Mt Eden Kindergarten - 08/02/2018

1 Evaluation of Mt Eden Kindergarten

How well placed is Mt Eden 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

Mt Eden Kindergarten operates a Kindergarten Day Model (KDM) that enables children to attend up to six hours daily, similar to school hours. It is licensed for up to 40 children over two years of age. The kindergarten serves an increasingly culturally diverse community, including Māori, Pacific, and Indian and Asian families. Many children have English as an additional language.

The kindergarten's philosophy respects the bicultural heritage of Aotearoa New Zealand, and values the growing multicultural community. The philosophy recognises core values of caring and confidence, and encourages children to be problem solvers and critical thinkers.

Since the 2015 ERO review, staffing has remained relatively stable. The service is about to appoint a new head teacher. Currently the team consists of an acting head teacher, three registered teachers and two teaching assistants. Several teachers are bilingual.

ERO's 2015 report commented positively on a responsive programme and learning environment for children. The report suggested strengthening self review, bicultural practices, planning and assessment. These aspects have been further developed.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. There continues to be a period of transition for staff as they adapt to changes in AKA operational practices.

This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.

The Review Findings

Children are warmly welcomed into the kindergarten and settle quickly. Children are recognised as capable and confident individuals. Their resilience, perseverance and ability to attempt challenges are developed with aroha. They display confidence and empathy towards others. Children with additional learning needs are successfully included. Children's social and emotional competence is well supported through strongly nurturing relationships.

Children experience a rich child-centred programme based on Te Whāriki, the early childhood curriculum. They access learning resources that promote wonder, curiosity and discovery within an integrated programme that features literacy, numeracy, science and the arts. Children's oral language and music and movement are promoted well.

Teachers provide a stimulating and vibrant environment that fosters child-led learning through play. Interesting and inviting play areas support sustained play, and promote children's sense of themselves as capable learners. Teachers use effective teaching strategies to extend children's strengths and emerging interests.

Teachers' planning, assessment and evaluation are responsive to children's interests. Display walls are used effectively to demonstrate children's participation in ongoing explorations and interests.

Teachers keep parents well informed about their children's learning journey and events in the centre, using an electronic portal. Whānau/parents are involved in the programme and actively support the kindergarten's development.

Children transition well into and out of the kindergarten with a child centred focus that enables a smooth and settled process.

Teachers integrate te reo me ōna tikanga Māori in children's play. Children perform waiata and kapa haka confidently. They have good opportunities to celebrate cultural events and participate in excursions that widen their learning experiences.

The AKA is reviewing its appraisal processes to align with new Education Council requirements. As part of this development leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.

Key Next Steps

Key next steps identified for ongoing improvement, include:

  • distributing leadership opportunities that focus on aspects of the curriculum
  • continuing to explore how local Māori history is included in the programme
  • refining the appraisal process with a deeper focus on inquiry into teaching practice
  • finding ways to successfully measure children's capabilities such as creativity.  

Management Assurance on Legal Requirements

Before the review, the staff and management of Mt Eden 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 Mt Eden Kindergarten will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 February 2018 

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

Mt Eden, Auckland

Ministry of Education profile number

5075

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

62

Gender composition

Girls       31
Boys      31

Ethnic composition

Māori
Pākehā
Indian
Chinese
other

  2
40
  6
  4
10

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

November 2017

Date of this report

8 February 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

August 2011

Education Review

September 2008

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.