Ranui Kindergarten - 08/02/2018

1 Evaluation of Ranui Kindergarten

How well placed is Ranui 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

Ranui Kindergarten is a well-established service located next to Ranui Primary School. It is licensed for 40 children over the age of two. Eighty percent of the children on the roll are from Māori and Pacific families. Children are enrolled in the kindergarten from the age of three and a half years.

The philosophy is based on inclusive practices and the team's commitment to responsive relationships with parents and whānau to support children's learning. Teachers use Te Whāriki, the early childhood curriculum, to guide the programme.

Three of the four qualified teachers are new to the kindergarten, including the head teacher. The head teacher oversees daily operations, and three support staff assist teachers in the programme and with administration.

Positive features identified in the 2014 ERO report have been sustained. These included responding to children's interests and the stimulating and well-resourced environment. Good progress has been made in relation to ERO's recommendations to further develop assessments to reflect children's individual learning and progress, and to strengthen relationships with whānau.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. Staff are in the process of adapting to changes in AKA operational practices.

This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.

The Review Findings

Children learn in a spacious and attractive environment. The centre is very well resourced. Children have easy access to resources, allowing them to make choices about their play. Their interests and play are stimulated by the well-defined learning areas. The outdoor area provides good opportunities for children to move freely and actively with appropriate physical challenges. The learning environment supports children to become independent and motivated learners.

Teachers are flexible in their approach and provide a balance between child-initiated and adult-led learning opportunities. They are committed to an inclusive programme that highly values bicultural practices. The languages and cultural identity of Pacific children, and of children from other diverse cultures, are valued in the learning programme. Teachers should make these more visible in records of children's learning.

Teachers facilitate and support child-directed play with strategies that are unobtrusive and effective. Children are encouraged to verbalise their needs, negotiate outcomes, and take responsibility for themselves. They engage in sustained imaginative play and are supportive of their peers. Children are developing confidence and skills in group situations. They are also developing empathy for others and learning to persist with challenging tasks. There are good opportunities for children to develop early literacy, numeracy and science skills.

Staff interact respectfully with children and are responsive and affirming of their efforts and ideas. They have positive interactions and relationships with children and their whānau. Family involvement is welcomed, and this contributes to children's strong sense of belonging in the kindergarten. Children are eager to play with their peers. They are also happy to seek assistance, initiate conversations, or share their work with teachers. 

Teachers maintain a wide variety of records that show children’s learning throughout the kindergarten. Vibrant displays of learning stories, photos and examples of children’s ideas inform families, and identify current learning interests. Assessment portfolios provide a source of information for children, parents and teachers to review and reflect on previous learning experiences.

The AKA is reviewing its appraisal processes to align with the new Education Council requirements. As part of this development leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.

Key Next Steps

Teachers agree that useful next steps to strengthen the programme for children should include:

  • evaluating the effectiveness of programme planning and how it supports children's learning pathways
  • ensuring that learning stories consistently include parents' aspirations, and show children's progress and continuity of learning
  • promotion of the Pacific children's cultural identities and languages in the environment and programme
  • opportunities for children to experience learning outside the kindergarten to provide greater extension and challenge for children's thinking and learning. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Ranui 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 Ranui Kindergarten will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 February 2018 

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

Ranui, Auckland

Ministry of Education profile number

5094

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

39

Gender composition

Girls       21
Boys      18

Ethnic composition

Māori
Pākehā
Samoan
Indian
other Pacific Peoples
other

15
  4
  4
  4
  8
  4

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

November 2017

Date of this report

8 February 2018

Most recent ERO report(s)

Education Review

November 2014

Supplementary Review

October 2011

Education Review

August 2010

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.