Mt Roskill Baptist Kindergarten - 17/04/2018

1 Evaluation of Mt Roskill Baptist Kindergarten

How well placed is Mt Roskill Baptist 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 Roskill Baptist Kindergarten provides full day education and care for children over two years old to school age. Most children attend for half day sessions. The service is licensed for 25 children, and is founded on Christian principles. The centre philosophy promotes multicultural values and strategies that encourage children to be lifelong learners. Teachers foster respect for the bicultural heritage of Aotearoa, New Zealand.

The centre operates under a management committee that reports to the church trust board. Daily management of the centre is delegated to the head teacher. She is supported by the centre manager who visits every few weeks and guides the service's development.

Most staff are fully registered teachers, and have been working together in the centre for many years. Teachers participate in ongoing professional learning, and are currently focused on developing their knowledge of Te Whāriki 2017, the revised early childhood curriculum.

In response to the 2014 ERO report, centre leaders developed a useful plan to guide improvements. This plan has helped them to develop the programme for children, and refine some management strategies. Further work in these areas is continuing.

The Review Findings

Children are supported by staff to be settled and happy at the centre. They have trusting relationships with teachers, and are developing social skills as they play cooperatively with their peers. External agencies provide support for several children with additional learning needs.

Children choose from prepared resources and activities, and they benefit from sustained periods of uninterrupted play. Children enjoy the 'nature education', which involves small groups regularly visiting a large wooded park. These opportunities encourage children to care for nature, and develop a sense of responsibility for the environment.

Teachers welcome children, often using te reo Māori and encouraging them to respond in te reo.  They support children's efforts with suggestions and additional resources. Some teachers use questions well to foster children's ideas and exploration. They also include cultural activities, which may involve families sharing their skills and knowledge. Teachers could now raise their expectations of children's capabilities by offering children more challenging investigations, meaningful inquiries and conversations. Teachers should also consider ways to help children independently access resources to support their learning.

Teachers continue to develop curriculum planning, assessment and evaluation processes. They regularly observe and discuss children's interests, planning activities and resources to support shared interests. A new individual planning format should help teachers to focus on teaching strategies to enhance each child's learning. Teachers could also develop a local curriculum to align learning priorities with children's individual interests and early literacy and numeracy experiences.

Teachers engage parents in children's learning through annual parent interviews, centre events and a digital portal. Some parents participate in an annual questionnaire to contribute to the centre's development. Leaders agree that assessment portfolios could be re-established for children, parents and teachers to revisit learning experiences in the centre.

The centre manager and head teacher have established a generally sound policy framework, and continue to develop strategic planning and goals. They recognise the need to strengthen centre leadership, monitor the effectiveness of teachers' professional development, and reflect on how well the centre philosophy is enacted. A review of the manager's role as a 'critical friend' to the centre would also be useful.

The centre's appraisal processes are not working well. There is not yet a good understanding of a process introduced over the last three years, and there are no clear policy or procedures to guide staff.

Teachers have contributed to prolonged internal evaluations of the outdoor environment and their nature programme, and brief reviews of practices and play areas. These processes have resulted in some changes. In order to effect significant, sustainable change, evaluations should become more rigorous and improvement focused.

Key Next Steps

Centre leaders agree that key next steps should include:

  • further developing teachers’ capacity to extend children's learning, including more appropriate teaching strategies for the transition-to-school programme
  • strengthening planning, assessment and evaluation to guide effective teaching practice
  • re-establishing assessment portfolios to foster children's engagement in their learning
  • developing an appraisal policy and practices that meet Education Council requirements
  • improving self review by evaluating the effectiveness of practices and impact on children's learning. 

Management Assurance on Legal Requirements

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

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

17 April 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

Mount Roskill, Auckland

Ministry of Education profile number

20111

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, over 2 years of age

Service roll

29

Gender composition

Boys      17
Girls       12

Ethnic composition

Indian
Sri Lankan
Pakistani
Tongan
Samoan
other

  9
  8
  3
  3
  2
  4

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

February 2018

Date of this report

17 April 2018

Most recent ERO report(s)

Education Review

November 2014

Education Review

August 2011

Education Review

June 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.