Little Treehouse Kindergaten

Education institution number:
20153
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
52
Telephone:
Address:

130 Remuera Road, Remuera, Auckland

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Little Treehouse Kindergarten

1 ERO’s Judgements

Akarangi | 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 Little Treehouse Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)


Whakawhanake Sustaining

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakawhanake Sustaining
Whakawhanake Sustaining

2 Context of the Service

Little Treehouse Kindergarten is a well-established, mixed-aged service located in the grounds of a Presbyterian Church in Remuera. The centre owner, who has experience in early childhood education, supports and leads a team of four qualified staff and three support staff. Children are ethnically diverse and come from the local community.

3 Summary of findings

Children’s mana is enhanced and supported through a holistic curriculum. Children confidently lead their own learning. Playing, imagining, inventing, and experimenting are valued as part of their everyday learning. They experience respectful, reciprocal, and responsive relationships with kaiako. Children’s cultural identity is acknowledged and supported in the centre. Te reo and tikanga Māori are an integral part of the daily curriculum.

Teachers create a learning environment that provides children with meaningful play opportunities. The outdoor environment is designed to reflect sustainable practices with vegetable gardens, worm farms and a bug hotel. Children are learning to respect the environment and are growing an understanding and confidence as kaitiaki (guardians) of the local area.

Leaders and teachers work collaboratively to strengthen responsive and respectful learning-focused partnerships with parents and whānau, who regularly contribute to curriculum development. Kaiako purposefully integrate parents’ and whānau aspirations into the curriculum. As a result, children’s interests and strengths are interwoven through the curriculum in ways that promote children’s deeper thinking.

Leaders ensure children, parents and whānau are supported and have access to specialist and other support where necessary. Leaders and teachers are responsive to the individual needs of children and their families, and they actively work to identify and remove barriers to children’s full participation in learning. As a professional development priority, leaders plan to develop shared understandings about practices to better support children with diverse learning needs.

Leaders and teachers implement systematic self-review and evaluation processes. They have developed and sustained processes that are collaborative and support teachers’ thinking. Leaders and teachers use these findings to identify their successes and challenges and to decide on development priorities. As a result, leaders and teachers are continuously improving children’s learning opportunities and outcomes. 

4 Improvement actions

Little Treehouse Kindergarten will include the following actions in its Quality Improvement Planning:

  • continue upskilling staff capability in identifying and providing a responsive curriculum for children with diverse needs

  • continue to use evaluation to inquire into the responsiveness and effectiveness of teaching practices that contribute to quality outcomes for all learners.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Little Treehouse Kindergarten completed an ERO Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

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

30 August 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Little Treehouse Kindergarten

Profile Number

20153

Location

Remuera, Auckland

Service type

Education and care service

Number licensed for

40 children over 2 years of age

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

59

Review team on site

July 2022

Date of this report

30 August 2022

Most recent ERO report(s)

Education Review, October 2017;
Education Review, March 2014

St Lukes Kindergarten - 02/10/2017

1 Evaluation of St Lukes Kindergarten

How well placed is St Lukes Kindergarten 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

St Lukes Kindergarten in Remuera is a privately owned centre and operates within the grounds of the St Lukes Church. There has been a change in centre ownership since the 2014 ERO report. One of the two owners manages the centre and works collaboratively with the head teacher to ensure that all areas of operation are maintained.

The service is licensed for 40 children over the age of two. Families are predominantly Pākehā. The roll includes an increasing number of children from a diverse range of ethnic backgrounds. There are two large indoor spaces and an outdoor play area that offers sufficient space and a wide variety of learning experiences for children.

The owner/manager and teachers have made considerable effort to respond to the many areas for improvement noted in ERO's 2014 report. Effective and efficient management systems have been established and extensive evaluation now informs improvements to strengthen the quality of children's learning.

The Review Findings

The owner and teachers promote and enact the kindergarten's philosophy effectively. High quality learning environments encourage children's imagination, creativity, curiosity and critical thinking. Meaningful and trusting relationships between all stakeholders are valued. The Treaty of Waitangi is reflected in the centre's bicultural programme, and Te Whāriki, the early childhood curriculum, underpins the curriculum.

Teachers have worked collaboratively to strengthen the bicultural programme and further the kindergarten's commitment to the Treaty of Waitangi. They have researched the Māori history of the local area and the iwi. An emphasis on the use of te reo and the embedding of Māori values through meaningful tikanga practices, are key focus areas.

Children are very happy in the centre and settle quickly. They make friends and play cooperatively. Imaginative play is encouraged and children have independent access to equipment. Children choose resources to extend their own play. They confidently express their ideas and opinions, and engage in discussions with each other and with adults.

Children openly share their home and life experiences with teachers and with each other. Their interests are extended at home by whānau and at the kindergarten by teachers. Children are encouraged and given opportunities to lead karakia and routines. Many children are well aware of each other's connections and family relationships.

The centre is well resourced. A recent review of the indoor and outdoor environments has focused successfully on increasing children's engagement in good quality learning experiences. Teachers use displays and design environments in ways that encourage children to revisit and extend their past learning experiences.

The owner/manager has established meaningful relationships and connections with whānau. Parents are a valued part of the centre. They are welcomed and encouraged to provide critical feedback and make suggestions to improve practices. Parents spoke to ERO about how effectively the kindergarten’s philosophy is enacted in the programme. They affirm and support the kindergarten's bicultural focus. Parents' aspirations for their children are gathered and used effectively in programme planning. They enjoy being involved in celebrations and events that help to develop a strong inclusive community.

The curriculum responds to children's individual interests, strengths and dispositions for learning. A useful framework guides programme planning and it is based on intended learning outcomes for all children. Teachers meet regularly and design strategies to extend children's learning. Numeracy and literacy are promoted within the context of children's play.

Teachers engage responsively in their interactions with children. Thoughtfully designed play experiences are enhanced by excursions and resources. There is a growing focus on the learning needs of children with diverse ethnic backgrounds. Teachers have identified this as an area to learn more about.

Useful and robust evaluation has helped to strengthen the kindergarten’s management systems. Teachers are learning that evaluation that includes current research and is guided by indicators of high quality practice, results in improvements in systems, teaching and learning. Policies and procedures are now more relevant and are being updated regularly.

A well designed strategic plan provides indicators of high quality practice to guide the centre’s direction. In addition, relevant professional development provides opportunities to build teachers' professional knowledge, capability and leadership skills.

The teacher appraisal system is well established and new online tools have been adopted. Teachers set goals, and use research to strengthen their practice. They reflect deeply on their work and areas that they want to improve.

Key Next Steps

The owner continually identifies appropriate ways to guide the future direction of the kindergarten. These include continuing to strengthen:

  • bicultural practices

  • responsiveness to the increasingly diverse community.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Lukes 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of St Lukes Kindergarten will be in three years.

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

2 October 2017

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

Remuera, Auckland

Ministry of Education profile number

20153

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

41

Gender composition

Girls 21 Boys 20

Ethnic composition

Māori
Pākehā
Chinese
Japanese
other

4
25
6
2
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

August 2017

Date of this report

2 October 2017

Most recent ERO report(s)

 

Education Review

March 2014

Education Review

March 2011

Education Review

December 2007

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.

St Lukes Kindergarten - 21/03/2014

1 Evaluation of St Lukes Kindergarten

How well placed is St Lukes Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre is well placed to promote positive learning outcomes for children. The new manager/owner is new to early childhood education and is still developing her understanding of management processes. Teachers have maintained St Lukes Kindergarten practices and would now benefit from professional development to enhance provision for children’s learning.

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

Background

St Lukes Kindergarten, in Remuera, is a well established service providing care and education for children from two years up to school age. The centre offers sessional as well as full day care. The centre is on the Presbyterian Church grounds, and uses the church’s facilities as an extension of the learning environment.

In 2013 a new owner, who is new to early childhood education, bought the business. Most of the staff are long serving and qualified educators. Two head teachers lead the teaching team and the centre owner manages the operational and administration aspects of the centre.

The 2011 ERO report identified many positive features of the centre. These included strong leadership, good literacy and numeracy learning opportunities for children and trusting, reciprocal relationships with families. These positive aspects of the centre continue.

The Review Findings

Children make choices about their play. They interact with the activities teachers provide and are able to access resources to support their play. Children are confident and articulate and play uninterrupted for prolonged periods of time. They play well on their own and with others in small groups. Mat-time sessions are a time for focused reading, music and movement and give children the chance to discuss experiences in the centre. Most children are consistently engaged with activities that stimulate and interest them and have the opportunity to develop early literacy and numeracy skills in the context of play.

Teachers are welcoming and sensitive to the diverse needs and values of families. They foster children’s sense of belonging and share many interesting conversations with them. Children's independent and imaginative play is encouraged and teachers help children to make links with their family experiences. Teachers support children’s interests and build on their knowledge. Some teachers integrate kupu Māori when working with children.

The learning environment is calm and the centre is rich in resources. The environment and resources help to promote children’s learning. The programme makes clear links to Te Whāriki, the early childhood curriculum. Parents express confidence in the service. They note that they feel valued and appreciate the service teachers provide for their children.

Key Next Steps

The centre owner and teachers agree that in order to strengthen provision for children’s learning and development they should:

  • specifically plan to respond to children’s emerging interests and ideas, extend children’s learning through increased challenge and promote complexity in children’s play
  • improve documentation and processes for planning, evaluation and assessment
  • develop better shared understandings about high quality teaching approaches.

The centre owner and teachers would benefit from professional development that helps them to develop:

  • strategic and annual plans to guide future development
  • an appraisal process that is aligned to the registered teacher criteria
  • clearly defined management roles and policies
  • effective bicultural practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Lukes 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.

In order to improve current practices, the owner and teachers should:

  • review and refine the risk analysis management form for excursions
  • develop a daily hazard check list and register.

In order for the centre to meet its obligations to comply with legal requirements the centre manager must ensure that:

  • all non-registered staff are regularly police vetted and that the centre has a policy regarding the police vetting of staff [Education Act 1983, 5.319].

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of St Lukes Kindergarten will be in three years.

Dale Bailey

National Manager Review Services Northern Region

21 March 2014

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

Remuera, Auckland

Ministry of Education profile number

20153

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

43

Gender composition

Boys 22

Girls 21

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Samoan

Other

5

31

3

1

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

February 2014

Date of this report

21 March 2014

Most recent ERO report(s)

 

Education Review

March 2011

 

Education Review

December 2007

 

Education Review

September 2004

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.