49 Howard Hunter Avenue, Glen Innes, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
St Johns Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Johns Kindergarten is a well-established service that offers six-hour sessions and is licensed to provide for 40 children aged over two years. It is staffed by four qualified teachers and a teacher aide.
The 2015 ERO report noted teachers' positive relationships with children and families and their support for children's success. Since 2015, staff changes have resulted in a new teaching team.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. The AKA is establishing new roles and responsibilities at management and governance levels. Recruitment of appropriate personnel to fill identified roles is underway.
This review was part of a cluster of nine reviews in the AKA.
Children enjoy friendships and play cooperatively with their peers. They respond positively to the welcoming and responsive tone in the centre. Children choose their activities, and teachers engage them in conversation as they play. Relationships and interactions between teachers and children are friendly and encouraging, and contribute to children's learning.
Learning environments are richly resourced and interesting. They have been upgraded, particularly outdoors, to provide challenging and exciting spaces for children's exploration and play. The environment is spacious and offers provocations and a variety of opportunities to encourage children to extend their play.
Teachers provide a varied curriculum that incorporates children's emerging interests and develops their learning dispositions. They work with Te Whāriki, the revised early childhood curriculum, to guide their practice. The team is using reflective practices to establish core expectations and a shared philosophy for teaching and learning at the kindergarten.
A parent committee actively supports teachers, and parents feel a sense of commitment to the kindergarten. Teachers' reciprocal relationships with families are developing into learning partnerships. This enables teachers to know children and families well. Parents value the diversity of cultures in the kindergarten. They feel well informed about their children's progress and kindergarten activities. These positive relationships help families feel a sense of belonging and wellbeing.
The kindergarten acknowledges that authentic bicultural practices need to be continually promoted to ensure Te Tiriti o Waitangi is recognised. Teachers identify the need to build stronger relationships with the local communities to which whānau affiliate. Revisiting the AKA Whakamanawa programme could support their commitment to bicultural practices.
Teachers use their observations of children's play and developing dispositions to plan learning for individual children. Teachers collate information about children's learning and kindergarten events in individual assessment folders and online.
The kindergarten is developing positive processes to support children's transition to school. Teachers have established a close relationship with a local school. They work to familiarise children and parents with the next steps in their educational journey. Teachers identify the need to continue to build closer working relationships with other schools to extend transition support for all children.
Teachers find the professional development offered by the AKA useful and informative. This support has helped them to develop a vision and to contribute to the priorities for the kindergarten.
Key next steps for teachers include continuing to:
It would be useful for AKA to:
Before the review, the staff and management of St Johns 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 St Johns Kindergarten will be in three years.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
15 February 2019
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 |
Glen Innes, Auckland |
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Ministry of Education profile number |
5101 |
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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 over 2 years |
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Service roll |
55 |
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Gender composition |
Boys 28 |
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Ethnic composition |
Māori |
6 |
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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 |
December 2018 |
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Date of this report |
15 February 2019 |
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Most recent ERO report(s) |
Education Review |
August 2015 |
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Education Review |
September 2012 |
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Education Review |
July 2009 |
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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.
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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 Johns Kindergarten, formerly known as Tamaki Kindergarten, is located in St Johns, Auckland. The kindergarten is licensed for up to 40 children over two years of age. The community is culturally diverse and many children speak languages other than English.
In 2010 the kindergarten changed from a sessional service to a kindergarten day model which enables children to attend sessions similar to school hours. Since ERO's 2012 review, the kindergarten has experienced additional changes. The experienced team is led by a newly appointed head teacher. They are supported by an education specialist who was new to her Kindergarten Association role this year. The community and staff have responded positively to these changes.
The kindergarten operates as part of the Auckland Kindergarten Association, which provides effective leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the Auckland Kindergarten Association has recently launched a new 10-year strategic direction. Its four strategic pillars/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 Association’s approach to bringing about a substantial change in its organisational structure has been carefully considered.
New Association roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development supports kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality in kindergartens and contributes to self review and ongoing improvement.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children enjoy many opportunities throughout the day to experience and develop friendships through play. They are content and settled. Children are articulate and confident to make choices. They have a good understanding of what teachers’ expectations are of them. Children engage in different types of play, including physical activity and co-operative and sustained imaginative play. They are caring and supportive of each other.
Teachers’ relationships with children and their families continue to be a strength of the kindergarten. Teachers support children’s effort and successes. Children are well supported to transition to school. They are encouraged to take responsibility for themselves and others. Teachers continue to seek ways to enhance partnerships with parents. Parents’ feedback affirms the welcoming and inclusive environment as having a positive impact on their child’s sense of wellbeing and belonging.
The centre programme is based on Te Whāriki, the early childhood curriculum. Children learn about the local and wider community. Teachers work collaboratively to ensure that the programme values the diverse strengths of their multicultural community. Children and families are encouraged to use their home languages at kindergarten and to contribute to the programme by sharing their cultural knowledge.
Children have opportunities to revisit and share their learning with others. Teachers reflect on children’s relationships with people, places and things. Teachers pay attention to children’s interests and strengths. They use what they know about children to plan the programme. They are keen to explore teaching strategies that deepen children’s thinking and promote more complexity in childled learning.
Auckland Kindergarten Association 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 self review. Teachers are developing a shared understanding of self review practices. This has led to many improvements, including those relating to the environment, centre routines and the assessment of children’s learning. The new team are working collaboratively to further improve teaching practice and to evaluate the impact of their teaching practices on children. They are continuing to deepen self review through an action research process.
Centre operations are also guided by clear future planning and a shared vision that is linked to the AKA’s plan. The Association has a strong commitment to biculturalism and to embracing diversity. There are sound systems in place for health, safety and accountability.
The head teacher, Association education specialist and ERO agree that the priorities for development include strengthening:
Before the review, the staff and management of St Johns 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 St Johns Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
28 August 2015
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Location |
St Johns, Auckland |
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Ministry of Education profile number |
5101 |
||
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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, including up to 0 aged under 2 |
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Service roll |
43 |
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Gender composition |
Girls 24 Boys 19 |
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Ethnic composition |
Māori Pākehā Indian Chinese Filipino Japanese other ethnicities |
4 13 9 7 3 3 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 |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2015 |
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Date of this report |
28 August 2015 |
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Most recent ERO report(s)
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Previously reviewed as: Tamaki Kindergarten |
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Education Review |
September 2012 |
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|
Education Review |
July 2009 |
||
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Education Review |
July 2006 |
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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.