2 Kenneth Avenue, Sandringham, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Sandringham Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Sandringham Kindergarten is licensed for up to 30 children over two years of age. It offers six-hour sessions and has three qualified teachers who are supported by an administrator and a teaching assistant. The kindergarten serves an increasingly multicultural community.
The kindergarten's philosophy emphasises the importance of relationships with children and their families. Children are respected and viewed as confident and independent learners. Teachers are inspired by a Reggio Emilia approach to teaching and learning. Te Tiriti o Waitangi is acknowledged as a guiding document for teacher practice.
ERO's 2015 report identified that the manager should strengthen the evaluative aspects of self review, extend teacher knowledge of te ao Māori and develop partnerships and cultural connections with the kindergarten community. There has been significant progress made in these areas.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development for staff. A new AKA structure and new leadership roles have been established, and new personnel appointed.
This review was part of a cluster of eight reviews in the Auckland Kindergarten Association.
Children and their families experience a warm, welcoming and caring environment that is respectful of their culture, language and identity. Children are quick to settle into the programme and engage in positive relationships and interactions with both adults and other children. There are opportunities for children to lead aspects of the programme with confidence. Children are viewed as capable and competent learners. They are encouraged to be independent.
Teachers have thoughtfully developed the learning environment to promote different ways for children to be creative and active problem solvers. The environment is richly resourced and children engage in a wide variety of experiences that promote their curiosity. Children experience a calm and unhurried programme that recognises the individual pace of learning.
Teachers work as a collaborative team. They have a strong understanding of and a shared commitment to their revised philosophy, which has enhanced opportunities for children to learn. Teachers are supportive and respectful of their individual strengths and open to sharing ideas about practice.
Teachers' professional focus is aligned with the kindergarten's strategic priorities. Their Whakamanawa professional learning has made a significant impact on teachers' ability to use te reo Māori confidently and to implement bicultural practices throughout the programme. Children have good opportunities to learn about the dual heritage of Aotearoa New Zealand and showcase what they have learned. Ongoing, robust, professional dialogue about the principles of Te Tiriti o Waitangi supports teaching practices.
There is a strong focus on science, mathematics, literacy and social sciences throughout the programme. Teachers are building a local curriculum that is meaningful for children. A strong sense of history and community is being established and well documented.
Planning and assessment processes are clear, with a focus on the children's individuality and their learning dispositions. Children's records of learning show how they have the freedom to explore their environment. The learning that teachers value, respect and foster is aligned with whānau aspirations for their children.
The head teacher has built a responsive team. Individual strengths are identified through an appraisal process and opportunities for leadership are encouraged. The AKA systems, policies and procedures are used efficiently. A shared understanding of internal evaluation has resulted in ongoing improvements.
The AKA continues to provide support for kindergartens to strengthen bicultural practices. In many instances this has made a significant difference to teachers' confidence and capability. Specialist support impacts positively on teachers’ inclusion of children with additional learning needs. Priority is being given to re-establishing and supporting Parent Whānau Groups in all kindergartens. The strategic direction being established by new AKA leaders is providing a positive framework for kindergartens’ annual planning.
The teaching team has identified appropriate key next steps that include:
continuing to strengthen the extent to which children's learning progress is explicit in their assessment records
linking teachers' appraisal goals more clearly to learning outcomes for children.
It would be useful for AKA managers to:
clarify new roles and engage teaching teams in the implementation of the new structure across the AKA
increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels of the AKA
identify and implement strategies for achieving greater consistency of the practices that are strengths in some kindergartens, across the AKA.
Before the review, the staff and management of Sandringham 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:
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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 February 2020
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.
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Location |
Sandringham, Auckland |
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Ministry of Education profile number |
5103 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children over two years of age |
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Service roll |
43 |
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Gender composition |
Girls 28 Boys 15 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2019 |
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Date of this report |
13 February 2020 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Education Review |
April 2012 |
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Education Review |
September 2008 |
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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 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.
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.
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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.
Sandringham Kindergarten serves a culturally diverse community in Central Auckland. In 2014 it changed from a sessional service to a Kindergarten Day Model of six hours per day. Teachers and the community have responded positively to this model.
The kindergarten is licensed to provide education and care for up to 30 children, with the majority being at least three years of age. The kindergarten team includes a head teacher, two other registered teachers, a teaching assistant and an administrator.
Relationships, child-directed learning and fostering children’s sense of wonder are features of the kindergarten philosophy. It also includes Māori concepts of manaakitanga, turangawaewae, tuakana teina and ako. Kindness, empathy and respect are fostered and modelled by teachers.
ERO’s 2012 report noted high quality teaching practices, children’s engagement in complex learning and improvement focused self review. The teaching team has continued to develop these features.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA), which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the AKA has recently launched a new 10-year strategic direction. Its four strategic pillars or objectives relate to educational excellence, core organisational processes, community engagement and a future focus. These objectives are intended to guide the Association and its kindergartens in their ongoing development. The AKA’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New AKA roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development is planned to support kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being developed and will be implemented to monitor quality in kindergartens and contribute to self review and ongoing improvement.
Respectful, culturally responsive relationships underpin the centre’s inclusive and welcoming environment. Children are supported well to become capable, confident learners and communicators. They have a strong sense of belonging and show care and empathy for others.
The multicultural backgrounds of the families and community are strongly evident throughout the centre. Children’s home languages, identity and cultures are valued and included in the learning programme. The positive impact of teachers' increasing knowledge of tikanga Māori is evident in the depth of bicultural practices in the kindergarten.
Teachers build on children’s understanding of the world around them in meaningful ways. They sensitively support children to develop social skills, a love of learning and an understanding of science, literacy and mathematical concepts. They encourage children to investigate, explore and learn while playing. Children have fun and learn through self-directed sustained play.
The stimulating learning environment reflects teachers’ commitment to te ao Māori, multiculturalism and environmental sustainability. The landscaped outside area is reflective of the New Zealand context and well used by children as part of their imaginative play, physical activity and natural science exploration.
Teachers provide a high quality curriculum that reflects Te Whāriki the early childhood curriculum and the kindergarten’s philosophy. The curriculum is influenced by current educational research and the New Zealand Curriculum for schools. Programme planning is based on children’s ideas and interests. Assessment portfolios are a valued record of children's learning journey. These records celebrate each child’s successes, progress and cultural identity.
Parents/whānau are provided with very good information about the curriculum and encouraged to contribute their ideas and aspirations. Home and kindergarten partnerships are fostered and parents/whānau are actively involved in the kindergarten’s programme and events.
Teachers are skilled and self motivated. They work collaboratively and are committed to providing a high quality educational service. A culture of continuous improvement is supported by teachers’ research and professional learning.
AKA systems for monitoring and promoting improvement in kindergarten operations are well established. A variety of useful systems and processes contribute to the teaching team’s robust self review. This self review is both responsive and planned and focused on improvements to outcomes for children. Centre operations are also guided by clear future planning and a shared vision, linked to the AKA’s plan. There are sound systems in place for health, safety and accountability.
Teachers and the Professional Services Manager have identified key next steps. ERO agrees that these could include:
Before the review, the staff and management of Sandringham 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 Sandringham Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
29 May 2015
|
Location |
Sandringham, Auckland |
|
|
Ministry of Education profile number |
5103 |
|
|
Licence type |
Free Kindergarten |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children aged over 2 years |
|
|
Service roll |
53 |
|
|
Gender composition |
Girls 28 Boys 25 |
|
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Ethnic composition |
Māori 1 Pākehā 36 Chinese/Korean/Japanese 5 Tongan 4 Indian 3 other 4 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
|
|
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Over 2 |
1:10 |
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Review team on site |
March 2015 |
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Date of this report |
29 May 2015 |
|
|
Most recent ERO report(s)
|
Education Review April 2012 |
|
|
Education Review September 2008 |
||
|
Education Review June 2005 |
||
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:
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.