Meadowbank Kindergarten

Education institution number:
5071
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
49
Telephone:
Address:

122 Meadowbank Road, Meadowbank, Auckland

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Meadowbank Kindergarten - 08/05/2020

1 Evaluation of Meadowbank Kindergarten

How well placed is Meadowbank Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Meadowbank Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Meadowbank Kindergarten is licensed for 40 children over two years of age. It operates from 8.30 am to 2.30 pm. The centre is multicultural with small numbers of Māori children. The philosophy prioritises whanaungatanga and values play-based learning. It emphasises resilience, independence, self-regulation, problem solving and a can-do attitude. The philosophy includes a commitment to bicultural practices and to developing a sustainable kindergarten.

The teaching team consists of four registered teachers including the head teacher. They are supported by a teacher aide and an administrator. A parent committee/whānau support group is responsible for fundraising initiatives and represents the kindergarten on the Auckland Kindergarten Association (AKA) board. Teachers promote the concept of the 'kindergarten community'.

In 2015, ERO identified positive aspects such as an attractive, well-resourced environment to provoke and sustain child-initiated learning, discovery and purposeful play. These continue to be present. Key next steps included strengthening evaluative self review and making children's thinking and learning more evident in documentation. Some progress has been made in these areas.

The kindergarten is part of the 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 AKA kindergartens.

The Review Findings

Children are well supported to try things out, learn and discover. They demonstrate a sense of ownership and belonging in the kindergarten and are supportive and caring towards others. Children play cooperatively, make decisions and confidently share ideas. Their growing understanding of literacy and mathematics, science and use of technologies is fostered through authentic learning opportunities. Children have fun and their creativity is nurtured though sensitive teacher support and an extensive variety of art and music experiences.

Children learn in a stimulating and vibrant learning environment that reflects their interest and life experiences and sustains their engagement in play. The outside area provides good opportunities for physical challenge and encourages children to care for natural resources. The environment is print rich and displays show how teachers value the multicultural backgrounds of attending families.

Teachers are inclusive and value children as being competent and confident learners. Teachers affirm and build on what children already know. Their skilful interactions extend children’s ideas, language and knowledge in sustained play and discussion. They encourage children to be responsible and have leadership opportunities. Teachers continuously look for additional ways to support children's social and emotional wellbeing.

Teachers provide a child-led programme that is based on Te Whāriki, the early childhood curriculum, and bicultural practices. They promote environmental sustainability and nurture children's interests, dispositions and abilities. A new system of planning documentation makes visible children's learning through play and reflects parent aspirations. Children’s learning records, including online e-portfolios, are highly valued and frequently added to by families. The portfolios show a curriculum that is responsive to individual and group interests.

Teachers have a strong commitment to Te Tiriti o Waitangi and to acknowledging the place of Māori as tangata whenua. Teachers affirm Māori children's cultural identity and make connections through whakapapa. They are building their own and children’s familiarity with te reo and tikanga Māori. Teachers value children's cultural heritage and knowledge and encourage their use of home languages.

Whanaungatanga in the kindergarten is underpinned by respectful and responsive relationships between teachers, children and their whānau. Teachers foster a welcoming and inclusive tone in the kindergarten. Parent/whānau partnerships in their children's learning is encouraged. Children’s transition into the kindergarten and to school is well supported and responsive to individual children and whānau needs.

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.

Key Next Steps

Leaders and teachers agree that next steps include:

  • assessment and planning documentation that makes the depth and continuity in children's learning more visible

  • re-establishing documented internal evaluation that focuses on the effectiveness of kindergarten processes and practices on improving outcomes for children.

AKA leaders agree that their 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.

Management Assurance on Legal Requirements

Before the review, the staff and management of Meadowbank 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

8 May 2020

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

Meadowbank Auckland

Ministry of Education profile number

5071

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

51

Gender composition

Girls 27 Boys 24

Ethnic composition

Māori
NZ European/Pākehā
Chinese
other ethnic groups

3
34
5
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

March 2020

Date of this report

8 May 2020

Most recent ERO report(s)

Education Review

August 2015

Education Review

September 2012

Education Review

August 2009

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

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.

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.

Meadowbank Kindergarten - 28/08/2015

1 Evaluation of Meadowbank Kindergarten

How well placed is Meadowbank 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

Meadowbank Kindergarten is a well established service in east Auckland. In 2014 it changed from a sessional service to a ‘kindergarten day’ model which enables children to attend sessions similar to school hours. Teachers and the community have responded positively to this model.

The kindergarten provides for up to 40 children over two years of age. It is staffed by a head teacher and three other registered teachers, a teaching assistant, a teacher aide, and an administrator. Currently all children are over three years of age. Relationships, child-led learning and fostering children’s independent thinking are integral to the kindergarten philosophy. Whakawhanaungatanga is at the foundation of all aspects of the kindergarten curriculum, programme and teaching practices.

Since the 2012 ERO review the kindergarten has undergone significant changes to the teaching team, centre hours of operation and to the building. From October 2014 to March 2015 the kindergarten was in temporary premises while renovations were completed. Despite these changes, teachers have maintained the good quality teaching practices noted in ERO’s 2012 report and have continued to foster a sense of community. Parents continue to be well informed, supportive and appreciative of the kindergarten. This report also noted that teachers and ERO agreed that teachers could continue to strengthen bicultural practices, enhance aspects of self review, assessment, planning and evaluation. Teachers have reviewed and strengthened practices in these areas.

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 supports 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.

The Review Findings

Children learn in an attractive, well resourced environment that provokes and sustains child-initiated learning, discovery and purposeful play. The influence of the Reggio Emilia approach to the environment being a third teacher is evident. There is good provision for active play and physical challenge. This is complemented by a calm and harmonious atmosphere in the kindergarten.

Children demonstrate a strong sense of belonging and enthusiasm for learning. They are confident, socially competent and have friendships. Children’s independent thinking and problem solving abilities are fostered in meaningful learning experiences. They engage in sustained imaginative play that involves a high level of collaboration and negotiation. Children are caring and supportive of peers and are developing the dispositions of life-long learners.

Teachers’ respectful and supportive interactions foster and extend children’s ideas and interests in play and discussion. They encourage children to try things out and experiment in their play. Literacy, mathematics, science concepts and the use of information and communication technologies are skilfully integrated into everyday activities. Children’s imagination and creativity is valued and further developed. Promoting sustainability and respect for the natural world are also an integral part of teacher practice.

Teachers view all children as competent capable learners. They are inclusive of, and responsive to, the strengths and abilities of all children at the kindergarten. The programme is strongly reflective of Te Whāriki, the early childhood curriculum and teaching philosophy. Children’s ideas and parents aspirations are valued and included in planning. Highly informative assessment and planning documentation shows how children’s group and individual interests guide the programme. Children’s paper portfolios are also highly valued, added to by parents, and reflect children's learning journey.

Teachers are constantly considering ways to promote positive outcomes for all children. They are eager to continue to strengthen their bicultural practices and continue to increase the use of te reo and tikanga Māori in the kindergarten. The head teacher is an effective professional leader and encourages leadership in others, including children. Teachers work collaboratively as a team to enact the kindergarten philosophy, annual and strategic plan. Sound systems for self review guide teaching practice and inform programme improvement. They are continuing to enrich partnerships with parents/whānau in ways that include sharing culture and capabilities.

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. Centre operations are also guided by clear future planning and a shared vision that is linked to the AKA’s plan. The Association has a strong commitment to biculturalism and to embracing diversity. There are sound systems in place for health, safety and accountability.

Key Next Steps

The teachers, the Association representative and ERO agree that the key next steps for the kindergarten could include continuing to:

  • strengthen the evaluative aspects of self review through teaching as inquiry
  • seek ways to make the depth of children’s thinking and learning more evident in documentation

Management Assurance on Legal Requirements

Before the review, the staff and management of Meadowbank 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 Meadowbank Kindergarten will be in four years.

Graham Randell

Deputy Chief Review Officer

Northern (Acting)

2 Information about the Early Childhood Service

Location

Meadowbank, Auckland

Ministry of Education profile number

5071

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

53

Gender composition

Girls 31

Boys 22

Ethnic composition

Māori

Pākehā

South African

Sri Lankan

Samoan

other

1

41

2

2

1

6

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

June 2015

Date of this report

28 August 2015

Most recent ERO report(s)

Education Review

September 2012

 

Education Review

August 2009

 

Education Review

June 2006

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.