36 Lindis Place, Mangere Bridge, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mangere Bridge Kindergarten is licensed to provide education and care for up to 40 children aged over two years. Children enrolled attend full kindergarten day sessions of 8.30am to 2.30pm. Cultural diversity in the local community continues to increase. Māori children make up 15 percent of the roll and 25 percent have Pacific heritage.
The team of four qualified teachers is supported by teaching and administrative assistants. Two of the teachers have been in the kindergarten for some years and two are more recent appointments.
The kindergarten's teaching philosophy prioritises strong partnerships between teachers, children, whānau and the community. Teachers value a play-based programme that includes challenge and risk taking. The kindergarten is inclusive of all children and their families, and is committed to supporting children's languages and cultural identities. Recognition of the Treaty of Waitangi and a commitment to ongoing development of their bicultural practice is important to the team.
The 2013 ERO report noted many aspects of good practice. These included a high quality programme where learning in literacy, numeracy, science and information technologies were well integrated. A stimulating environment allowed children to explore and pursue emerging interests through their play. Good support for transition to school was an integral part of teachers' practice.
In 2013 teachers identified transition-to-school practices and partnerships with the community as areas for ongoing consideration. They also identified the need to reflect children's language, culture and identity in their assessment portfolios. The team has made a significant contribution to national early childhood education research and professional learning, and in 2015 won the Prime Minister's award for their work.
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.
This review was part of a cluster of 11 reviews in the Auckland Kindergarten Association.
Children settle well into the kindergarten environment, choosing to play in small groups or individually. Friendships are evident. Children have a sense of ownership of this space and quickly engage with the wide variety of experiences offered.
Teachers' interactions with children are warm and respectful. They listen well to children's questions and conversations, and provide them with meaningful opportunities to engage with print. Teachers are aware of children's strengths and interests.
The carefully considered layout of the outdoor area provides children with numerous opportunities for appropriate risk taking and challenge. Teachers encourage children to be creative and expressive through providing a good range of materials and space. Teachers support children to develop a positive sense of self and promote children's perception of themselves as being competent and capable learners.
Parents who spoke with ERO expressed appreciation for the teachers, the environment and how well their children were engaged in the programme. They enjoyed the community focus and the work that teachers had been engaged in relating to successfully transitioning children to school.
Children's portfolios of learning contain individual and group learning stories that record learning outcomes that result from their participation in the programme and their weekly trips to a farm. Teachers could now consider ways to expand records of individual children's learning during group experiences, and to document the teachers' role in bringing complexity to children's self-directed learning.
Teachers have a commitment to the ongoing development of their bicultural practices. Teachers continue to build their confidence in speaking te reo Māori throughout the daily programme, to better reflect the bicultural approaches underpinning the curriculum.
Teachers regularly reflect on provision for children's learning, align their work with Te Whāriki, the early childhood curriculum, and identify learning outcomes for children. They have an ongoing commitment to contributing to research and development in early childhood education.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision which are linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
In order to enhance their current good quality provision for children, teachers should:
It would be worthwhile for the teaching team to consider ways to apply aspects of their research discipline to the regular evaluation of their teaching strategies and approaches. In particular, the team should reflect on the usefulness of robust documentation of the less formal but highly valued aspects of their professional reflection and planning.
Before the review, the staff and management of Mangere Bridge 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 Mangere Bridge Kindergarten will be in four years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
20 September 2017
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 |
Mangere Bridge, Auckland |
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Ministry of Education profile number |
5067 |
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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 aged over two years of age |
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Service roll |
60 |
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Gender composition |
Boys 31, Girls 29 |
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Ethnic composition |
Māori |
9 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
20 September 2017 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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|
Education Review |
May 2010 |
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Education Review |
February 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mangere Bridge Kindergarten is situated close to the Manukau Harbour and Mangere Mountain and sits within a multi-cultural community. It is licensed for 40 children over two years of age and 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.
In May 2013 the kindergarten changed from being a sessional kindergarten to opening for longer hours under the ‘Kindergarten Day Model.’ It now has four teachers, and a part-time administrator. Significant work has been done by teachers to successfully manage the recent change to the Kindergarten Day Model.
The kindergarten’s philosophy places priority on developing strong partnerships between teachers, children, families and the community. Teachers firmly believe that children learn through play and provide experiences that bring this philosophy into practice. They are currently involved in a research project about how children learn in more than one language.
The kindergarten has a very positive reporting history with ERO. Since the 2010 ERO review teachers have sustained the high quality practices identified by ERO and have maintained a focus on continuous improvement. Through their engagement in ongoing research and professional development they have continued to enhance the quality of education provided. Parents and whānau continue to have a strong sense of partnership with, and pride in, the kindergarten.
This review was part of a cluster of ten reviews in the Auckland Kindergarten Association.
Mutually respectful relationships and good communication between teachers, children and their parents underpin kindergarten operations. Teachers value the strengths that children and their families bring to the kindergarten. Teachers have an in-depth knowledge of Te Whāriki, the New Zealand early childhood curriculum, and value child-led learning. They celebrate children’s cultural diversity and nurture each child’s home language, culture, and identity. Teachers’ commitment to using te reo and tikanga Māori and their respect for Māori as tangata whenua are positive features of the kindergarten.
Teachers provide a high quality programme in which children are actively engaged in learning. They integrate literacy, numeracy, science and information communication technologies (ICT) naturally into the programme. Creativity through the arts is valued. Participation in Enviroschools and the Kindergarten at the Farm programmes add to the centre’s rich curriculum and promote children’s understanding of the natural world, sense of adventure and physical development. Effective planning systems reflect how children’s interests guide the programme.
Children play cooperatively and are curious and imaginative. The stimulating well resourced environment enables them to try things out, problem solve and pursue emerging interests through their play. Teachers’ timely interventions support children to persevere, take risks and develop resilience. Children have sustained conversations with teachers and each other. They are capable confident learners, with a strong sense of belonging, who show care and empathy for others.
Providing good support for children’s transition to school continues to be an integral part of teachers practice and an area of ongoing community leadership and research. Work in this area is supported by weekly visits to the kindergarten by children from local schools.
Teachers work collaboratively and have a high level of understanding of current early childhood approaches and trends. They benefit from the strong professional leadership of the head teacher and AKA personnel. The appraisal process supports teachers to share strengths and leadership opportunities. Children and their families’ close connections with teachers enable them to share skills and be leaders in the kindergarten.
Teachers use self review to guide continuous improvements to kindergarten programmes and operations. They review and make changes in consultation with children, parents, whānau and the community. The annual plan is used effectively as a guide to implementing the strategic plan and progress against annual and strategic goals is regularly reviewed. Teachers have a well established culture of being a community of researchers and learners.
The teaching team is eager to continue researching further ways to:
Before the review, the staff and management of Mangere Bridge 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 Mangere Bridge Kindergarten will be in four years.
Dale Bailey
National Manager Review Services Northern Region (Acting)
14 August 2013
|
Location |
Mangere Bridge, Auckland |
||
|
Ministry of Education profile number |
5067 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
57 |
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Gender composition |
Boys 29 Girls 28 |
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Ethnic composition |
Māori NZ European/Pākehā Samoan Indian Tongan Niue Other |
9 31 5 5 3 2 2 |
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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 2013 |
||
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Date of this report |
14 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
February 2007 |
||
|
Education Review |
January 2004 |
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.