14 Pierce Road, Milford, Auckland
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Milford Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Milford Kindergarten is licensed for 40 children over two years of age. It operates from 8.45 am to 2:45 pm. There are small numbers of Māori and children from other diverse ethnicities enrolled. The philosophy of the kindergarten promotes 'Enviro-schools kaupapa' and inclusion.
The teaching team includes a head teacher and four other registered teachers. The team is supported by three support staff and an administrator.
The 2015 ERO report acknowledged a programme that included authentic learning experiences and embraced bicultural partnerships. These aspects continue to be present. Areas for improvement included continuing to strengthen bicultural practice and deepening children's learning. 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.
The kindergarten is a member of the Pupuke (Westlake) Community of Learning | Kāhui Ako (CoL).
This review was part of a cluster of seven reviews in the AKA.
Children are supported to be independent, confident, and articulate. They demonstrate a strong sense of belonging and ownership in the kindergarten. Children learn, play and explore in a calm, thoughtfully designed and engaging environment. They have access to many varied opportunities for creative and imaginative play.
Relationships between children and teachers are respectful, relaxed and affirming. Teachers are inclusive and work in sensitive ways with individual children and their whānau. They foster trust and support children to experience positive outcomes. Teachers support children's transition into the kindergarten, and to school well.
Teachers weave literacy and numeracy into everyday experiences and are skilful at promoting children's oral language. They are available to listen, respond and engage in meaningful conversations with children.
Leaders and teachers are reflective about their practice. They provide a programme that enables children to engage in uninterrupted play and learning. Teachers are responsive to children's questions and use deliberate teaching approaches to extend their knowledge and understanding.
Teachers promote bicultural practices and express a commitment to te ao Māori. They could continue to strengthen teacher, capability and confidence in using te reo Māori in meaningful ways.
Teachers know children, their whānau and the wider community. They purposefully include the enviro schools kaupapa in their teaching. Teachers use the surrounding environment to provide children with learning opportunities aligning with their philosophy and priorities for learning, such as the 'Ngahere' programme. There is good evidence to show parents' involvement in the programme.
Teachers identify and record children's interests, strengths and dispositions, and learning portfolios show children's participation in rich and varied experiences. Teachers use Te Whāriki, the early childhood curriculum, to inform the programme. Planning is evidence-based and collaborative. Teachers could continue to strengthen evaluation by documenting the impact of the curriculum and the effectiveness of their strategies in extending children's learning.
Leaders have established a culture that supports ongoing improvement. Internal evaluation follows a clear, well-established process. Teachers are collaborative, purposeful, systematic, and use effective inquiry strategies. They could continue to strengthen internal evaluation by identifying measurable indicators to evaluate the impact of improvements made on outcomes for children, their whānau and teachers.
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 continuing to strengthen:
ways to maintain individual children's connections to their cultural identity
assessment to show how teachers support continuity in learning and document individual children's progress over time.
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.
Before the review, the staff and management of Milford 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 |
Milford, Auckland |
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Ministry of Education profile number |
5072 |
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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 over 2years of age |
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Service roll |
60 |
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Gender composition |
Boys 37 Girls 23 |
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Ethnic composition |
Māori |
3 |
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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 |
August 2015 |
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Education Review |
July 2012 |
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Education Review |
August 2009 |
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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.
Milford Kindergarten is located on the North Shore, Auckland. It has a positive history of ERO reports and continues to provide high quality education and care for children. The kindergarten is licensed for up to 40 children over two years of age. The service has been operating a kindergarten day model since 2011 which enables children to attend sessions similar to school hours.
There is a centre-wide commitment to sustainable practice. The kindergarten embodies its vision to be a community of active learners creating a healthy, respectful and sustainable world. This vision and underpinning philosophy are embedded throughout centre practice. Milford Kindergarten holds silver Enviro-School and gold healthy heart status. The kindergarten provides an attractive, natural environment that has been gradually upgraded to be consistent with the kindergarten’s vision and philosophy.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA), which provides effective leadership, a management framework, support personnel and a programme of professional development for teachers. Since the 2012 ERO review, teachers have been promoted from within the service to head teacher and an AKA education specialist who continues to support Milford Kindergarten. Successful succession planning has maintained staff sustainability and strengthened a consistent centre-wide focus on positive outcomes for children. This has enabled teachers to further embed the strengths that were acknowledged in the 2012 ERO report and to make very good progress in the areas that were noted for development.
After extensive review, consultation and development, the AKA 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.
Children demonstrate a strong sense of belonging in response to the kindergarten’s welcoming and engaging environment. Children are settled and have warm, friendly relationships with their peers and staff. They are respected as leaders of their learning. Children engage in interactions throughout the day that reinforce their social competency. They are encouraged to be responsible problem solvers that can make a difference as global citizens. Children are engaged in real learning experiences that frequently stem from their own wonderings, goal setting and investigations. They develop complexity in their play through projects and creative use of the environment. Children are empowered to be capable and confident, lifelong learners.
Children experience an exciting transition programme, Ngahere Kindergarten, that prepares them well for school by building their key competencies. Teachers make good use of an adjacent bush area for this programme. Teachers work collaboratively with parents to embrace positive relationships as the key to successful outcomes for children. Parents’ aspirations for their children inform children’s goals. Teachers respect children by taking time with them to discuss decisions that impact on them.
The innovative programme embraces Te Whāriki, the early childhood curriculum, and bicultural partnerships. High quality planning, assessments and evaluations indicate that teachers are responsive to children’s changing needs and interests. Children’s portfolios show that teachers are increasingly emphasising children’s dispositions for learning and independent thinking. Teachers are accessing professional development to continue to strengthen the emergent, spontaneous curriculum by deepening children’s learning.
Teachers are making good progress in strengthening the inclusion of te reo in the programme. Professional development and support from local experts is having a positive effect on the programme. Teachers agree that this is an area which they wish to continue improving.
The head teacher is providing effective leadership and modelling high quality practice that is motivating the team. Staff are very well supported by the AKA education specialist. There is strong sense of shared responsibility in the kindergarten vision and philosophy. Teachers are committed to ongoing learning and sharing of professional practice. They are keen to continue presenting at professional conferences.
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. The kindergarten’s self review is robust and has resulted in ongoing improvement and good progress towards the kindergarten’s strategic intentions. Teachers have made significant improvements to focus self review on outcomes for children, in particular for children who are at risk of poorer outcomes. These have included ongoing changes to the learning environment, programme and teacher practice.
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 in embracing diversity. There are sound systems in place for health, safety and accountability.
The teachers, education specialist and ERO agree that key priorities for the centre include ongoing self review and professional development to continue:
Before the review, the staff and management of Milford 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 Milford Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
28 August 2015
|
Location |
Milford, Auckland |
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|
Ministry of Education profile number |
5072 |
||
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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, including up to 0 aged under 2 |
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Service roll |
55 |
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Gender composition |
Boys 29 Girls 26 |
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Ethnic composition |
Māori Pākehā Indian Chinese Korean Pakistani other ethnicities |
1 37 6 4 2 2 3 |
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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 |
June 2015 |
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Date of this report |
28 August 2015 |
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|
Most recent ERO report(s)
|
Education Review |
July 2012 |
|
|
Education Review |
August 2009 |
||
|
Education Review |
September 2006 |
||
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.