Redoubt North Kindergarten - 08/02/2018

1 Evaluation of Redoubt North Kindergarten

How well placed is Redoubt North 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

Redoubt North Kindergarten is located in Manukau next to Redoubt North School. It is licensed for 40 children over two years of age, and open for six-hour sessions that are similar to school hours. The community is culturally diverse, with predominately Māori and Pacific families. There has been an increase in the number of under three year olds attending the centre. The kindergarten teaching team includes four registered teachers, an administrator and a teacher aide.

Teachers continue to provide the high quality practices noted in the 2013 ERO report. They have strengthened their planning and internal evaluation. Children continue to be competent, independent learners. Strong partnerships with families have been maintained. There have been many improvements to meet the changing needs of children and their whānau.

A fundamental aim of the kindergarten’s philosophy is to foster a positive and culturally rich environment in which children are curious and active participants in their learning. The philosophy promotes the development of children's learning dispositions, knowledge and skills. Teaching practices are guided by the principles of Te Whāriki, the early childhood curriculum.

Redoubt North Kindergarten is part of the Counties Manukau Kindergarten Association and operates within the policies and management framework of this organisation. An education manager (EM) visits and provides leadership and curriculum support for teachers.

This review was part of a cluster of six kindergartens reviewed in Counties Manukau Kindergarten Association.

The Review Findings

Children learn in a stimulating, very well resourced environment that fosters critical inquiry and creativity. This supports their sustained engagement in play and learning. Children have many opportunities to experience literacy, mathematics, science and technology in authentic learning opportunities. They play cooperatively, show empathy for others and have a strong sense of belonging and leadership. Children are excited about learning, eager to try things out and show pride in their discoveries and achievements.

Teachers provide high quality, culturally responsive, child-led programmes that are underpinned by Te Whāriki and well established partnerships with parents/whānau. Teachers seek and respond to children’s ideas and goals and their parents’ aspirations. They have high expectations and engage children in sustained conversations. Teachers skilfully provide appropriate challenge for children in response to emerging interests or spontaneous events. Authentic relevant learning opportunities are integrated into children's play.

Teachers value the strengths every whānau brings, and place the best interests of the child and family at the heart of everything they do. They celebrate cultural diversity and promote the successful inclusion of children with additional learning needs. Teachers use families' home languages where possible and this contributes to children sharing and building on their prior knowledge.

Teachers have embedded aspects of te ao Māori in the kindergarten. They affirm Māori children’s cultural identity and celebrate the bicultural heritage of Aotearoa New Zealand. Teachers continue to work collaboratively with whānau and the community in deepening their understanding of te reo and tikanga Māori. Pacific children and families are well supported and their languages and cultures are visible in the environment, documentation and teacher practices.

Children’s leadership and cultural strengths are reflected in programme documents and in their portfolios. The belief in children being competent, capable learners within a culture of child-led planning is clearly evident in teacher's comprehensive assessment, planning and evaluation documentation.

Robust internal evaluation, which includes in-depth research, guides teaching practice and programme developments. Teachers are very reflective, innovative, and value professional development. Teachers' practices reflect the kindergarten's philosophy. They are committed to children being successful in their learning, have a strong sense of social justice and are advocates for children. Teachers work collegially and benefit from the head teacher's strong pedagogical leadership. They are also encouraged to be leaders.

The association continues to provide very good support for the kindergarten. Its systems and support personnel, ongoing review and monitoring contribute to efficient management. Long-term goals enable teachers to align their annual plan with the Association's strategic direction.

The association is responsive to changing community needs. It supports teachers to meet the needs of younger children and to provide variable and often longer hours of operation. It is expected that teachers will use evidence based, reflective practices. Teachers appreciate the professional support and guidance of association personnel. Leaders continue to adapt personnel systems to meet new legal requirements, including those of the Education Council.

The association has a strong commitment to equity, bicultural practices, partnerships with whānau and community, and continuous improvement in educational outcomes for children. There is a focus on strategies to promote success for Pacific learners. Personnel and resources such as whānau workers and a Play Truck are targeted to meet the specific needs of children and communities.

Key Next Steps

The teaching team has identified appropriate strategic goals and is eager to explore ways to strengthen:

  • practices that promote environmental sustainability
  • strategies for supporting children's transition to school.

Management Assurance on Legal Requirements

Before the review, the staff and management of Redoubt North 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 Redoubt North Kindergarten will be in four 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

Manukau, Auckland

Ministry of Education profile number

5130

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

57

Gender composition

Girls       30
Boys      27

Ethnic composition

Māori
Pākehā
Samoan
Fijian
Cambodian
Vietnamese
Chinese
Tongan
Niuean
Indian
Cook Island Māori

13
  2
  8
  7
  5
  4
  5
  5
  4
  3
  2

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

August 2013

Education Review

April 2010

Education Review

March 2007

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.