2 Longmore Lane, Silverdale
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Silverdale Kindergarten is one of 15 services including 13 kindergartens and two early learning centres that operate under the umbrella of the Northern Auckland Free Kindergarten Association (NAKA). The kindergarten is supported by a parent volunteer group that organises family events and fundraising.
Situated on the grounds of Silverdale Primary School, the kindergarten caters for up to 40 children each day for six hours. Children are grouped according to age. Older children attend three days a week and younger children attend on the remaining two days. The ERO review was carried out over the days of the older children's programme.
The 2014 ERO report noted high quality practices and kindergarten leaders' plans to strengthen the use of digital technologies and increase their understanding of children's diverse cultures. Leaders also planned to improve aspects of self-review documentation. Since the last review, the teaching team has changed significantly.
In addition, at the association level, there has been significant change. An acting general manager has been appointed and there is a new governing board. In the coming months they will work together to review and update all relevant documentation and operating frameworks for the Association.
This review was part of ERO's review of a group of three kindergartens in the Northern Auckland Free Kindergarten Association.
Children and their families are warmly welcomed into an environment that is inviting and visually appealing. A wide range of interesting resources and equipment are available to extend children's play. Children settle quickly, making clear choices about where they will play. Teachers work closely with them, respecting and encouraging conversations about their thinking and ideas.
The Kindergarten displays a Code of Care that prioritises children taking care of themselves, each other and the environment. Children's understanding of this code is evident in the way that they direct and make decisions about their play and interact with each other.
Children are highly engaged in their play. They talk animatedly together, sharing ideas and prompting their own extension of their play. They are confident and capable learners who explore creatively with enthusiasm and skill. Teachers deliberately focus on promoting literacy and mathematics learning as part of play to ensure that children are well placed to transition successfully to school.
Children and teachers are engaged in the Enviroschools programme focused on sustainable conservation practices and protection of the environment. The children plant and care for a garden and have established a 'bug hotel' to provide shelter for creatures in the surrounding area. The Outdoor Explorers programme helps to give children opportunities to discover nature and extend their physical courage in natural and enjoyable ways.
Teachers have worked together to improve communication with parents and with the community. Those parents who spoke with ERO during the review expressed pleasure in having their children in the kindergarten. They noted that they felt well informed about events and their children's progress over time. The use of an online portal helps parents to quickly and readily get information about their child's day.
Teachers support children's families with diverse needs to settle into the kindergarten. Specific programmes are in place to encourage children to develop at their own pace. Children participate well in these programmes. The Association contributes financially by providing teacher aides when other agencies have been unable to provide this service.
Assessment and planning processes are in place. As well as the online portal, teachers keep portfolios for each child. It is timely for teachers to redevelop their strategies for ensuring that assessment records of children's learning include reference to progress and continuity of learning, as well as each child's language and culture. They should also evaluate programme planning and teaching in relation to outcomes for children.
Association leaders continue to provide ongoing assistance to kindergartens. There is good provision for teachers' continued professional development, and management support. Each kindergarten is supported with administration and property management. The board recognises the need to re-establish open and transparent communication with teachers, parents and the community in planned developments.
Teachers identified appropriate key next steps and are supported by their Professional Practice Manager to:
redevelop and implement professional practices, including developing a teaching philosophy and building teamwork
redevelop the assessment, planning and evaluation cycle to clearly identify children's interests and progress, and teaching strategies to extend learning
extend the integration of te reo and tikanga Māori in practice along with the recognition of children and families' diverse cultures
establish thorough and detailed internal evaluation to determine and gauge the effectiveness of changes in promoting positive outcomes for children.
The governing board has identified next steps and priorities for future developments. These include:
re-establishing strategic planning, operational frameworks, evaluation processes and policy redevelopment to reflect current legislative requirements.
Before the review, the staff and management of Silverdale 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.
The next ERO review of Silverdale Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
17 August 2018
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 |
Silverdale, Auckland |
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Ministry of Education profile number |
20110 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children aged 2 years and over |
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Service roll |
80 |
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Gender composition |
Boys 44 Girls 36 |
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Ethnic composition |
Pākehā |
63 |
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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 |
June 2018 |
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Date of this report |
17 August 2018 |
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Most recent ERO report(s) |
Education Review |
February 2014 |
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|
Education Review |
February 2011 |
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Education Review |
November 2007 |
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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:
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.
Silverdale Kindergarten is part of the Northern Auckland Kindergarten Association, Manatōpū Kura Pūhou o Te Tai Tokerau (NAKA). The Association provides a sound framework for kindergarten management. Association personnel provide advice and support and regularly monitor the kindergarten’s operation and progress.
The kindergarten has a licence for 40 children and has 80 on the roll. The older children attend full days Monday to Wednesday and the younger attend on Thursdays and Fridays. All five teachers are qualified, registered and supported by an administrator and teacher aide.
Teachers continue to implement the high quality practices noted in the 2010 ERO report. Since then teachers have engaged in professional learning and development to further their understanding of self review. They provide challenging learning experiences that foster children’s development as competent and capable learners.
The stimulating and vibrant learning environment encourages children’s engagement in play for sustained periods of time. Children choose from very well resourced play areas. The environment supports them to be creative and imaginative, and to use writing and numbers incidentally as they play. The kindergarten’s commitment to environmental sustainability and involvement in Enviro-schools is evident in the respect and enjoyment that children show as they explore the attractive outdoor area.
Teachers’ sensitive and supportive interactions extend children’s ideas and interests in play and discussion. Children’s independent thinking, problem solving and language abilities are promoted by teachers’ use of open-ended questions and constructive conversation. Literacy and mathematics are skilfully integrated into everyday activities. Children’s understanding of science and the appropriate use of information communication technologies is fostered effectively.
Teachers are highly skilled and complement each others' teaching practices. They work collegially, benefit from strong professional leadership, and are encouraged to be leaders. The NAKA appraisal system provides opportunities for teachers to reflect on and refine their practice. Effective processes have been developed to foster a sense of partnership with parents. The backgrounds and aspirations of parents are acknowledged in the kindergarten. Centre records show that parents express very high levels of satisfaction and appreciation of the programme and teaching staff.
Children are actively engaged in a high quality programme founded on Te Whāriki, the early childhood curriculum. Teachers are inclusive and culturally responsive. They celebrate children’s cultural diversity and identity. There is a strong commitment in the kindergarten to increasing bicultural practices that acknowledge the place of Māori as tangata whenua. Effective assessment and planning systems show how children’s interests guide the programme.
Mutually respectful relationships underpin centre operations and teaching practices. Children develop a strong sense of empathy and respect for others. They play collaboratively, support their peers, and are actively involved in managing routines. Teachers’ timely interventions support children to persevere, investigate and learn through play. Children engage in rich conversations, enjoy learning and have fun with their teachers and peers.
Teachers have developed a culture of robust self review that guides decision-making processes. They are constantly considering ways to promote positive outcomes for children. This is evident in the enactment of the kindergarten philosophy and vision. Good support is provided for children making the transition to school. Teachers are keen to review and strengthen current processes.
The teaching team are eager to continue exploring ways to enhance:
Before the review, the staff and management of Silverdale 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 Silverdale Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
3 February 2014
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 |
Silverdale, Auckland |
||
|
Ministry of Education profile number |
20110 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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|
Service roll |
80 |
||
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Gender composition |
Girls 43 Boys 37 |
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Ethnic composition |
Māori NZ European/Pākehā Dutch Samoan other |
8 62 2 2 6 |
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2013 |
||
|
Date of this report |
3 February 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
August 2007 |
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.