Roslyn Kindergarten (Dunedin)

Education institution number:
5505
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

69 Highgate, Dunedin

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Roslyn Kindergarten (Dunedin) - 10/03/2020

1 Evaluation of Roslyn Kindergarten (Dunedin)

How well placed is Roslyn Kindergarten (Dunedin) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Roslyn Kindergarten (Dunedin) is very well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Roslyn Kindergarten provides early childhood education for children aged two years to school age. It is licensed for up to 44 children and currently has a roll of 51 attending.

Teachers aim to support children to become confident learners who demonstrate social competency and respect, and a lifelong love of learning. The kindergarten's philosophy states that teachers intend to achieve these outcomes through fun, friendships and engaged learning.

Roslyn Kindergarten is one of 24 kindergartens governed by Dunedin Kindergartens (DK). Day-to-day operations are led by a head teacher with the support of 3 experienced, qualified teachers. A senior teacher from DK provides support for professional and operational practice.

This review was part of a cluster of 11 kindergarten reviews in DK.

The Review Findings

Strong, responsive relationships support children's sense of belonging. Teachers and children enjoy comfortable relationships and have fun as part of the learning process. Parents' and whānau aspirations for their children are routinely gathered and highly valued. Strong links are made between learning at home and at the kindergarten.

Teachers increasingly celebrate and incorporate aspects of children's language and cultures into the learning environment and programmes. Children are well connected to their wider community through a range of authentic activities. They hear and confidently use te reo Māori throughout the programme and participate in learning experiences that build their knowledge and understanding of Māori culture.

Teachers work collaboratively to deliver highly responsive and engaging learning experiences. Planning and assessment are strongly focused on strategic curriculum priorities for sustainability, parent aspirations, and children's interests. Group and individual goals effectively build on prior learning and increase levels of complexity and challenge. Teachers facilitate independence, problem solving and extending children's thinking and their view of the world. They take collective responsibility for all children, and the daily operation of the centre.

The learning environment is well resourced and purposefully supports the learning outcomes valued by the kindergarten community. Visual displays enable children to revisit their ideas and interests, and deepen their understanding of new concepts. Teachers encourage exploration of literacy, science and sustainability in ways that are meaningful and enjoyable. Physical movement, creativity and working together are fostered and extended through indoor and outdoor facilities. Predictable routines give children confidence in their surroundings.

Children with additional needs are well supported to achieve positive learning outcomes. Teachers take collective responsibility for their growth and development. They work closely with families and external specialists to identify and respond to individual needs. Children's progress is closely monitored and reported.

Teachers use regular self review to reflect on kindergarten practices and processes, and respond to their findings in order to better support learner outcomes. Professional learning is supported by the DK and is focused on the learning needs and priorities of the children.

The board of DK has made good progress in addressing the governance recommendations from ERO's 2015 reviews. DK's mission and strategic priorities are well known and reflected in each kindergarten's strategic and annual plans. It has a sound policy and procedure framework that provides guidance for kindergartens and effective systems to monitor health and safety. Leaders and teachers benefit from relevant professional development and leadership support. DK actively supports equity of outcomes for all children by funding additional teaching resources to support children with additional needs.

Key Next Steps

Teachers need to strengthen internal evaluation by forming an effective evaluative question that will better guide the process for continuous improvement of teaching and learning.

The board has clearly identified, and ERO agrees, that the key next steps for DK to further improve outcomes for children are to ensure that:

  • reporting and monitoring at all levels are evaluative, to clearly show how desired outcomes for children have been improved in relation to DK's and kindergartens' priorities for learning and other strategic priorities

  • a robust and systematic quality assurance framework is implemented to inform and monitor ongoing improvements in each kindergarten.

Management Assurance on Legal Requirements

Before the review, the staff and management of Roslyn Kindergarten (Dunedin) 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

10 March 2020

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

Dunedin

Ministry of Education profile number

5505

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children over two years of age

Service roll

51 children

Gender composition

Female 25

Male 26

Ethnic composition

NZ European/Pākehā
Other Ethnicities

45
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

N/A

Over 2

1:10

Meets minimum requirements

Review team on site

December 2019

Date of this report

10 March 2020

Most recent ERO reports

Education Review

November 2015

Education Review

August 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

Roslyn Kindergarten (Dunedin) - 04/11/2015

1 Evaluation of Roslyn Kindergarten (Dunedin)

How well placed is Roslyn Kindergarten (Dunedin)  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

Children at Roslyn Kindergarten benefit from a programme that supports their deep and important learning. Teachers have high expectations of themselves as teachers, and of the children. They work together with parents to promote positive outcomes for children.

The kindergarten provides education and care for up to 40 children over the age of two. The children can attend for morning or afternoon sessions, or for a school day. The kindergarten caters for a wide catchment area. Most of the teachers have been together for some time and are all qualified. 

The kindergarten has made very good progress on the recommendations from the 2012 ERO report. This includes strengthening self review and planning for individual children. There have also been redevelopments to the building and grounds. The teachers and parent committee continue to make ongoing improvements to the kindergarten environment to provide greater opportunities for children.

The kindergarten operates under the Dunedin Kindergartens (DK) Association. DK provides management and professional support for the teachers. This review was part of a cluster of 24 kindergarten reviews in the DK.

The Review Findings

Children are confident and competent learners at Roslyn Kindergarten. They take an active role in their learning by making decisions. None of this happens by accident. The teaching team has high expectations for teaching and learning. Teachers are clear about what the priorities for children’s learning are. They are intentional in their teaching, and use purposeful strategies to encourage and support children. They actively build children’s identities as successful learners, supporting children to develop a secure sense of self. 

Teachers build close relationships with families to support children’s transition into kindergarten. Families and teachers have strong responsive, reciprocal and respectful relationships which support children’s strong sense of belonging. Teachers use many ways of communicating with parents and whānau about their children’s learning and the programme. Parents’ contributions are welcomed, valued and responded to.

Children are well supported by teachers who carefully and thoughtfully build their social skills and help them develop friendships with one another. Children play cooperatively in a settled and calm atmosphere. Teachers help children to teach and care for others. Teachers have adapted the programme to ensure that it is interesting and exciting for the range of ages attending.

Children develop oral language skills to help them in the role of friend, leader and explorer. Teachers provide children with language-rich opportunities where children retell stories, learn to communicate with each other, develop skills of listening and take turns.

Teachers provide a rich and multi-layered curriculum where all the strands of Te Whāriki, the early childhood curriculum, are evident. The skilful teachers support and encourage children to express themselves in a range of ways. They listen carefully to children, use conversations and questioning to encourage children to think deeply and pose their own questions. Teachers and children learn together by researching and using ICT and books to extend their knowledge.

Children’s learning is enriched by the provision of an extensive range of subject areas embedded in real life contexts stemming from children’s and teachers’ interests. This includes mathematics, science, art, dramatic play, physical play and gardening. Children with diverse needs are regularly discussed, carefully planned for and their progress is monitored.

The kindergarten environment strongly reflects te ao Māori. Te reo Māori is used by teachers and children in meaningful ways and Māori concepts are implicit in the programme. Children’s culture and identity are valued and affirmed.

The well-resourced indoor and outdoor environments are well cared for and reflect the natural world. The playground offers physical challenge to children, and resources are arranged to encourage children to be independent.

Since the last review, the teachers have strengthened the way they plan for individual children. Plans incorporate parents’ wishes for their children’s learning and wellbeing. Group planning stems from children’s interests and teachers identify meaningful learning for children. An online tool has helped teachers and parents engage more fully about children’s learning. Teachers are continuing to consolidate and develop the depth of assessment, planning and evaluation.

The head teacher provides strong leadership for her team. The team works collaboratively and uses the strengths of all team members. Since the 2012 ERO review, the teaching team, with the support of their senior teacher, has developed a very good understanding of the use of rigorous self review. The teachers’ depth of analysis has brought them useful insights and led to worthwhile changes. Teachers regularly attend professional learning and use this new learning to make improvements to the programme and practices.

The teachers and committee have identified some priorities for development of the kindergarten and children’s learning and are working together to achieve these.

The vision of the DK is to provide excellence in early childhood education for all children. The DK is governed by a board and managed by a long-serving general manager. The kindergarten teachers told ERO they appreciated the support they receive from the association and the advice and guidance of the senior teachers.

The board, general manager and senior teachers:

  • provide appropriate opportunities for parents and staff to contribute their ideas about matters in the association
  • are responsive to identified needs of children and families within the association and provide funding and support to enable these to be met
  • have developed a useful framework to guide their work
  • take all reasonable steps to ensure safe environments for children, teachers and staff
  • maintain their professional learning and provide ongoing professional learning for teachers in the association.

Key Next Steps

A further enhancement to current good practice would be for the teachers to consolidate and further develop the depth of planning, assessment and evaluation.

Next steps for the board, with the support of the general manager and senior teachers, are to:

  • continue to define what excellence in education looks like in the DK
  • further develop strategic planning to better show future goals and priorities and how these will be achieved in the association and in the kindergartens
  • ensure that the reports they receive are evaluative, show how well the DK’s vision and goals are met, and inform future planning
  • continue to strengthen the appraisal process and be assured that appraisals are rigorous and consistent throughout the kindergartens.

With the appointment of a new senior teacher it is timely for the board and general manager to review the role of the senior teachers and strengthen systems to ensure consistent high quality practice across all kindergartens within the DK.

Management Assurance on Legal Requirements

Before the review, the staff and management of Roslyn Kindergarten (Dunedin)  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 Roslyn Kindergarten (Dunedin) will be in four years. 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

4 November 2015 

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

Dunedin

Ministry of Education profile number

5505

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over two years of age

Service roll

61

Gender composition

Girls: 32

Boys: 29

Ethnic composition

Māori
Pākehā
Samoan
Other Ethnicities

  4
50
  2
  5

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

Not applicable

 

Over 2

1:10

Meets minimum requirements

Review team on site

August 2015

Date of this report

4 November 2015

Most recent ERO report(s)

 

Education Review

August 2012

Education Review

May 2009

Education Review

February 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.