62A Summerland Drive, Henderson, Auckland
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.
Summerland Kindergarten is in the grounds of Summerland Primary School in Henderson, West Auckland. Since 2014, it has offered six-hour 'kindergarten day model' sessions. The kindergarten caters for a culturally diverse community.
Most of the children enrolled are Indian or Pākehā. There are small numbers of Māori, Chinese and Pacific children as well as other ethnicities. Increasing numbers of children speak languages other than English. Most children attend the neighbouring Summerland School when they move on from kindergarten.
The head teacher has worked in the kindergarten for many years. She provides leadership for the teaching team, two of whom are new since the 2014 ERO report. All are experienced and well qualified teachers. The teacher aide is qualified to work with children with special learning needs.
The kindergarten has strengthened the positive practices outlined in ERO's 2014 report and have responded effectively to the next steps suggested at that time.
The kindergarten's philosophy promotes bicultural and culturally responsive practices. It highlights the importance of whānau partnerships and teaching practices that respect children as capable, competent learners.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel, in a range of different roles.
This review was part of a cluster of nine kindergarten reviews in the Auckland Kindergarten Association.
Children play and learn in a calm and settled learning environment. They are warmly welcomed by their teachers, and happily choose activities and areas of play as they arrive. Parents are welcome to stay and play with their children and to support other children in their learning.
Teachers' warm and positive interactions promote children's wellbeing and belonging in the centre. In turn, children are kind to and supportive of each other. Tuakana/teina relationships are significant in this kindergarten, with older children providing support and care for their younger peers.
Teachers are experienced and skilled educators. They make the best use of the spacious and well resourced indoor and outdoor environments where children have freedom to explore and their curiosity is fostered. Teachers follow children's routines, interests and preferences, promoting an unhurried and peaceful flow to the day. Group times provide children with opportunities to come together, share their pēpehā and welcome new children and visitors. Morning karakia as part of this time promotes tikanga Māori and is part of the commitment that teachers have to bicultural practice.
Teachers have strong and trusting relationships with children and their families. They are responsive to families' needs, cultures, backgrounds and interests and incorporate these in the learning programme. Celebrations of children's cultures and languages are a prominent part of teachers' planning. One teacher speaks several Indian languages and all teachers promote te reo Māori and tikanga in different ways throughout the learning day.
Children experience a curriculum that is based on their emerging interests, alongside some group themes. They have good opportunities for learning in mathematics, science and literacy. Portfolios provide very good information about how well children progress and learn over time, including a strong focus on their dispositions. Teachers share information about children's learning online, and this is enhancing the connection that parents have with their children's educational experiences.
Teachers are highly reflective practitioners. They make very good use of internal evaluation to inquire into and improve their practice. Teachers embrace opportunities for professional learning and share their professional goals and reflections. As a result of this useful approach, teachers deepen their thinking about early childhood educational theory and practice.
The kindergarten is well led. The head teacher focuses on teachers' strengths and provides opportunities for shared leadership. As a result the teaching team works collaboratively to improve outcomes for children. Teachers' appraisals align well with the kindergarten's strategic plan and goals.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A quality improvement process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
Teachers have identified appropriate next steps for the kindergarten. These include continuing to use approaches and strategies that enhance children's oral language.
Before the review, the staff and management of Summerland 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 Summerland Kindergarten will be in four years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
12 May 2017
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 |
Henderson, Auckland |
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Ministry of Education profile number |
10314 |
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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, over 2 years of age |
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Service roll |
57 |
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Gender composition |
Boys 30 |
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Ethnic composition |
Māori |
5 |
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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 |
February 2017 |
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Date of this report |
12 May 2017 |
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Most recent ERO report(s)
|
Education Review |
May 2014 |
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Education Review |
November 2010 |
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Education Review |
September 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.
Summerland Kindergarten, in Henderson, provides early childhood education for up to 40 children from around three years old to school age. The kindergarten has recently changed to the kindergarten day model which enables children to attend sessions that match school hours.
Summerland Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides professional advice and support for teachers.
The teaching team have maintained many of the strengths outlined in the 2010 ERO report, and have made progress in some of ERO’s suggested areas for development. Significant progress has been made in strengthening the kindergarten’s leadership capability.
The kindergarten’s philosophy outlines goals to promote high quality practice. These goals include acknowledging Māori as tangata whenua; viewing children as life-long learners; and promoting children’s belonging and wellbeing.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children enjoy a family friendly learning environment that is welcoming and supportive. They develop positive, affirming relationships with adults and each other. A high level of responsiveness is evident in teacher practices and the learning environment. Children with special learning needs are well supported through the collaborative work of teachers and external agencies.
The kindergarten is inclusive of diverse cultures. Cultural celebrations and displays represent the wide range of children’s cultural heritages. Teachers are continuing to learn more about children’s cultural backgrounds as a way of helping them to make children’s home experiences more relevant to their learning in the centre.
Teachers have recently researched how to develop teaching practices to better support Māori as learners from their own cultural perspective. Teachers have also been exploring how they can promote more regular participation of Pacific children in the kindergarten.
The development of English language competencies has benefitted children who have another home language. This initiative is supporting children to participate more confidently in the daily programme and to talk with adults and children from other cultures.
Teachers work collaboratively and share leadership roles to manage curriculum programmes and kindergarten systems. Useful appraisal processes are building the teaching and leadership capacity of staff.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The association continues to expand its strategies to build professional leadership across the organisation. It has diversified the delivery of professional learning and development to keep teachers up-to-date with current theory and initiatives. Teaching teams are well supported by the AKA to continue to strengthen quality outcomes for children.
AKA has strategies underway to support the participation and engagement of vulnerable children and children of Māori and Pacific heritage.
Teachers, the PSM and ERO agree that key next steps for the kindergarten should include further developing:
The 2014 review of the AKA strategic plan should provide an effective way for kindergarten staff to contribute to the ongoing development of the association.
Before the review, the staff and management of Summerland 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 Summerland Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
2 May 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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
10314 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
61 |
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Gender composition |
Girls 36 Boys 25 |
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Ethnic composition |
Māori NZ European/Pākehā Indian Samoan South East Asian Chinese African Niue Other Asian Other European Other Pacific |
7 23 9 5 4 2 1 1 7 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
February 2014 |
||
|
Date of this report |
2 May 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
September 2007 |
||
|
Education Review |
October 2004 |
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 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.