One Tree Hill Community Kindergarten - 06/10/2014

1 Evaluation of One Tree Hill Community Kindergarten

How well placed is One Tree Hill Community 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

One Tree Hill Community Kindergarten operates from a community hall in a residential suburb of Auckland. It offers an all day service to children from two to five years of age. The service is managed by a newly appointed head teacher and governed by a management committee. The kindergarten continues to have a history of positive ERO reporting.

Managers and teachers have recently reviewed the kindergarten’s vision and philosophy, to support children to develop a love of learning and exploration. Parents have many opportunities to be involved in their children’s learning.

The Review Findings

Children settle quickly and experience a sense of belonging in this centre. They are empowered to be confident and capable learners. Children can negotiate about their play with teachers and other children. They are developing good skills to manage their learning and care needs.

Teachers are welcoming and inclusive of all children and whānau. They work alongside children, and model respectful interactions. Teachers have meaningful conversations with children about learning, knowledge and experiences. They encourage children to explore and develop their own ideas. Attractive displays of children’s work throughout the centre allow children and teachers to revisit learning.

Children have good opportunity for physical challenge, exploration and creativity. They benefit from a natural learning environment in the attractively designed outdoor area. The well-resourced and spacious indoor space offers children many learning choices.

Te Whāriki, the early childhood curriculum, guides the learning programme. A recent curriculum review is enabling teachers to plan more relevant programmes for children. Attractive portfolios include children’s and parents’ comments, and are easily accessed by them. Learning stories track children’s progress and development.

The kindergarten is well governed and managed. Self review is well understood and used. The management committee and the head teacher work closely to make ongoing centre improvements. Views of parents and staff are included in centre planning. Managers are currently reviewing the effectiveness of the kindergarten’s systems and procedures.

Managers are also improving teachers’ appraisal processes to meaningfully build the quality of teaching practice. They acknowledge the need to increase teachers’ understanding and use of bicultural practices.

Key Next Steps

The management committee, teachers and ERO agree that key next steps include:

  • further promoting relationships with whānau and wider Māori community to develop the curriculum
  • embedding appraisal processes and using the Ministry of Education resource Tātaiako - Cultural Competencies for Teachers of Māori Learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of One Tree Hill Community 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 One Tree Hill Community Kindergarten will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

6 October 2014

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

One Tree Hill, Auckland

Ministry of Education profile number

20125

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

65

Gender composition

Boys 36

Girls 29

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Tongan

Filipino

Indonesian

other

6

49

2

2

2

1

1

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

August 2014

Date of this report

6 October 2014

Most recent ERO report(s)

Education Review

June 2011

 

Education Review

June 2008

 

Education Review

July 2005

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.