Manukau Central Kindergarten - 03/02/2014

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Manukau Central Kindergarten governing body and management in relation to areas identified in the February 2013 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of education, including interactions, routines and programme management
  • the extent to which self review is supporting teachers to improve the quality of teaching practice
  • any other issues relevant to the management and operation of the centre that arise in the course of the review.

2 Evaluation Findings

Background

Manukau Central Kindergarten is part of the Counties Manukau Kindergarten Association (CMKA). The kindergarten offers a six-hour day service. Families are predominantly Māori or Pacific. A close relationship exists with the primary school next door to the kindergarten.

ERO’s February 2013 review identified concerns relating to the quality of the teaching programme and management practices, including self review. Since ERO’s last review the teaching team, with the support of the CMKA Professional Practice Manager (PPM), has made good progress in addressing concerns identified by ERO. The service is now becoming better placed to promote positive outcomes for children.

Areas of progress

The kindergarten environment is positive and supportive. Teachers are caring and involved with children in their play. Children are confident and interact positively with their peers. They enjoy selecting their own play activities and having the opportunity to engage in individual or group play for sustained periods of time.

Good relationships between teachers, children and families contribute to the kindergarten’s welcoming, inclusive culture. A number of communication initiatives keep parents well informed about the service and the programme for children. Equity funding is used to provide a range of excursions and real-world learning experiences for children and families. Teachers acknowledge the importance of continuing to provide opportunities for families to share their cultures.

Progress has been made in improving teaching practices and programme routines. Teachers are receptive to new ideas that support children’s learning and development. Centre programmes are responsive to children’s interests and allow time for their learning to develop. The centre celebrates the diversity of its community and programmes include aspects of Pacific and other cultures. Teachers’ growing awareness of, and appreciation for, te reo and tikanga Māori is evident throughout the programme and environment. Materials and experiences that support literacy learning are available throughout the environment.

Sound structures are in place for facilitating continuing improvement in programme planning, assessment and evaluation. Planning is a deliberate process that gives priority to developing children’s early literacy and numeracy skills. Teachers respond to children’s emerging and ongoing interests. Assessment and evaluation practices now inform planning. Children’s portfolios reflect their learning progress over time.

Good guidelines and monitoring systems support teachers’ developing practice. The PPM leads the staff in ongoing reflection on the quality of the kindergarten practices and systems. A process for centre-wide self review is in place. ERO and teachers agree that staff should continue to use self review to guide development across all areas of kindergarten operations. Particular focus should be placed on making ongoing improvements to the quality of programmes provided for children.

Areas for further improvement

ERO, the Association managers and teachers agree that to consolidate improvements made to date teachers and Association personnel should continue to focus on:

  • exploring ways to extend children’s thinking through problem solving and creative, artistic play
  • more consistently using positive behaviour management strategies with children
  • embedding the centre’s collaborative team culture and teachers’ understanding and use of high quality teaching practices.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Manukau Central Kindergarten will be in three years.

Dale Bailey

National Manager Review Services Northern Region

3 February 2014

3 Information about the Service

Location

Manukau, Auckland

Ministry of Education profile number

5615

Licence type

All Day Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

54

Gender composition

Girls 28 Boys 26

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cook Island

Tongan

Niuean

16

1

24

8

3

2

Percentage of qualified teachers

80%

Review team on site

November 2013

Date of this report

3 February 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2013

January 2010

February 2007