11 Vincent Street, Howick, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for St Andrews Chilton Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
St Andrews Chilton Kindergarten is a Christian-based service providing care and education for children over two years of age. A board of trustees has oversight of central governance, and a finance and operations manager and newly appointed head teacher are responsible for daily operations.
Children learn and develop in a play-based context that builds their capability and confidence and reflects a strong Christian ethos. They have a strong sense of belonging and show kaitiakitanga/guardianship in the care of their play environments.
Children’s views and ideas are encouraged, accepted, and respected. They are given space and time to lead their play and form nurturing relationships with their peers. Teachers know children well and support them through a range of strategies to encourage exploration and expression. They provide resources and environments for exploration that is meaningful and enjoyable for children. Teachers support children to choose resources and interests, experience challenge and revisit prior learning.
Effective assessment practices continue to evolve. Documentation has a strong lens on te ao Māori and Māori learning dispositions. This feature supports bicultural practices and acknowledges children’s social and cultural worlds and ways of learning. Parent and whānau aspirations and expectations are acknowledged and understood, and the team works collaboratively and responsively to achieve these. Teachers are working towards strengthening assessment documentation and their responses in facilitating children’s learning.
Leaders have a strong focus on continual improvement. They show commitment to the service’s philosophy, vision, and goals, bicultural practice and teaching that contributes to positive learner outcomes. Leaders and teachers ensure that their practices reflect the rights for equitable opportunities for all children.
Self-review for improvement is well understood and implemented. Teachers are building their evaluation capacity. This development shows signs of being purposeful to realise the service’s vision, values, strategic direction, goals, and priorities for learning.
St Andrews Chilton Kindergarten will include the following actions in its Quality Improvement Planning:
Embed high quality assessment practices that include supporting children to lead, plan, and assess their own learning.
Continue to build teacher capability to do, use and embed evaluation for improvement to sustain valued learning outcomes for all children.
Before the review, the staff and management of St Andrews Chilton 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 June 2022
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Early Childhood Service Name |
St Andrews Chilton Kindergarten |
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Profile Number |
25009 |
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Location |
Howick, Auckland |
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Service type |
Education and care service |
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Number licensed for |
46 children over two years of age |
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Percentage of qualified teachers |
80-99% |
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Service roll |
20 |
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Ethnic composition |
Māori 1, NZ European/Pākehā 12, Chinese 4, other ethnic groups 3 |
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Review team on site |
May 2022 |
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Date of this report |
17 June 2022 |
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Most recent ERO report(s) |
Education Review, November 2018; |
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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.
St Andrews Chilton Kindergarten is a well-established Christian based service providing sessional and full-day care and education for up to 46 children over two years of age. A board manager, four trustees, and Church elders have oversight of centre governance. A finance and operations manager along with a head teacher, four registered teachers, and one teacher aide take responsibility for day-to-day operations.
The majority of children attending the centre are Pākehā. There are also smaller numbers of children with Māori, Pacific and Chinese heritage. The philosophy of the centre aligns with Te Whāriki, is grounded in Christian values and based on the belief that "play is a natural learning opportunity".
ERO's 2015 review report recommended improvements in the areas of planning, assessment, evaluation, and teaching and learning. It also required the centre to promote children’s understanding and use of te reo Māori and enhance self-review processes by using key indicators of effective practice. Some progress has been made in these areas.
Children settle quickly on arrival and play cooperatively in one group. They learn in a welcoming environment that promotes their safety and wellbeing. They have opportunities to be with and alongside their siblings creating a family feel and fostering tuakana-teina relationships.
Children interact respectfully with each other and teachers and are respectful of resources and equipment. Teachers provide children with a range of experiences and give them opportunities to make choices about their play as they access relevant activities both inside and outdoors.
Teachers work with children at their level. They interact and engage children in conversations about their play and the wider world around them. They could now make these conversations more in-depth to challenge children's thinking, prompt problem solving and the sharing of ideas and theories. Displays could also be improved to better reflect children's current learning and exploration.
Teachers know children and families well and interact with them in warm, responsive ways. Parents are comfortable in the centre and engage in relaxed conversations with teachers and children. Teachers seek and value parent aspirations. Wall displays show parents' appreciation of the teachers and the programme provided.
Portfolios are an attractive record of children's participation in the programme. Assessment is regular and the process is based on individual teacher's knowledge and understanding. Establishing a shared understanding by all teachers of what, and how to document children's learning and progress is a next step.
Curriculum decisions are collaboratively made and programme planning is shared. Continuing to document how teachers support and extend individual and group learning will improve the planning process.
Teachers have discontinued outdated approaches for promoting literacy. They are currently building their knowledge of effective teaching approaches and strategies that will help them implement the early childhood curriculum, Te Whāriki 2017.
Teachers are strengthening their understanding of the principles of the Treaty of Waitangi. They promote te reo and tikanga Māori through teaching practices. They also provide bicultural resources that depict te ao Māori. Some teachers use children's home languages to connect with them and their families. They could continue to strengthen their awareness of diverse cultural world views.
Centre leaders regularly review policies and procedures. Teachers could enhance this process by evaluating how well policies and procedures are actually being implemented. While internal evaluations are regular and follow an established process, this could be improved. Starting with an evaluative focus and setting specific quality indicators, teachers would enable teachers to more effectively measure the impact that changes have on outcomes for children.
Robust reporting helps the board to be assured of the effective management of health and safety, resources and finances. Developing a strategic plan and aligned annual planning would help prioritise centre developments, guide leaders and teachers' work, and provide a basis for measuring progress towards centre goals.
Leadership is inclusive and teachers take individual responsibility for areas aligned to their strengths and interests. The recently improved appraisal process now aligns with the Education Council teaching standards. Leaders and teachers should continue to embed the appraisal process in practice and through documentation.
Key next steps for centre development are for teachers to continue:
developing their understanding and use of Te Whāriki 2017 to strengthen assessment and planning and to guide a review of the centre philosophy
building responsive partnership relationships with Māori, Pacific and other children and whānau in the centre
increasing the rigour of teacher appraisal processes to strengthen teaching practices and improve outcomes for children.
Before the review, the staff and management of St Andrews Chilton 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 St Andrews Chilton Kindergarten will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
15 November 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 |
Howick, Auckland |
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Ministry of Education profile number |
25009 |
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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 |
46 children over the age of 2 years |
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Service roll |
45 |
||
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Gender composition |
Boys 28 Girls 17 |
||
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
15 November 2018 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
|
|
Education Review |
February 2012 |
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|
Education Review |
November 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:
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.