107 A Reeves Road, Pakuranga Heights, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pakuranga Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pakuranga Kindergarten in East Auckland provides for up to 40 children over two years of age. It offers a six-hour day, with the majority of children staying until 2.30pm. The kindergarten has three full-time qualified teachers, and two teachers who are trialling a shared position. The roll includes small numbers of Māori and children from other cultures.
The 2014 ERO report noted high quality practices. Next steps for teachers were to strengthen the evaluative aspects of self review and to enhance bicultural practices. Teachers have taken appropriate actions to build these aspects of their practice.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. The AKA is establishing new roles and responsibilities at management and governance levels. Recruitment of appropriate personnel to fill identified roles is underway.
This review was part of a cluster of nine reviews in the AKA.
Children and their families are warmly welcomed at the start of the day. They settle easily, making choices about their play and engaging friends and teachers in conversations about what they intend to make or do. The wide range of attractive and interesting resources and play spaces provide scope for children's interest and imagination.
Children have a strong sense of themselves as capable and competent learners. Teachers' focus on supporting mana is resulting in children's confidence that they are valued members of this kindergarten family. They demonstrate their pleasure in being in the kindergarten and in playing with others. The programme provided for children reflects teachers' knowledge of individuals and their interests.
The teaching team benefits from staffing stability and the variety of experience and knowledge that teachers bring to their work with children. Teachers have purposefully built effective teaching practices to provide high quality opportunities for children's learning. Teachers' reflections, internal evaluation and discussions have strengthened the consistency of their approaches and continuity of their thinking about positive learning outcomes for children.
Children are beginning to understand and use te reo Māori, and greetings in the variety of languages spoken by families attending the centre. Teachers use words and phrases in te reo and have the determination to continue with their journey with learning the language. It would be appropriate for teachers to evaluate the extent to which they incorporate and provide learning for children about the tikanga Māori that supports te reo Māori.
Teachers have embarked on a journey to learn about, and strengthen partnerships with, the whānau and community they serve. Part of this process has been to develop the kindergarten's philosophy. This document reflects Te Whāriki, the early childhood curriculum, and teachers' goals for a local curriculum that includes whānau and children in a meaningful journey. The philosophy is clearly evident in the programme in action.
Children's transitions into the kindergarten and on to school are growing in effectiveness. Contact with local primary schools has enabled teachers to build relationships that support families to understand expectations about enrolling and moving their children into school.
Teachers find the professional development offered by the AKA useful and informative. This support has helped them to develop a vision and to contribute to the priorities for the kindergarten.
Teachers' next steps are to continue:
It would be useful for AKA to:
Before the review, the staff and management of Pakuranga 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:
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 Pakuranga Kindergarten will be in four years.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
14 February 2019
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.
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Location |
Pakuranga Heights, Auckland |
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Ministry of Education profile number |
5088 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children aged over 2 years |
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Service roll |
59 |
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Gender composition |
Boys 33 |
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Ethnic composition |
Māori |
9 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
14 February 2019 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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|
Education Review |
February 2011 |
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Education Review |
February 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pakuranga Kindergarten, in East Auckland, provides education and care for up to 40 children from around three years old to school age. The kindergarten has recently changed to the kindergarten day model, which enables children to attend sessions similar to school hours. Families have the option of enrolling their child for six hour days or for three hour sessions. The kindergarten is staffed by four qualified teachers, an administrator and a support teacher.
Teachers continue to provide the high quality practices noted in the 2011 ERO report. Since this time teachers have engaged in professional learning to develop their planning. They have also furthered their understanding of te reo and tikanga Māori and what success for Māori children and whānau looks like. They provide challenging learning experiences that foster children’s development as competent and confident learners.
Pakuranga 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.
Teachers provide a stimulating and vibrant learning environment where children have a strong sense of themselves as capable learners. Well resourced and inviting play areas support children’s engagement in play for sustained periods of time. Wall displays reflect teacher’s respect for te ao Māori and children’s family backgrounds. Teachers share a strong commitment to environmental sustainability. This is evident in the care children show as they explore and are physically active in the attractive landscaped outdoor area.
Respectful, responsive relationships between teachers, children and their families are a key feature of this kindergarten. There is a strong sense of belonging and of teacher-parent/whānau partnerships. Effective and inclusive teaching practices affirm and build on the strengths children bring. Teachers acknowledge and respect children’s cultural background and frequently use children’s home languages. Their sensitive and supportive interactions extend children’s ideas, language and interests in play and discussion. Teachers very effectively promote positive educational outcomes for children.
Teachers plan and implement a high quality curriculum that reflects Te Whāriki, the early childhood curriculum and the centre philosophy, and that prioritises Maori language, culture and values. The programme is inclusive of all children and provides authentic learning experiences. Attractively presented programme documentation shows how children’s interests and parent aspirations guide the programme. Children’s portfolios are highly valued and are often added to by families. They clearly show children’s learning journey, their cultural background and their home language.
Children engage in self-directed sustained play. They have fun and are enthusiastic learners. Their natural curiosity is encouraged, as is their ability to investigate and problem solve. They are confident communicators, play cooperatively and show empathy for others. Children explore literacy, mathematics, science and information communication technologies as part of their play. Dramatic play and storytelling are strengths in this kindergarten.
Teachers are reflective, work collaboratively and benefit from the strong professional leadership of the head teacher. There is a culture of continuous improvement that is supported by research and professional development. The AKA also provides leadership and professional development opportunities for teachers.
Self review is well developed and focused on improving outcomes for all children. There is a shared vision and clear direction for the future which includes increasing parent, whānau and community involvement in the kindergarten. Children’s transition into the kindergarten and to school is well supported and responsive to individual children and to whānau needs.
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.
The teachers, the PSM and ERO agree that key next steps for the kindergarten could include:
Before the review, the staff and management of Pakuranga 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 Pakuranga Kindergarten will be in four 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 |
Pakuranga Heights, Auckland |
||
|
Ministry of Education profile number |
5088 |
||
|
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 |
60 |
||
|
Gender composition |
Boys 32 Girls 28 |
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|
Ethnic composition |
Māori NZ European/Pākehā Asian Tongan Indian Fijian Middle Eastern Niue Cook Island Māori Samoan other |
5 30 6 4 3 2 2 2 1 1 4 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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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 |
February 2008 |
||
|
Education Review |
March 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.