Pt Chevalier Kindergarten - 29/01/2016

1 Evaluation of Pt Chevalier Kindergarten

How well placed is Pt Chevalier 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

Pt Chevalier Kindergarten, in Auckland, is licensed for up to 40 children aged over two years. It offers a Kindergarten Day Model which enables children to attend sessions similar to school hours. It is likely the kindergarten will move to a new site in Pt Chevalier late in 2016 and be in a position to offer a new 'kindergarten hub' range of services.

Four qualified teachers provide education and care for local children from diverse cultures. Their philosophy focuses on community partnership, bicultural development and promoting learning that is relevant for individual children. A play-based programme is the foundation for kindergarten practices.

The kindergarten has a positive reporting history. The 2012 ERO report highlighted strong relationships that supported children’s thinking, and sense of belonging. Also noted were effective bi-cultural practices, and a focus on the environment through involvement in the Enviroschools project. These features are still evident. Teachers have responded positively to the report’s recommendations for further development.

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 develop friendships and have a sense of ownership and belonging in the kindergarten. They engage in sustained periods of play, and move freely through the attractive environment. Children are confident and articulate. They are supported to think for themselves, solving problems and inquiring further into things that they want answers for. They make good use of resources to bring complexity to their play.

Children’s cultures are acknowledged and valued. Te reo, tikanga Māori and waiata are incorporated into the daily programme. Te ao Māori perspectives are particularly evident and further supported through the Enviroschools project.

Parents/whānau who spoke with ERO shared their high regard for the teaching team. They value the knowledge the teachers have about their child, their interests and what they are learning. A sense of partnership with the community is also highly valued.

Teachers become partners in children’s play, and learn alongside them. Respectful, affirming interactions support and enhance the identity of each child as a learner. Children are supported to make choices and plans, and to develop knowledge in areas that interest them. Literacy, mathematics, science and information technologies all feature in meaningful ways as part of children’s play.

The head teacher’s leadership guides the teaching team effectively. Teachers are encouraged to take leadership roles in their particular areas of interest. They have worked together to develop their current philosophy statement which is very evident in practice and is continually reviewed.

There is a strong focus on continuous improvement in all aspects of kindergarten operations. Teachers value self review, recognising the varied opportunities it presents to affirm, challenge and lift their practice. The team continues to refine the kindergarten’s self review processes.

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 philosophy statement, strategic and annual plans of this kindergarten are well linked. Teachers plan to continue to work closely with their community as they plan and move to a new location.

The association has a strong commitment to biculturalism and to embracing diversity. The development of resources and personnel has been well-targeted to ensure that the specific needs of children and their families are met.

Key Next Steps

Teachers agree that in order to make more informed judgements about the quality and effectiveness of their programme, they could deepen their critical and evaluative thinking.

Teachers’ attention is likely to focus over the coming year on sustaining high quality practices as they transition the kindergarten service to a new site.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Pt Chevalier Kindergarten will be in four 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

Point Chevalier, Auckland

Ministry of Education profile number

5092

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

69

Gender composition

Boys 41 Girls 28

Ethnic composition

Māori

Pākehā

Samoan

Japanese

Indian

Tongan

other

6

46

4

3

2

2

6

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

October 2012

 

Education Review

October 2009

 

Education Review

October 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.