12 Alberon Place, Parnell, Auckland
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Parnell Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Parnell Kindergarten is licensed for 30 children over two years of age. It operates from 8.30 am to 2.30 pm. There are small numbers of children from Māori and other diverse ethnicities enrolled. The philosophy values play-based learning, a commitment to bicultural practice, and celebrating cultural diversity.
The teaching team includes an acting head teacher and two other registered teachers. The team is supported by a teacher aide and an administrator.
ERO's 2015 report identified positive aspects of practice, including a stimulating learning environment, and a curriculum that was responsive to children's interests and parents' aspirations. These aspects continue to be present. Areas for improvement included continuing to deepen evaluative self review and enhancing the sense of community through culturally responsive practices. Good progress has been made in these areas.
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. A revised operation manual has recently been introduced by AKA.
This review was part of a cluster of seven reviews in the AKA.
Children confidently approach teachers for support, and to engage in conversation with them. They demonstrate a strong sense of belonging and have formed friendships with peers.
Children play and explore with and alongside each other in a purposeful and engaging learning environment. Teachers have created areas that reflect individual children's cultures and papatūānuku (nature/earth). Children respect the space and resources, and quickly settle into the day, finding things that interest them. They have good opportunities to sustain their play.
Teachers interact with children in positive and respectful ways. They implement a bicultural curriculum. Teachers have identified they want to continue to grow their confidence and skill in using te reo Māori naturally in conversations with children. AKA support and teachers' commitment to inclusive practice, ensures that children, including those with additional learning needs, experience positive outcomes.
Teachers know children and their whānau, and their response to individual children's cultures is visible in practices and documentation. Parents who spoke with ERO appreciate the teachers' contribution to their children's learning. They comment that teachers are approachable, open-minded, and provide parents with opportunities to share their culture.
Teachers have used their knowledge of Te Whāriki, the early childhood curriculum, to support them to develop a local curriculum that aligns strongly with their philosophy. Parents and children engage with the philosophy in meaningful ways.
Children's assessment records identify their interests, and dispositions. Parent contributions form a part of the documentation. Teachers regularly meet to plan the programme and reflect on the learning outcomes for children. They could strengthen assessment by documenting the effectiveness of teaching strategies and the impact of the curriculum in extending children's learning.
Teachers use a suitable framework to record their improvement-focused internal evaluation. They are collaborative, seek multiple perspectives, and are systematic and deliberate in their inquiries.
AKA continues to provide support for kindergartens to strengthen bicultural practices. Specialist support impacts positively on teachers’ confidence and on the inclusion of children with additional learning needs. AKA is currently considering ways to strengthen the role of Parent Whānau Groups in all kindergartens. The strategic direction established by AKA leaders is providing a positive framework for kindergartens’ annual planning.
Leaders and teachers agree that key next steps include continuing to:
develop effective teaching strategies to extend children's play and exploration to add complexity to their learning
strengthen internal evaluation by identifying specific, measurable indicators to assess the impact of improvements made on the outcomes for children, whānau and teachers.
AKA leaders agree that next steps are to continue to strengthen:
quality assurance by monitoring that the individual kindergarten's procedures, and the recording of aspects related to children's health and safety, align with AKA policies and meet licensing requirements
internal evaluation at all levels of the AKA.
Before the review, the staff and management of Parnell 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
8 May 2020
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 |
Parnell, Auckland |
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Ministry of Education profile number |
5090 |
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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 |
30 children over 2 years of age |
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Service roll |
42 |
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Gender composition |
Girls 29 Boys 13 |
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Ethnic composition |
Māori |
2 |
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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 |
February 2020 |
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Date of this report |
8 May 2020 |
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Most recent ERO report(s) |
Education Review |
November 2015 |
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Education Review |
November 2012 |
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Education Review |
September 2009 |
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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:
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.
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.
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.
Parnell Kindergarten is a central city service adjacent to a reserve. Since the 2012 ERO review, they have changed from a sessional service to a Kindergarten Day Model (KDM). This now enables children to attend sessions similar to school hours. Teachers and the community are highly supportive of this model.
The kindergarten provides education and care for up to 40 children over two years to school age. It is staffed by a head teacher, two other registered teachers, an administrator and a teaching assistant/teacher aide.
The kindergarten has a history of very positive ERO reports and, other than a new head teacher being appointed in 2015, the teaching team has remained the same since the 2012 ERO review. Teachers continue to provide the high quality practices noted in the 2012 ERO report. They have engaged in professional learning and development to strengthen their planning. They have also furthered their understanding of bicultural practices.
Respect for child-led learning, inclusion and cultural diversity are embedded in the kindergarten’s philosophy. Providing an aesthetically pleasing natural environment that fosters child initiated learning, and enactment of Te Whāriki, the early childhood curriculum, underpin the programmes provided for children.
The kindergarten is part of the Auckland Kindergarten Association, which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.
In 2015, after extensive review, consultation and development, the Auckland Kindergarten Association launched a new 10-year strategic plan with four strategic objectives. 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 kindergarten operations, curriculum and development. Professional development supports kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality in kindergartens and contribute to self review and ongoing improvement.
This review was part of a cluster of seven kindergarten reviews in the Auckland Kindergarten Association.
Children learn in an attractive and stimulating learning environment that promotes exploration, investigation, creativity and respect for all. The kindergarten is welcoming and well resourced play areas invite and support children’s engagement in play. Wall displays and equipment reflect teachers’ respect for te ao Māori and children’s family backgrounds. Teachers foster children’s understanding of environmental sustainability. This is reflected in the way children care for and are physically active in the naturally landscaped outdoor area.
Children are self managing, enthusiastic learners who engage in sustained play. They have fun and their natural curiosity is encouraged, as is their ability to plan, negotiate and problem solve. They are confident communicators, some in more than one language, and they experience success as learners. Children are creative, imaginative and use literacy, science and mathematics as part of their play. The use of digital technologies (ICT) as tools to support learning is highly evident in children’s play, programme documents and teacher practice.
Teachers provide challenging learning experiences that foster children’s development as competent and confident learners. Their respectful and skilful interactions extend children’s ideas, language and interests in play and discussion. Teachers are inclusive and foster a strong sense of belonging in all children. They affirm and build on the strengths children’s bring.
Teacher’s shared belief in child-led learning through play is evident in their practice and centre documents. They plan to make ‘the ordinary into extraordinary’ and implement a high quality programme curriculum, based on Te Whāriki. The curriculum is responsive to children’s interests and strengths as well as parent aspirations. Teachers prioritise Māori language, culture and values while acknowledging the diverse cultures in the kindergarten.
Children are encouraged to set their own goals, discuss the process and evaluate the outcomes of learning activities. Children’s assessment records are highly valued, include their input and are often added to by families. The introduction of e-portfolios has increased opportunities for parents and whānau to contribute to these records. Partnerships with parents, connections to the community and good support for transition to school contribute positively to outcomes for children.
Teachers are reflective, innovative, work collaboratively, and benefit from the head teacher’s strong professional leadership. The head teacher is supportive of teachers, is aware of their strengths, and encourages their leadership abilities. There is a culture of continuous improvement that is supported by research and professional development.
Association systems for monitoring and promoting improvement in kindergarten operations are well established. Self review in this kindergarten is highly developed, well embedded and focused on continuous improvements in educational outcomes for all children. 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.
The teaching team and the Association Education Specialist have identified appropriate points for ongoing development. These include teachers:
Before the review, the staff and management of Parnell 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.
When is ERO likely to review the service again?
The next ERO review of Parnell Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
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Location |
Parnell, Auckland |
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Ministry of Education profile number |
5090 |
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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 |
30 children, including up to 0 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 26 Girls 19 |
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Ethnic composition |
Māori Pākehā Chinese Japanese Indian other |
2 23 8 3 2 7 |
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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 |
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Review team on site |
August 2015 |
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Date of this report |
19 November 2015 |
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Most recent ERO report(s) |
Education Review |
November 2010 |
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|
Education Review |
September 2009 |
||
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Education Review |
September 2006 |
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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.