Waiora Road, Stanmore Bay
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Stanmore Bay Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Stanmore Bay Kindergarten is one of 15 early childhood services operating under the umbrella of the Northern Auckland Kindergarten Association (the association), now trading as Kaitiaki Kindergartens. The service is licensed for 40 children aged over two years and serves a diverse ethnic community. Some families have English as a second language. Daily sessions are for a mixed-age group of children from three-to-five years.
A governing board sets strategic direction for the association. Management of the association’s operations is the responsibility of the general manager (GM). Two professional practice leaders (PPL's) have oversight of teaching and learning, compliance, policy development and leadership. Day-to-day operation in this kindergarten is the responsibility of the head teacher who leads a team of five registered teachers.
Since the February 2015 ERO report, there has been turnover of personnel at management and senior leadership levels. The service has experienced staff changes in that time. The current head teacher was previously a teacher at this service.
The philosophy underpinning teaching and learning emphasises the importance of kindness, children’s holistic development, relationships, family and community. The natural environment and sustainable practices are curriculum priorities. The kindergarten has achieved the bronze 'Enviroschool' status.
Stanmore Bay Kindergarten is a member of Whangaparoa Peninsula Kāhui Ako l Community of Learning.
The 2015 ERO review findings areas for development were to continue to use reflection and evaluation to refine and enhance teaching practices. Progress is evident in these areas.
This review is one of nine in the Northern Auckland Free Kindergarten Association.
The kindergarten philosophy underpins teaching and learning. Children have opportunities to play and learn in well-resourced and carefully organised environments which invite their participation and respond to their interests in meaningful ways. Positive interactions are evident between teachers, children and families.
Environmental sustainability is highly evident and valued. The kindergarten has undergone significant remodelling, including extensive replanting outdoors. Children have engaged in this journey. The strong interest they have in the respect for their environment is evident.
The curriculum is child driven, with teachers deliberately responding to children's developing interests and extending their learning. They engage in play for sustained periods and see themselves as teachers and experts in their learning. Positive guidance is used well to promote social competence and develop friendships. Literacy, mathematics, science and the arts are integrated into the programme in meaningful ways.
Planning suitably informs the curriculum. Individual portfolios record children's participation in a range of learning experiences. These books are highly valued and often revisited by children. Parents' aspirations are evident in stories. Teachers effectively monitor individual children's progress and emerging interests. The online assessment tool enables a useful exchange of information between parents and the service. A next step is to better reflect children's culture and language throughout all planning and assessment documentation.
Commitment to bicultural practices is evident. The learning environments strongly reflect the cultures of all children. Teachers continue to deepen their knowledge and understanding of a bicultural curriculum, with a strong focus on te reo and te ao Māori. Professional learning, and building connections within their community to strengthen their approach, is a current focus.
Children with additional learning needs are identified and effectively supported to participate in the curriculum. Leaders and teachers track, monitor and plan for their learning and development. They work alongside families to access association and external agencies' support when required.
Transitions into the kindergarten are well supported by a collective approach based on individual children's needs. Prospective parents have the opportunity to attend a weekly 'play and stay' session prior to their child's enrolment. A strong relationship with the local primary school supports children to settle quickly.
Shared leadership is actively encouraged, and teachers take responsibility for overseeing aspects of practice. Leaders and teachers value review and use it for improvement and critical reflection. Understanding of effective internal evaluation is developing for the new team.
The association has some good processes in place to support teachers. These include an improved inquiry-based appraisal, targeted learning and development opportunities and access to PPLs' guidance. Assisting teachers to implement and embed the new policy framework and reporting requirements, and deciding on the form and function of the PPL role and how this will be enacted in kindergartens, are priorities.
With the appointment of a new board, GM and leadership team, considerable work has been done to review the existing management structures, processes and guidelines for operation, and to improve accountability. The board and GM should continue to review and develop governance and operational roles and responsibilities, in consultation with teachers and the community, to support the sustainability of operation and ensure continuous improvement to outcomes for children.
Priorities for teachers are to continue to develop their:
understanding and use of internal evaluation
culturally responsive practices.
Before the review, the staff and management of Stanmore Bay 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.
ERO identified areas of non-compliance relating to health and safety. The service provider must ensure that:
heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6.
Since the onsite visit the kindergarten has provided ERO with evidence that shows it has addressed the non-compliances.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
27 March 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 |
Stanmore Bay |
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Ministry of Education profile number |
5027 |
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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 two years |
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Service roll |
51 |
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Gender composition |
Male 24, Female 27 |
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Ethnic composition |
Māori |
5 |
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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 |
27 March 2020 |
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Most recent ERO report(s) |
Education Review |
February 2015 |
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Education Review |
September 2011 |
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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.
Stanmore Bay Kindergarten on the Whangaparaoa Peninsula provides high quality education and care for up to 40 children over two years of age. The kindergarten operates as a ‘kindergarten day model’ which enables children to attend sessions similar to school hours. The kindergarten is staffed by four teachers and an administrator. All teaching staff are qualified and experienced.
The kindergarten is part of the North Auckland Kindergarten Association Manatōpū Kura Pūhou o Te Tai Tokerau (NAKA) and operates within the policies and management framework of this organisation. NAKA is governed by a motivated, well informed board with a clear strategic direction and a focus on continuous improvement. The Association continues to provide highly effective governance and management.
ERO’s 2011 report commented on teachers’ skilful support for children’s play and the very good quality of the educational programme. Positive relationships with the adjacent school have continued to be fostered, as has the high level of parent and community involvement in the kindergarten. Since the 2011 ERO report, there have been extensive renovations to the inside of the kindergarten and major improvements in the outside areas. These include a climbing wall fitted with approved safety equipment. There are further plans in place to enhance the outdoor area. The Explorers Club in which children explore the local beach and bush is a special feature of the kindergarten programme.
This review was part of a cluster of four reviews in the Northern Auckland Kindergarten Association.
Highly effective and inclusive teaching practices affirm and build on the strengths children bring. Teachers provide a careful balance of challenge and support in meaningful learning experiences. Respectful and responsive relationships foster children’s strong sense of belonging and teachers partnerships with parents/whānau. Teachers value children’s mana and the background that they bring with them. Te reo and tikanga Māori and promoting the image of Māori children as strong successful learners are embedded in the culture of the kindergarten. Teachers’ sensitive and skilful interactions extend children’s ideas, language and interests in play and discussion. Teachers promote positive educational outcomes for all children very effectively.
Kindergarten practices reflect teachers’ strong and shared commitment to a philosophy based on the ‘pedagogy of listening and relationships’. They implement a high quality curriculum based on Te Whāriki, the New Zealand early childhood curriculum, that is strongly responsive to children and that prioritises Māori language, culture and values.
Rich programme documentation shows how children’s interests, strengths and parent aspirations guide the programme. Children’s portfolios are highly valued, include children’s input and are often added to by families. They clearly show children’s learning journey and their cultural background.
Children learn in an attractive and stimulating learning environment that promotes child initiated learning. It is welcoming and inviting to adults and children. Well resourced play areas support children’s engagement in play for sustained periods of time. Wall displays reflect teachers’ respect for te ao Māori and children’s family backgrounds. Teachers and children share a strong commitment to environmental sustainability. This is evident in the enjoyment and care children show as they explore the centre’s naturally landscaped outdoor area and when participating in trips within the local community.
Children are self-directed, enthusiastic learners who engage in complex sustained play. They have fun and their natural curiosity is encouraged, as is their ability to plan, negotiate and problem solve. They are confident communicators and use literacy, science and information communication technologies (ICT) as part of their play. Opportunities for early mathematics learning are highly evident in children’s play, programme documents and teacher practice.
Teachers are reflective, innovative, and work collaboratively. They benefit from the head teacher’s strong professional leadership. There is a culture of continuous improvement that is supported by research and professional development.
Self review is robust and focused on bringing about continuous improvement in educational outcomes for all children. There is a shared vision and clear direction for the future that is aligned with the Association’s strategic plan and which includes deepening bicultural practices. Children’s transitions into the kindergarten and on to school are well supported and responsive to individual children and whānau needs.
There is a strong sense of mutual respect and trust between the Association and its kindergartens. The Association is very well informed about each kindergarten’s curriculum and how it reflects the local community context. Decisions about staff appointments are strategically made. Teaching services managers (TSMs) visit kindergartens regularly and provide professional advice and support. They encourage teachers to be innovative, engage in professional learning, and share knowledge within and outside the Association.
The Association has a strong commitment to bicultural practice and to embracing diversity. Teachers contribute to the Association’s systematic policy review cycle. The teacher appraisal process is currently under review. The Association has high expectations that all kindergartens will use evidence based teaching practices, will undertake effective self review, and will promote positive outcomes for children.
The teachers and the TSM have identified that appropriate priorities for ongoing development could include continuing to:
Before the review, the staff and management of Stanmore Bay 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 Stanmore Bay Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer-Northern
Northern Region
5 February 2015
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Location |
Stanmore Bay, Auckland |
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|
Ministry of Education profile number |
5027 |
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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 |
40 |
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Gender composition |
Boys 22, Girls 18 |
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Ethnic composition |
Māori Pākehā other |
12 26 2 |
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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 |
Under 2 |
NA |
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Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
November 2014 |
||
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Date of this report |
5 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
July 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.