67 Idlewild Avenue, Mangere, Auckland
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Mangere West Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Mangere West Kindergarten is a well-established service. Most children attending are of Pacific and/or Māori heritage. Nearly all children have English as an additional language. The kindergarten is licensed for up to 45 children over two years of age. It operates from 8.30 am to 3.30 pm.
The recently reviewed philosophy reflects the principles of Te Whāriki, the early childhood curriculum. It promotes children's individuality, recognising the mauri of the child and whānau and supporting them with generosity and compassion.
The teaching team of three qualified teachers, including a head teacher, is supported by a teaching assistant and an administrator.
ERO's 2015 report identified high quality teaching practices and positive outcomes for children. Development areas included using whānau knowledge to enhance the programme and strengthening children's language, culture and identity. Very good progress has been made in these areas.
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 reviews in the AKA.
Mangere West Kindergarten promotes diversity and an inclusive culture. Responsive, reciprocal relationships support children's and whānau sense of belonging. Children develop friendships and enjoy tuakana/teina relationships. Positive relationships are highly respectful of children's culture, language and identity.
Transitions into the centre are well managed. The service is developing a relationship with the neighbouring school to improve transitions into the school. Teachers work collaboratively together, communicating frequently and building positive partnerships with parents/whānau.
Children are viewed as capable and competent learners. They are quick to settle into the programme. Children experience a calm and unhurried programme that responds to their individual pace of learning. Flexible routines enable children to make decisions about their play and sustain their learning. Teachers play alongside children and follow their interests. Teachers could consider how they might be more deliberate about providing more complex learning experiences for children.
Planning and assessment demonstrates continuity of children's learning. Parents are kept well informed about what is happening in the programme and are supported to participate and engage in their child's learning. Children's planning and assessment records show their learning journey and participation in the programme.
Teachers focus on supporting and extending children's language and communication skills. This gives children increased confidence. Te reo Māori is spoken regularly throughout the day and children use kupu Māori. Teachers seek ways to maintain the children's connections and fluency in their home language. Children and parents are encouraged to use their home languages.
Centre environments are planned to provide relevant resources and materials for children to choose from. Resourcing reflects children's language and cultures. Children are included in decision making about resourcing to improve the environment.
Teachers have a community focus. Centre leadership is focused on improving outcomes for children and whānau. Shared leadership opportunities enable teachers to utilise their individual strengths. Teachers work in partnership with outside agencies and the kindergarten association to improve outcomes for children and whānau. The service has contributed to educational research in the wider sector.
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 considering ways to strengthen the role of 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:
refining the local curriculum, alongside whānau Māori, to extend bicultural practices and ensure greater ownership for children, whānau and staff
deepening evaluative critique to support a more intentional focus on documented teacher inquiry and internal evaluation.
AKA leaders agree that next steps are to continue to strengthen:
quality assurance processes 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 Mangere West 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 |
Mangere, Auckland |
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Ministry of Education profile number |
5059 |
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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 |
45 children over 2 years of age |
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Service roll |
25 |
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Gender composition |
Boys 14 Girls 11 |
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Ethnic composition |
Māori |
4 |
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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 |
January 2010 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mangere West Kindergarten, previously known as Idlewild Kindergarten, is located near Mangere township. Since the 2012 ERO review, they have changed from a sessional service to a Kindergarten Day Model (KDM). This now enables children to attend sessions similar to school hours. Teachers and the community are highly supportive of this model.
The kindergarten provides for up to 40 children over two years of age. It is staffed by a head teacher, two other registered teachers, a part time teacher, a teacher aide and an administrator. Staff work closely with a number of support agencies to provide a wrap around service for children in the diverse community.
Developing whanaungatanga in this predominantly Māori and Pacific community underpins all kindergarten practices. Children learning through play and a commitment to inclusion are integral to the kindergarten’s philosophy. Bicultural practices and children’s wellbeing and cultural identity are key features of the kindergarten.
Since the 2012 ERO review, teachers have improved the depth of self review by developing a robust process for research and reflection. Teachers have continued to strengthen teaching and learning strategies to improve educational outcomes for children. Professional development has supported them in increasing challenge in learning for children.
The kindergarten is part of the Auckland Kindergarten Association, which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.
In 2015, after extensive review and consultation, the Association launched a new 10 year strategic plan with four key strategic objectives. The Association’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New Association roles have been established to provide more targeted support for kindergartens. Professional development supports kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality in kindergartens and contribute to self review and ongoing improvement.
This review was part of a cluster of seven kindergarten reviews in the Auckland Kindergarten Association.
Children have a strong sense of belonging at the kindergarten. They are valued as capable and confident learners and are well engaged as active participants in their own learning. Children experience a sense of success at the centre. They are developing social competence and set their own goals. Children make independent choices and are encouraged to persevere, problem solve and take risks.
Children learn in a vibrant and welcoming environment. The environment is well resourced, carefully organised and proudly reflects the diverse cultures of the children. Te Reo and tikanga Māori are valued and promoted in the kindergarten. Resources, displays and equipment support children’s languages, cultural backgrounds and identity. Play experiences affirm and build on children’s prior knowledge and invite children to build on what they already know. The outdoor area provides many opportunities to explore, learn about natural science, be creative and problem solve. Self review has impacted positively on how teachers create a child focused environment.
The curriculum is rich and responsive to children’s interests, strengths and culture. Curriculum planning is linked to important guiding documents. It incorporates the centre’s philosophy and parents’ aspirations. The curriculum has a wide focus on the different learning areas including science, literacy, mathematics, technology, and environmental sustainability.
Teachers think deeply about their practice and work collaboratively. They reflect the diversity of the community, are culturally responsive and highly inclusive. They promote children’s first languages and provide very good support for children’s developing oral language. Teachers’ strong sense of social justice is evident in the way they work with outside agencies to support children with diverse needs. Teachers are committed to ongoing improvement and building a culture of inquiry and reflection.
Parents/whānau speak highly of the kindergarten and the teachers. They feel welcomed and their input is valued. Parents’ strengths and knowledge are utilised and many parents offer their skills to enhance the programme for children. They have many opportunities to give feedback. Their aspirations are recorded and will be included in the new annual plan. E-portfolios have increased ways for parents to contribute. Parents are well informed about the operations of the kindergarten.
Hard copies of portfolios are valued and often revisited by children, teachers and parents. A recent review has enriched the way teachers provide for children’s diverse language needs, including the use of New Zealand sign language to support better communication.
The kindergarten is managed and led effectively by a strong professional leader. She works collaboratively with her team and teachers are given opportunities to develop their strengths and interests. She is well supported by the Association, particularly in the area of building leadership capability.
Teachers inquire deeply into theory and research and implement relevant changes to their practice. This research review is aligned with strategic planning.
Association systems for monitoring and promoting improvement in kindergarten operations are well established. Self review in this kindergarten is highly developed and contributes to positive outcomes for children. The Association has a strong commitment to biculturalism and in embracing diversity. Resources and personnel have been targeted to ensure that the specific needs of children and their families are met.
The teaching team and the Association’s Education Specialist have identified appropriate priorities for ongoing development. These include continuing to evaluate how effectively teachers:
Before the review, the staff and management of Mangere West 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:
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.
When is ERO likely to review the service again?
The next ERO review of Mangere West Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
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 |
Mangere, Auckland |
||
|
Ministry of Education profile number |
5059 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
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Service roll |
39 |
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Gender composition |
Boys 21 Girls 18 |
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Ethnic composition |
Māori Samoan Cook Island Māori Tongan other |
7 15 11 4 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 |
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Review team on site |
September 2015 |
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Date of this report |
19 November 2015 |
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Most recent ERO report(s)
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Previously reviewed as: Idlewild Kindergarten |
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|
Education Review |
November 2012 |
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|
Education Review |
January 2010 |
||
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Education Review |
October 2006 |
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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.
ERO has also published an exemplar report on Mangare West Kindergarten: Exemplar Review - Mangere West Kindergarten - June 2018