27 Fort Richard Road, Otahuhu, Auckland
View on mapOtahuhu Central Kindergarten
Otahuhu Central Kindergarten - 02/10/2019
1 Evaluation of Otahuhu Central Kindergarten
How well placed is Otahuhu Central Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Otahuhu Central Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Otahuhu Central Kindergarten is licensed for 30 children over two years of age and operates for hours that reflect a regular school day. It serves a culturally diverse community.
The kindergarten team includes an acting head teacher, one other registered teacher, a teacher aide, an administrator and a lunch-cover staff member. The kindergarten has been impacted by low rolls as well as staffing and leadership changes. The current focus is on continuing to provide a service for children and families in the community and strengthening community involvement.
The kindergarten's philosophy recognises parents as children's first teachers and is underpinned by "three beings - being kind, being healthy and being educated".
The kindergarten has a history of positive ERO reports. In 2015, ERO identified children and parents having a strong sense of pride, ownership and belonging in the kindergarten, and the redeveloped outside area adding physical activities for children. These features continue to be present. Areas for improvement included curriculum planning processes, evaluation, and consolidating effective practices as a new teaching team. There is a need to continue to attend to these aspects.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. Strategic planning supports the kindergartens’ development and future focus. A new AKA structure has been established and new personnel appointed. Many of these roles have recently been established.
This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.
The Review Findings
Children have built trusting relationships with teachers and demonstrate a sense of belonging. Teachers are warm and nurturing and readily available to children. Children are comfortable to approach adults for help, comfort, and to play.
Teachers value and respond to children's home backgrounds. They engage in inclusive, respectful and affirming ways with children. Teachers know children and families well. They promote positive relationships with families and have identified ways to continue strengthening engagement with the community.
Children access a thoughtfully resourced learning environment that supports their play and exploration. The indoor environment has been redesigned to purposefully engage children in different areas of play.
The philosophy and related indicators of practice are well enacted by teachers. They reflect the team's priorities and Te Whāriki, the early childhood curriculum. Teachers aim to build relationships with families, and they view children holistically as individuals and promote their sense of identity as a part of their community, family and kindergarten. Māori and Pacific cultures are highly visible in the environment. The curriculum is enhanced by an emphasis on developing shared team understanding about implementing the 'notice, recognise, and respond' cycle of assessment and planning.
The acting head teacher and team are undertaking system-wide reviews of centre operations. Recent reviews include the philosophy, some procedures related to AKA polices, and the environment and layout of the kindergarten. These evaluations are contributing to the development of a shared understanding of quality teaching practices.
Teachers have established a collaborative culture of mutual respect, modelled by the new head teacher. There is a renewed sense of building professional knowledge and trust within the team. Recent staffing and leadership transitions have been well managed to minimise their impact on children and families.
The AKA is providing targeted professional learning support to the new head teacher. The new role of Area Leader has been created to better connect with individual kindergartens and provide support for teachers.
The AKA continues to provide support for kindergartens to strengthen bicultural practices. In many instances this has made a significant difference to confidence and capability. Specialist support impacts positively on teachers’ confidence and inclusion of children with additional learning needs. Specific programmes that help teachers to support children’s developing social competencies can now be extended across all kindergartens. The strategic direction being established by new AKA leaders is providing a positive framework for kindergartens’ annual planning.
Key Next Steps
Leaders and teachers should continue to develop:
-
formalised approaches to assessment, planning and evaluation, and make use of dispositional learning and outcomes in children's assessments
-
shared understandings about effective teaching practice
-
ways to evaluate the impact of new systems being implemented on outcomes for children, whānau and teachers.
It would be useful for AKA managers to:
-
clarify new roles and engage teaching teams in the implementation of the new structure across the AKA
-
increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels of the AKA
-
identify and implement strategies for achieving greater consistency of the practices that are strengths in some kindergartens, across the AKA.
Management Assurance on Legal Requirements
Before the review, the staff and management of Otahuhu Central 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
2 October 2019
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 |
Otahuhu, Auckland |
||
Ministry of Education profile number |
10025 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children aged over 2 years |
||
Service roll |
10 |
||
Gender composition |
Girls 5 Boys 5 |
||
Ethnic composition |
Māori |
2 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
July 2019 |
||
Date of this report |
2 October 2019 |
||
Most recent ERO report(s) |
Education Review |
January 2016 |
|
Education Review |
May 2012 |
||
Education Review |
May 2009 |
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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
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.
Otahuhu Central Kindergarten - 29/01/2016
1 Evaluation of Otahuhu Central Kindergarten
How well placed is Otahuhu Central 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
Otahuhu Central Kindergarten was previously known as Fort Richard Kindergarten. It operates as a Kindergarten Day Model which enables children to attend sessions similar to school hours. The kindergarten provides for up to 30 children over two years of age from the local multicultural community.
Relationships and a focus on children learning naturally through play are integral to the kindergarten’s philosophy. Respect for Māori as tangata whenua and valuing the multicultural backgrounds of children underpin the curriculum.
Over the past three years the kindergarten has had significant changes to the teaching team. It is staffed by a head teacher and two other registered teachers, a teaching assistant, a teacher aide and an administrator. In 2015 a new head teacher was appointed. An additional teaching assistant was also employed in 2015. At the time of this review there were two long-term relieving teachers. A permanent team will be appointed for 2016.
Teachers continue to provide the good quality teaching practices noted in ERO’s 2012 report. They have strengthened assessment and evaluation, and reviewed routines and ways to promote more complex play for children. They are part of a Ministry of Education initiative with a focus on increasing participation and attendance in the kindergarten.
The kindergarten is part of the Auckland Kindergarten Association, which provides leadership, a management framework, support personnel and a programme of professional development for teachers. In 2015, after extensive review and consultation, the association launched a new 10 year strategic plan. The association’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New association roles have been established to provide more targeted support for kindergartens and professional development for head teachers in their leadership roles. A Quality Improvement Process (QIP) is being implemented to monitor quality and promote ongoing improvement in kindergartens.
This review was part of a cluster of five kindergarten reviews in the Auckland Kindergarten Association.
The Review Findings
Children learn to play cooperatively. They have leadership opportunities and show empathy for others. The careful presentation of the environment reflects children’s cultural backgrounds and supports them to explore and be creative. The redeveloped outside area provides challenge and choice for physically active and imaginative play. Children have opportunities to develop skills in literacy, mathematics, science and technology in meaningful ways.
Children, their parents and whānau have a strong sense of pride, ownership and belonging in the kindergarten. Teachers are highly inclusive and culturally responsive. They celebrate children’s abilities, use their home languages and affirm children’s cultural identities. Teachers encourage children to be accepting of differences and to explore their own and other’s cultures in play.
Teachers foster partnerships with parents and whānau in their children’s learning. Parents are well informed and encouraged to share their knowledge and ideas. They are very supportive and appreciative of the education and care their children receive. Teachers also have a good liaison with the local community and schools.
Teachers have a shared belief that children are capable learners. They interact skilfully and talk with children, affirming and building on their strengths, interests and ideas. Teachers foster children’s social, communication, and problem solving skills. Children have fun as they make discoveries and learn through purposeful play.
Teachers provide a curriculum that reflects Te Whāriki, the early childhood curriculum, bicultural practices, and their shared teaching philosophy. Prominently displayed, detailed assessment and planning documents, show how children’s group and individual interests guide the programme. This information is highly valued, and contributed to by parents/whānau. Teachers are increasingly recording the development of children’s interests, and dispositions for learning.
Teachers continually consider how to improve outcomes for all children. The head teacher’s professional leadership enables the kindergarten to maintain its focus on providing high quality early childhood education. Positive working relationships, mentoring and collaboration have developed a team culture of trust and respect. Sound systems for self review guide teaching practice and guide programme improvement.
The association provides timely, in depth support for the head teacher and the team. Its strategic plan provides a stepping stone for the kindergarten to build on to meet the needs of its local community.
The association has a strong commitment to biculturalism and in embracing diversity. Resources and personnel have been targeted to ensure that the specific needs of children and their families are met.
Key Next Steps
The teaching team and Association Education Specialist agree that teachers could continue to:
- review and refine curriculum planning processes
- strengthen the evaluative aspects of self review and identify resulting outcomes for children
- consolidate effective practices as a new teaching team becomes established.
Management Assurance on Legal Requirements
Before the review, the staff and management of Otahuhu Central 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 Otahuhu Central Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
29 January 2016
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 |
Otahuhu, Auckland |
||
Ministry of Education profile number |
10025 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including up to 0 aged under 2 |
||
Service roll |
35 |
||
Gender composition |
Boys 23 Girls 12 |
||
Ethnic composition |
Māori Pākehā Samoan Tongan Fijian Indian Indian other |
4 5 8 7 6 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 2015 |
||
Date of this report |
29 January 2016 |
||
Most recent ERO report(s) |
Education Review |
May 2012 |
|
Education Review |
May 2009 |
||
Education Review |
April 2006 |
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.