130B Point England Road, Point England, Auckland
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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.
Pt England Kindergarten is a multicultural kindergarten in central east Auckland, adjacent to a primary school. It is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist kindergarten. The 2015 restructure of AKA leadership roles has been reviewed and has resulted in further re-allocation of roles. There continues to be a period of transition for all AKA staff as they adapt to new systems and responsibilities.
The kindergarten operates as a Kindergarten Day Model (KDM) that enables children to attend sessions similar to school hours. It is staffed by a head teacher, four other registered teachers, and an administrator/teacher aide. The kindergarten provides education and care for up to 40 children over two years to school age. Most of the children have Māori or Pacific Island heritage.
Respect, 'the environment as the third teacher' and learning through play are key aspects of the kindergarten philosophy that is founded on Te Whāriki, the early childhood curriculum, and the concepts of te ao Māori.
ERO’s 2013 report recognised that children were settled and well supported by teachers. Children’s sense of wellbeing and belonging continues to be promoted. In 2013 teachers agreed they could strengthen self review and planning, assessment and evaluation approaches, and promote an inquiry approach for teaching. Since the 2013 review there have been some staff changes. The Head Teacher has managed these changes well. Teachers have continued to make improvements to the environment and making learning visible in documentation.
This review was part of a cluster of seven kindergarten reviews in the Auckland Kindergarten Association.
Teachers provide an inviting environment that is welcoming and inclusive to children and adults. The multicultural backgrounds of the families and the emphasis on environmental sustainability and healthy eating, are strongly evident throughout the centre.
Children’s work, their voice and how their learning is recognised are prominently, displayed, including photos of children and their whānau. Attractively presented play areas encourage children to explore, initiate and sustain play. The well equipped, landscaped outdoor area fosters very good opportunities for natural science, physical challenge and imaginative play. Children have fun and know their play is valued as meaningful learning.
The kindergarten's philosophy, teaching practices and the natural environment acknowledge New Zealand’s bicultural heritage and affirm Māori children’s cultural identity. Teachers use te reo Māori words and phrases in routines and conversations, as well as in waiata and dance. They are keen to strengthen their bicultural practices and further embed te ao Māori in the programme.
Children are confident and eager learners. They show respect for others and the environment and engage in sustained cooperative play. They are encouraged to share ideas, problem solve and develop their own working theories. Children play and learn in a positive and supportive environment. Their physical, emotional and social development is nurtured.
Warm and responsive relationships underpin the positive interactions between teachers and children. Teachers know children and their families well and invite parents to share their aspirations. Transition to school is very well supported and teachers continually review and research ways to enhance this process.
Parents are well informed and encouraged to contribute to their children’s learning. The introduction of online assessment portfolios is strengthening opportunities for parent partnership. Parents who spoke to ERO expressed their appreciation of the education and care provided for children at the kindergarten.
Curriculum planning and implementation reflects the kindergarten's play based-learning philosophy and is responsive to children’s ideas and emerging interests. Teachers build on children’s understanding of the world around them in meaningful ways. They skilfully support children's learning through play. Literacy, numeracy, and science are carefully integrated into the programme as is creativity through art, music and drama.
AKA systems for monitoring and promoting improvement in kindergarten operations are well established. The Association's shared vision and comprehensive strategic plan guide kindergarten developments. New AKA roles were established to provide more targeted support for head teachers in their leadership and management roles. A new Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, monitors quality and promotes ongoing improvement in kindergartens. AKA support and guidance is responsive to each kindergarten's individual context.
Teachers are improvement focused and work together collegially and supportively. The experienced Head Teacher encourages teacher capabilities through sharing strengths and the distributed leadership approach. Teachers share and enact the kindergarten philosophy. The teaching team appreciates the support and guidance from AKA personnel. They are aware that their internal evaluation could be strengthened to be more robust and evaluative.
The teaching team and AKA educational specialist agree that key next steps for the kindergarten should include continuing to:
The AKA is continuing to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.
Before the review, the staff and management of Pt England 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 Pt England Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 December 2016
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 | Pt England, Auckland | ||
| Ministry of Education profile number | 5093 | ||
| 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 | 42 | ||
| Gender composition | Girls 22 Boys 20 | ||
| Ethnic composition | Māori Pākehā Tongan Samoan Niue Cook Island Māori Burmese other | 11 3 11 7 3 3 2 2 | |
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 | September 2016 | ||
| Date of this report | 14 December 2016 | ||
Most recent ERO report(s)
| Education Review | August 2013 | |
| Education Review | May 2010 | ||
| Education Review | December 2006 | ||
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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pt England Kindergarten is a well established service that caters for children between three and five years of age. Most children at the kindergarten have Pacific heritage. Many children are close to school age and have recently enrolled. A feature of the centre is that many parents stay for the morning session to support their child and to participate in the programme.
The kindergarten is in the grounds of Pt England School and is close to Glen Innes township. Teachers have developed useful processes to support children as they begin school.
The kindergarten has a positive ERO reporting history and was last reviewed in 2010. Since that time changes have included a move to the kindergarten day model whereby children can now attend for a full school day or for morning or afternoon sessions. There is also a new teaching team and a further teaching appointment is about to be made. The head teacher has been at the kindergarten for twelve months.
Pt England Kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and on-going support from professional managers. In line with the centre philosophy, children are supported to play and learn within a curriculum based on Te Whāriki, the early childhood curriculum.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
The kindergarten is welcoming to children and families. Children’s wellbeing and sense of belonging are nurtured through respectful and friendly relationships. Children are settled and well supported by parents and teachers. The inclusive and peaceful learning environment supports children, including those with special learning needs to engage in a variety of learning experiences.
The learning environment is well resourced and offers appropriate challenges that invite children to explore. The outdoor area is attractive and includes vegetable gardens and cultural resources. A current project involves the construction of a bridge by the children and a part-time builder. The programme is influenced by special events, such as Matariki, and learning opportunities that include visits to the museum and local marae.
Children move freely around the centre and mostly engage in basic play. They have good opportunities to experience literacy, numeracy and science in meaningful ways. Children confidently use information communication technologies (ICT) such as the smart board, tablet and digital camera. Teachers are beginning to promote leadership opportunities with children.
Teachers have reviewed the way they document children’s learning. Portfolios are attractive and are becoming culturally inclusive. Children’s home languages are recognised and parents’ contributions are becoming increasingly evident.
Teachers work well together and are developing useful self-review processes. They receive good opportunities for professional learning and development. The head teacher is well supported by the AKA to build staff leadership capability.
ERO and teachers agree that useful next steps for Pt England Kindergarten include:
Before the review, the staff and management of Pt England 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 Pt England Kindergarten will be in three years.
Graham Randell
National Manager Review Services
Northern Region (Acting)
14 August 2013
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 |
Pt England, Auckland |
||
|
Ministry of Education profile number |
5093 |
||
|
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 |
52 |
||
|
Gender composition |
Girls 28 Boys 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan Samoan Cook Island Indian Niue Tokelau South East Asian |
14 5 13 11 4 2 1 1 1 |
|
|
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 |
June 2013 |
||
|
Date of this report |
14 August 2013 |
||
|
Most recent ERO report(s)z |
Education Review |
May 2010 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
February 2004 |
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 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.