16 Arthur Street, Ellerslie, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pohutukawa Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pohutukawa Kindergarten is a family owned and operated service providing early childhood education and care for children over two years of age. It operates in an adapted house in Ellerslie, Auckland. Generally older children attend for three days a week and younger children two days.
The philosophy is guided by primary caregiver principles and a commitment to supporting each child and their family/whānau to grow to their full potential.
The long-established leadership team are supported by four qualified early childhood teachers.
Progress towards the next steps identified in the October 2015 ERO report is evident, including strategic planning, extending the thinking of older children and enhancing teachers’ understanding of te ao Māori.
A well organised and resourced environment provides good support for children's learning and development. The attractive environment promotes a sense of belonging through carefully chosen resources and displays. Children can freely access a range of resources to support their interests, both indoors and outside. The well-considered outdoor environment provides opportunities for challenge and physical learning.
Children are settled and engaged in their play. Sustained independent and cooperative play are evident. Independence is well fostered through routines and rituals. Aspects of literacy and numeracy are evident in the learning environment and in the activities provided, especially for older children.
Children are well supported to become confident communicators. They interact positively with teachers and their peers. Teachers use effective strategies to support their growing communication skills and to enable them to relate in a positive manner. Children with diverse learning needs, including those learning English as a second language, are identified and appropriate support is provided. These learners are well supported to fully participate in the programme.
Younger children experience an age-appropriate programme. They are settled, highly engaged and confident to approach and engage in learning conversations with adults. Modified programmes, routines and mat times suitably reflect these children's ages and patterns of development.
Children’s transitions into and out of the service are carefully considered and undertaken in collaboration with parents. There is a strong focus on maintaining individuals' wellbeing and developing relationships. As older children approach primary school age teachers plan and implement learning experiences to support their readiness for their new learning environment.
Teachers have begun to integrate aspects of children's culture and language into the programme. All cultures are recognised. Bi-cultural experiences are becoming more authentic. The team has identified that cultural responsiveness is an area for ongoing development. ERO's evaluation supports this.
A review of assessment and planning practices has resulted in improved practice. Actions that promote new learning, and capture current, intentional learning, are evident. Most recent stories capture parents' aspirations for learning. Magic 'wow' moments share the child's response to interesting learning opportunities provided. Stories are collated to capture the richness of children's learning across a period of time.
Useful planning and provision of activities to extend children's learning are highly evident. A strengthened planning process provides an appropriate framework to deliver and enrich the programme. It recognises the learning of individual children and identifies further possibilities. Teachers analyse data on children's learning pathways and plan to continue and strengthen these.
Teachers participate in a range of professional learning and undergo regular appraisal. However, the appraisal process requires strengthening to provide teachers with more regular feedback about their development and performance.
Leaders are developing an understanding of internal evaluation. Reflection results in positive improvement and change. Their next step is to continue to deepen their understanding of the internal evaluation process to better understand the impact of actions and improvements on children's learning.
Leaders are knowledgeable and demonstrate a strong commitment to children's learning and wellbeing. A collaborative and cooperative approach to leadership is evident and draws on the strengths of individual team members. A useful business plan has been developed. More specifically identifying the steps to achieve the centre's overall goal should better support progress to achieve this.
Key next steps are for leaders and teachers to continue to:
Before the review, the staff and management of Pohutukawa 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
23 June 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 |
Auckland |
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Ministry of Education profile number |
25347 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
34 children over the age of 2 years |
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Service roll |
45 |
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Gender composition |
Females 27, Males 18 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
February 2020 |
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Date of this report |
23 June 2020 |
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Most recent ERO report(s) |
Education Review |
October 2015 |
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Education Review |
June 2012 |
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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 |
Pohutukawa Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pohutukawa Kindergarten, a family owned and operated service, provides early childhood education and care for up to 34 children over the age of two years. It operates in an adapted house located in the central Auckland suburb of Ellerslie. The programme’s purpose is to support and challenge children to become confident, competent learners.
Children attending Pohutukawa Kindergarten are treated with dignity and respect. The centre’s philosophy is guided by the Magda Gerber practices. It is underpinned by trusting and respectful relationships. These are highly evident throughout the centre. As a result, there is a vibrant family atmosphere that supports children’s wellbeing and sense of belonging.
The owner has formed a strong professional teaching team of four registered teachers, one of whom is provisionally registered. The head teacher and one experienced teacher have been working together since the beginning of 2013. The other teachers joined in 2014. They work effectively as a collaborative team and are supported by targeted professional development.
ERO’s 2012 review noted that the kindergarten was well managed with a good framework for self review. Partnerships had been established with whānau and teaching practices were effective. ERO noted there was a need to increase the use of Māori language and perspectives. ERO also identified development priorities to do with supporting more complex play and reviewing the structured programme for four year old children.
Children are self-motivated explorers who actively lead their own play. They enthusiastically contribute to conversations and express opinions about how they want their play to develop. Children are friendly and caring towards each other. They often work collaboratively in meaningful play scenarios. Children benefit from a very well-resourced environment that supports their sustained play and learning.
Teachers view children as capable learners. They skilfully engage children in authentic learning experiences guided by children’s strengths and interests. Teachers listen well to children and are responsive to shifts in their interests and ideas. Early literacy, numeracy and science are purposefully integrated through project work and spontaneous play.
Teachers use well established and effective processes for planning and evaluating the programme. Evaluations guide teachers to plan further experiences that provoke children’s thinking and extend their learning. Planning for children’s developmental stages provides appropriate learning activities as children develop their skills, understanding and dispositions over time.
The “Fabulous Four” afternoon programme provides further learning opportunities for children to develop project work. This learning may be sustained over time. Within this programme children are contributing their ideas to influence the structure and outcomes of the programme.
Assessment portfolios provide very good information about children’s individual characteristics and involvement in the programme. Teachers analyse learning, particularly in relation to children’s dispositions and learning progress.
Centre leaders and teachers are committed to increasing teachers’ bicultural practices. Steps have been taken to further integrate te reo me ōna tikanga Māori into the programme. Teachers are integrating the dimensions of Te Wheke, a Māori health approach, to better reflect te Ao Māori perspectives. This focus is included as a goal in the kindergarten’s annual and strategic plans.
Parents express a very high level of satisfaction with the programme. They value teachers’ knowledge of individual children. Parents appreciate opportunities to discuss their children’s learning and contribute to learning portfolios and parent surveys. Regular conversations enable families and teachers to implement shared approaches to enhancing children’s learning. Parents report that they are well informed about, and increasingly involved in, the centre programme.
The owner and head teacher lead the kindergarten very well. They have developed a trusted team of highly professional teachers. Regular, planned self review that is linked to strategic goals results in positive developments to the kindergarten’s programme, environment and operation. Teachers’ regular discussions about the effectiveness of the programme contribute to their responsive work with children. Sound appraisal processes support teachers to improve teaching practices.
The owner and teachers could enhance the centre’s current high quality practices by:
Before the review, the staff and management of Pohutukawa 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.
In order to improve current practice the service management should improve the procedures for managing risk on excursions.
The next ERO review of Pohutukawa Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
9 October 2015
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 |
Ellerslie, Auckland |
||
|
Ministry of Education profile number |
25347 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children, including up to 0 aged under 2 |
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Service roll |
64 |
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Gender composition |
Boys 33 Girls 31 |
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Ethnic composition |
Māori Pākehā Sri Lankan other |
3 54 2 5 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2015 |
||
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Date of this report |
9 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
May 2009 |
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.