552 West Coast Road, Oratia, Waitakere
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Oratia Kindergarten, located in the Oratia Primary School grounds, continues to have strong links with the school community. It provides education and care for up to 40 children over two years of age and serves families in the local and wider community. The roll includes eight Māori children and a small number of children from Pacific, Indian and Asian countries.
Teachers are experienced and well qualified, and most have worked at the centre for a number of years. In September 2016, a new head teacher was appointed.
The kindergarten philosophy promotes a curriculum that empowers children to lead their own learning, and has a strong focus on enhancing children's social and emotional competence. It also highlights the importance of building whanaungatanga with parents, whānau and the community to support children's learning and care needs. The philosophy, biculturalism and Te Whāriki, the early childhood curriculum, underpin curriculum planning and internal evaluation.
The 2014 ERO report identified many strengths including positive interactions between teachers and children, and a child-led curriculum. The report also noted that teachers were increasing their knowledge of te ao Māori and were focused on promoting partnerships with parents and whānau. It identified the need for assessment and evaluation to be improved. Good progress has been made in these areas.
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.
This review was part of a cluster of nine reviews in the Auckland Kindergarten Association.
Children are confident, competent learners who happily engage in play and learning. They are independent and lead their own learning. Children are supportive and kind to each other. The environment is spacious, attractive and well resourced. Children are provided with a flexible and unhurried pace to the day, and teachers respond well to their needs and preferences. They have free access to all areas of play, equipment and resources. Children who have additional needs are well supported.
Teachers respect and interact positively with children. They have conversations with children about their play, and further enhance oral language through waiata and storytelling. Literacy is encouraged throughout the centre and in the context of children's play. Materials for reading and writing are spread throughout the environment. Teachers follow children's lead and step in appropriately to make suggestions and extend learning. This good practice allows children to collaborate with each other in uninterrupted, imaginative ways. Mathematics and science concepts are integrated well in the context of children's play.
Children experience a curriculum that is based on their emerging interests. Teachers also plan for specific events and provide activities to meet and extend children's learning interests. The programme is based on the notice, recognise and respond approach. Teachers identify and analyse learning dispositions, including Māori values. Dispositions and links to Te Whāriki, are explicit in children's learning stories. Planning, assessment and evaluation processes are now clearly linked and benefit children's ongoing learning.
A noteworthy strength is the integration of te reo and tikanga Māori and deliberate planning and assessment that focuses on te ao Māori. The head teacher is engaged in professional learning to improve her confidence and knowledge about te reo and tikanga Māori. She models using te reo Māori for teachers and children.
Parents report that the kindergarten is welcoming, friendly and inclusive of all families and cultures. Staff are approachable and respond quickly to parents' aspirations by explicitly including these in curriculum planning. Teachers build close partnerships with parents and together they create individual development plans for children who have additional learning needs. An online assessment tool is effective in promoting communications between teachers and parents about children's learning.
Leadership is very effective. The new head teacher has led improvements in professional practice and encourages a positive professional tone and cohesive culture. She leads by example and has a supportive, collaborative and strengths-based approach. Opportunities for professional learning and an inquiry-based appraisal process support teachers' professional growth. Professional learning is having a positive impact on teachers' confidence and understanding of internal evaluation and te ao Māori. Internal evaluation is well established, comprehensive and focused on positive outcomes for children.
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.
Agreed next steps are for leaders and teachers to:
regularly examine the effectiveness of planned teaching strategies in their programme evaluations
continue to build teachers' assessment and planning skills
continue to embed internal evaluation systems and processes.
The AKA has useful processes for supporting teachers’ ongoing professional development. This process could be strengthened by ensuring that teachers’ individual goals are measurable and based on the evaluation of teaching practices and their impact children’s learning
Before the review, the staff and management of Oratia 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.
The next ERO review of Oratia Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
27 October 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 |
Oratia, Auckland |
||
|
Ministry of Education profile number |
5085 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 29, Girls 29 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
August 2017 |
||
|
Date of this report |
27 October 2017 |
||
|
Most recent ERO report(s) |
Education Review |
September 2014 |
|
|
Education Review |
February 2011 |
||
|
Education Review |
December 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:
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.
Oratia Kindergarten, in Oratia, provides early childhood education for up to 40 children from two years old to school age. The kindergarten has very recently changed to the kindergarten day model (KDM), which enables children to attend sessions that match school hours.
The long-serving teaching team consists of four fully qualified teachers. The head teacher manages the daily operations of the centre and confidently leads the team to provide a quality programme for children.
The kindergarten is situated within the Oratia Primary school grounds and has strong links with the school community. There is a strong focus on fostering long-term relationships with parents and whānau. The centre philosophy promotes a bicultural curriculum and reciprocal and respectful relationships. The strands and goals of Te Whāriki, the early childhood curriculum, underpin the programme provided for children.
Oratia Kindergarten is well established and has a history of positive ERO reporting. There has been a good response to the recommendations in ERO’s 2011 report and improvements continue to be a focus. The programme provides opportunities for children to inquire and explore. Varied literacy, numeracy, science and art activities are also provided for children to experience. The outdoor environment reflects the centre’s commitment to promoting a sustainable and natural environment.
Oratia Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides professional advice and support for teachers.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
Children have fun and are enthusiastic about their experiences in the kindergarten. They are settled, confident and friendly and interact well with their peers and teachers. They are curious and enjoy exploring the different learning environments, making choices and engaging in a range of activities.
Teachers promote children’s dispositions to strengthen learning. They are trialling different ways to plan programmes to better respond to and cater for children’s interests. Teachers are strengthening their reflections and use of parent and community feedback to provide a more inclusive programme.
Teachers are confident and work collaboratively to respond to children’s interest and curiosity. They provide good opportunities for children to explore. They use open ended questions to promote conversations with children and to deepen their thinking. Teachers are increasing their knowledge of Te Ao Māori and are focused on promoting partnerships with parents and whānau.
The kindergarten has a well developed transition to school programme and has established strong links with Oratia Primary School. Kindergarten staff take advantage of the many opportunities for children to be involved in school events, which contributes to children’s confidence and readiness for a successful start to compulsory schooling.
Teachers have good knowledge of children’s learning progress. They are currently trialling new ways to record individual children’s interests and use observations to plan learning programmes. These records include information about parent and whānau aspirations for their children. Teachers are now consolidating programme planning practices that are proving effective. They are also embedding professional learning to further promote children’s language, culture and identity within the programme. Work in this area continues to be an ongoing focus for teachers.
The Auckland Kindergarten Association has good systems for self review and accountability to guide kindergarten management, and it continues to provide effective governance for kindergartens. The AKA has a strong commitment to biculturalism and to implementing strategies that support kindergartens in promoting positive outcomes for all children. The association is currently reviewing the appraisal process used in all its kindergartens.
Teachers, the PSM and ERO agree that key next steps for the kindergarten should include:
Before the review, the staff and management of Oratia 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 Oratia Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
12 September 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 |
Oratia, Auckland |
||
|
Ministry of Education profile number |
5085 |
||
|
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 |
62 |
||
|
Gender composition |
Boys 36 Girls 26 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Burmese Cook Island Māori/Samoan German/Samoan Indonesian South African Tongan |
7 49 1 1 1 1 1 1 |
|
|
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 |
June 2014 |
||
|
Date of this report |
12 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
December 2007 |
||
|
Education Review |
February 2005 |
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.