Pt Chevalier Kindergarten - 05/11/2012

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Point Chevalier Kindergarten is currently well placed to promote positive outcomes for children.

Context

Point Chevalier Kindergarten is a well established kindergarten that provides good quality education and care for children. The kindergarten has a long history of strong relationships with its community, which the present stable teaching team has continued to develop. The kindergarten has a positive ERO reporting history.

The Auckland Kindergarten Association provides the operational and management structures for the kindergarten. Association personnel provide ongoing professional support and regular opportunities for teachers to learn about and maintain current good quality practices.

Children attending the kindergarten mostly live locally. They are generally close to four years of age before they are able to start attending. Members of their families and the community have contributed to programme projects.

Teachers’ recent focus has been on implementing the ethos and kaupapa of Enviroschools to promote sustainability. Involvement in this project has had a significant positive impact on children’s thinking and learning.

This review was conducted as part of a cluster approach to reviews in four early childhood education services within the Auckland Kindergarten Association umbrella organisation.

The Review Findings

Relationships between teachers and children are friendly and empowering. Teachers prompt children’s thinking and affirm what they know. Children are settled, confident and have a strong sense of belonging. They initiate their own play, working together in friendly and cooperating groups. Children challenge themselves physically outdoors and have many opportunities to engage in a wide variety of activities and experiences that add to their learning and capabilities.

Teachers know children and families well. Their philosophy is positively enacted, particularly in developing relationships with the local community. Projects undertaken with children have had particular impact on their bicultural understanding through use of te reo Māori, legends, spirituality and the creation of artefacts to enliven the outdoor area. Teachers have developed good understanding of the Māori history of the peninsula and links to a local marae.

The focus on Enviroschools has heightened teachers’ and children’s awareness of the value of their environment. New gardens and a strong emphasis on natural materials and resources have enabled children to identify more closely with notions of sustainability and practical care of our communities.

The Association supports teachers’ professional development effectively. As well as the professional development provided for teachers in local kindergartens, teachers are able to select professional development that adds to their confidence about their work. Teachers have made good use of these professional learning opportunities.

Kindergarten managers, teachers and ERO agree that the next steps for the kindergarten are to:

  • strengthen and extend the depth of self review
  • continue to develop assessment and planning to show children’s progress and the links between the programme and children’s dispositions, skills and interests
  • consider ways of encouraging children to contribute to their own learning more often by planning with children about what they want to know and learn.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Pt Chevalier 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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Violet Tu'uga Stevenson

National Manager Review Services

Northern Region (Acting)

5 November 2012

Information about the Early Childhood Service

Location

Pt Chevalier, Auckland

Ministry of Education profile number

5092

Licence type

Sessional Teacher-led Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2 years

Service roll

90

Gender composition

Girls 46

Boys 44

Ethnic composition

NZ European/Pākehā

Māori

Niuean

Samoan

Indian

Tongan

other Asian

other

61

9

4

4

3

3

3

3

Review team on site

August 2012

Date of this report

5 November 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

October 2006

October 2003

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.