effective high quality teaching practices. They are skilled and improvement focused.
The curriculum has a strong focus on equity-based learning opportunities. It responds effectively to the interests, strengths and abilities of all children. Challenges are provided to extend learning.
Te Whāriki, the early childhood curriculum, underpins learning. Māori children are supported to be successful in their learning. The inclusion of Māori culture, language and tikanga in the programme has been strengthened. Children with special learning needs are well supported by teachers and also specialist agencies. Children who are learning English as an additional language are effectively supported.
The assessment and evaluation of children’s ongoing learning and interests are evident in teachers’ planning. Planning is effectively documented and can be revisited in wall displays and in children’s individual hard copy and computerised portfolios. Information communication technologies (ICT) have become a positive feature in the kindergarten. Teachers use ICT tools for communicating learning between children, parents and teachers.
Kindergarten leadership is highly effective in building the quality of teaching and learning and the professional capacity and skill of teachers. The head teacher has a collaborative leadership approach. She grows leadership within the team. High levels of care and respect between the teaching team are evident. Teachers have an enthusiasm for learning and a commitment to ongoing centre improvement.
Comprehensive training on self review has resulted in teachers who are reflective and improvement focused. Teachers have identified that they could further improve self-review outcomes by consistently including a research component in the procedure.
Auckland Kindergarten Association systems for monitoring and promoting improvement in kindergarten operations are well established. A variety of useful systems and processes contribute to the teaching team’s self review. Lynfield Kindergarten’s self review practices are well embedded. Centre operations are also guided by clear future planning and a shared vision, linked to the AKA’s plan. There are sound systems in place for health, safety and accountability.
The teaching team, the Education Specialist-Curriculum and Pedagogy and ERO agree that appropriate priorities for ongoing development could include continuing to maintain and improve the quality of teaching and learning programmes.
Before the review, the staff and management of Lynfield 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 Lynfield Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
9 September 2015
|
Location |
Lynfield, Auckland |
||
|
Ministry of Education profile number |
5065 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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|
Service roll |
52 |
||
|
Gender composition |
Boys 29 Girls 23 |
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Ethnic composition |
Māori Pākehā Indian Chinese Samoan Fijian Indian Sri Lankan South African Indian Bangladeshi Indonesian Pakistani |
5 12 11 7 7 3 3 1 1 1 1 |
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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 |
June 2015 |
||
|
Date of this report |
9 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
October 2009 |
||
|
Education Review |
October 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.