31 Taylors Road, Mount Albert, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Morningside Kindergarten in Mount Albert, Auckland is licensed for up to 40 children from two to five years of age. Full day and sessional options are available for families and most children attend for three half or three full days.
The kindergarten philosophy emphasises children learning through play. Core values that guide Morningside Kindergarten's recently reviewed philosophy include the development of the Māori concept of manaakitanga.
Since the 2014 ERO review there have been a number of staff changes. A new head teacher was appointed at the beginning of 2017. The kindergarten team comprises a head teacher and four other registered teachers, two of whom job share, a teaching assistant, a teacher aide, and an administrator.
The kindergarten is well established and has a history of positive ERO reports. The 2014 report recognised a number of positive features, including welcoming and inclusive relationships, a commitment to bicultural practices, and good levels of literacy support. These features are still evident. Teachers have responded well to the recommendations in the last report and have explored ways to respond to children's individual interests. They have also continued to strengthen and use self review to achieve positive outcomes for children.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel, in a range of different roles.
This review was part of a cluster of nine kindergarten reviews in the Auckland Kindergarten Association.
Children and families are warmly welcomed into the kindergarten and have a strong sense of belonging and wellbeing. Teachers make good efforts to settle new children. Parents who spoke to ERO, value the care, nurturing and the way teachers build children's confidence in all aspects of the programme.
Children are seen as competent and capable learners. They are able to sustain imaginative play and are empowered to make decisions about their learning within a flexible routine. They are free to choose activities based on interests and preferences. Strong friendships enable children to develop social competency skills through opportunities to problem solve, share and negotiate their play.
Children are able to freely access internal and external play areas. Significant work has been done remodelling the spacious inside learning environment. This has resulted in a stimulating and inviting learning environment for children to explore and learn. The learning programme caters for children's different ages and their contributions and achievements are appropriately celebrated. The outdoor learning environment promotes appropriate challenges and a sense of risk-taking for children.
Teachers take time to listen and understand children. This supports teachers to develop a deeper knowledge of children's interests and needs. Teachers use effective practices to promote children's thinking and reasoning skills. Children are well supported when they are ready to go to school.
The kindergarten programme is broad and includes contributions from parents and whānau to extend children's experiences. A new planning format has been introduced which is being refined. Teachers plan collaboratively and are developing shared expectations about programme planning. The kindergarten is part of the Enviroschools Programme.
Children are offered good opportunities to feel proud of their cultural heritage. Teachers are engaging parents respectfully to find out more about children's different backgrounds, interests and experiences. Teachers continue to develop bicultural practices and their understandings of te ao Māori. The experienced and capable head teacher shows a commitment to strengthening bicultural practices in the kindergarten.
Parents who spoke to ERO during the review appreciate the frequent opportunities they have to talk with teachers about their child's progress and development. They value the interactive digital communication and portfolios showing their child's learning and involvement. Learning stories are starting to show the developing complexity of children's learning over time. Continuing to build learning partnerships with parents remains a focus for teachers.
The head teacher is well supported by the Auckland Kindergarten Association to continue to build the leadership capacity of the team.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
The head teacher and teachers agree with ERO that the key next steps for the kindergarten are to continue to:
Before the review, the staff and management of Morningside 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 Morningside Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 April 2017
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 | Mt Albert, Auckland | ||
| Ministry of Education profile number | 5074 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over 2 years of age | ||
| Service roll | 59 | ||
| Gender composition | Girls 35 Boys 24 | ||
| Ethnic composition | Māori Pākehā Pakistani Afghani Samoan Chinese Korean Tongan other | 8 27 4 3 3 2 2 2 8 | |
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 | 10 April 2017 | ||
Most recent ERO report(s)
| Education Review | February 2014 | |
| Education Review | February 2011 | ||
| Education Review | November 2007 | ||
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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Morningside Kindergarten is located on the grounds of Mt Albert Primary School and offers education and care for a maximum of 40 children over the age of two years. At the beginning of 2013, the kindergarten changed its operating hours to the kindergarten day model (KDM). This enables children to attend sessions that match school hours, or for mornings only. The kindergarten philosophy emphasises the importance of children learning through play, and of working collaboratively with children, parents and the wider community.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The Association provides policy, procedural and operating guidelines. It also provides the five qualified teachers with regular, topical professional development and on-going support from a Professional Services Manager (PSM).
Teachers are supported by a teacher aide and an office administrator. The whānau support group of parents assists the kindergarten with fundraising and social events.
The kindergarten serves a culturally diverse community and enrolments include children of Pacific and Asian heritage.
Teachers have responded positively to previous ERO recommendations to further explore ways to understand parents' aspirations and respond to these goals in the kindergarten curriculum.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children settle easily to self-chosen activities when they arrive. They are warmly welcomed and have good relationships with staff. Teachers engage them in conversations about their interests and help them to further extend and develop their play. Teachers encourage children's leadership skills by providing opportunities for tuakana teina relationships where older children support and model for younger children.
The inclusive learning programme reflects teachers' stated philosophy. It is strongly influenced by Te Whāriki, the early childhood curriculum. Parent participation in the learning programme is valued and encouraged. Children's portfolios are a good record of children's involvement and interests.
The learning environment contributes to positive experiences for children. They have free access to a wide variety of learning resources indoors and outdoors. The outdoor area promotes physical activity and fosters scientific concepts. There are major renovations to the kindergarten building planned for 2014.
A feature of the kindergarten’s programme is the inclusion of the principles of environmental sustainability. Teachers are collectively participating in the Enviro-schools professional learning. They are aligning the principles of this programme with their Tiriti o Waitangi based curriculum. The development of the kindergarten’s ‘super heroes’ approach aligned to sustainability principles has motivated children's engagement with the programme.
Teachers are committed to raising children’s awareness of the bi-cultural heritage of New Zealand and to incorporating te reo Māori in the programme throughout the day. Parents report children's increasing use of te reo Māori at home. Teachers gather parents’ educational aspirations and information about children’s cultural background at enrolment and use this information to affirm children's cultural identity.
Children experience good levels of literacy support during the programme. There are many opportunities for children to read with adults and their peers and to experiment with writing when playing. The programme promotes good opportunities for creative and dramatic play. Teachers provide parents with useful information about ways to support their children when transitioning to school and teachers have good links to the school on the kindergarten’s boundary. These strategies promote effective transitions to school.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The recent establishment of nine focus groups provides a forum for head teachers to extend their leadership skills and contribute to the ongoing development of the Association. Strengthening self review in kindergartens remains a focus for PSMs, with workshops planned to involve whole teaching teams. AKA leaders agree to explore the current appraisal process to make links between teacher reflections and positive outcomes for children more transparent.
In order to build on current good practice the PSM and teachers agree that their key next steps are to consider further ways of:
Before the review, the staff and management of Morningside 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.
The next ERO review of Morningside Kindergarten will be in three years.
Dale Bailey National Manager Review Services Northern Region
28 February 2014
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 |
Mt Albert, Auckland |
||
|
Ministry of Education profile number |
5074 |
||
|
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 |
60 |
||
|
Gender composition |
Boys 34 Girls 26 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Niue Samoan other Asian other Pacific other |
4 23 8 4 4 12 3 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 |
November 2013 |
||
|
Date of this report |
28 February 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2011 |
|
|
Education Review |
November 2007 |
||
|
Education Review |
October 2004 |
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 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.