Manukau Central Kindergarten - 22/03/2017

1 Evaluation of Manukau Central Kindergarten

How well placed is Manukau Central Kindergarten 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

Manukau Central Kindergarten operates in Wiri, under the umbrella of the Counties Manukau Kindergarten Association (CMKA). It is licensed for 30 children from two years to school age and offers six-hour sessions for children. The kindergarten serves children and whānau from the local community who have predominantly Māori or Pacific heritage.

The kindergarten was established in 1988 and many of the children's whānau have attended the kindergarten. The current teaching team has been together for almost two years. All are fully qualified teachers. The kindergarten operates on the border of the local primary school which most of the children transition on to once they turn five.

The kindergarten philosophy reflects teachers' ideals and views about teaching and learning. They aspire to providing quality teaching and learning in order to support children to be independent, confident and capable learners. Teachers promote CMKA's vision with the community and have made progress in reflecting Ti Tiriti o Waitangi in centre policies and practices.

CMKA provides frameworks of policies and procedures and administrative documentation for use in kindergartens. Professional personnel are available to teachers, and they visit the centre and provide ongoing guidance and support. This includes property maintenance and development, and financial advice and support. The Association provides in-house professional learning and development opportunities (PLD) for teachers, and encourages them to select additional PLD to support individual goals identified through staff appraisal.

This review was part of a cluster of three kindergarten reviews in the Counties Manukau Kindergarten Association.

The Review Findings

Teachers make a point of welcoming children and their whānau into the centre at the start of the day. They have developed trusting relationships with whānau resulting in children settling well on arrival. Many parents stay to play with their children before leaving them in the care of teachers. Children are two years of age when they start attending. Teachers provide a range of activities to engage these children.

The outdoor area is well used and provides challenge for children's physical development. The covered deck is arranged to promote quieter, creative play. The indoor environment is interesting and reflects the value teachers place on children's heritage. Many resources represent the Pacific and Māori cultures of whānau and children and these are displayed to encourage children to use them. Teachers incorporate music and waiata that are significant for these children during the day.

Teachers make use of children's strengths and their own knowledge and interests in their planning for the programme. They reflect the diverse cultures of their whānau. Teachers have provided opportunities for children to learn about environmental sustainability. The garden in the centre is attractive and productive.

Teachers are generally responsive to children. Equity funding from the Ministry of Education has been used to take children and whānau on regular outings into the wider Auckland community to support continuing learning. Some of this funding has also been used to provide children with appropriate clothing for when they get wet.

Teachers are beginning to weave whānau aspirations for their children into planning. Portfolios are pleasing records of children's learning and stories include parents' and children's comments. Teachers use an online service to share stories about children's learning. Portfolios and stories enhance children's sense of themselves as capable learners.

Teachers have developed relationships with whānau and external agencies to support children with diverse needs. They have developed strategies to provide one-to-one support to help children to integrate into the kindergarten and to feel included. Teachers make use of extra teaching support to achieve positive results for children.

CMKA has a clear vision statement and strategic planning that guide teachers' development of annual plans and philosophy statements to lead the day-to-day management of the kindergarten.

Key Next Steps

Managers agree that the key next steps for the kindergarten are for teachers to:

  • review the kindergarten philosophy in order to include whānau aspirations

  • continue to strengthen teachers' capabilities with building children's independence, their complex play and engaging them in conversations that challenge and promote their thinking and sharing of ideas more consistently

  • ensure that portfolios reflect children's learning over time, judgements about next steps in their learning and whānau aspirations

  • continue to extend teachers' knowledge about implementing an emergent curriculum and inquiry learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manukau Central 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.

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.

Graham Randell

Deputy Chief Review Officer Northern

22 March 2017 

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

Wiri, Auckland

Ministry of Education profile number

5615

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, over two years of age

Service roll

37

Gender composition

Boys 21 Girls 16

Ethnic composition

Māori

Samoan

Tongan

Cook Islands Māori

17

13

5

2

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

February 2017

Date of this report

22 March 2017

Most recent ERO report(s)

 

Supplementary Review

February 2014

Education Review

February 2013

Education Review

January 2010

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.