Waitakere Kindergarten

Education institution number:
5596
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

12 Township Road, Waitakere

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Waitakere Kindergarten - 08/02/2018

1 Evaluation of Waitakere Kindergarten

How well placed is Waitakere 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

Waitakere Kindergarten provides education and care for up to 40 children over two years of age. It is staffed by four qualified teachers, mainly from the local area. The new head teacher and a new teacher were appointed in late 2016. The kindergarten is well supported and represented by a long-established parent committee.

The kindergarten’s recently reviewed philosophy places priority on developing strong partnerships between teachers, children, families and the community. Children are viewed as capable and competent learners. Teachers are committed to practices that make the philosophy a living document.

The 2015 ERO report noted strengths in curriculum. Teachers have worked to address ERO's recommendations relating to internal evaluation and planning.

The Kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. There continues to be a period of transition for staff as they adapt to shifts in AKA operational practices.

This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.

The Review Findings

Children play collaboratively in a rich, stimulating and well-resourced environment. They are capable negotiators, engage in sustained play, and show independence. Children pursue their emerging interests through play, try things out, problem solve, and look for challenge.

Teachers know children well. Respectful relationships between teachers, children and their parents are valued and underpin kindergarten operations. Teachers foster strong partnerships with children, parents and whānau. The kindergarten listens to its community and strives to meet its needs.

Teachers allow children to lead their learning and give time for children to process and learn. Timely and respectful interventions support children to persevere and take risks in their learning. Teachers support children in their play and promote challenge and complexity.

Teachers are supportive of each other and share leadership. They are encouraged to follow their strengths and provide a high quality programme in which children are actively engaged in learning. Teachers have high expectations of children as learners. Literacy, numeracy and science are integrated well into the programme along with a focus on environmental sustainability and nature study.

Teachers value and are committed to a bicultural curriculum, using te reo and tikanga Māori as part of their daily practice. They intend to continue to develop their knowledge, confidence and understanding so that cultural responsiveness is at the forefront of their practice.

Processes for supporting children's transition to school are well established. Teachers maintain and promote a very good relationship with the local school.

Teachers use an online portal to communicate with parents about their children's learning. A priority for teachers is to ensure that each child's portfolio shows their learning journey and development over time, and that children's interests and strengths are being enhanced.

The parent committee strongly supports the teaching team and is committed to the wellbeing of children and their families. Parents work collaboratively with teachers to ensure that improvements to the kindergarten are ongoing and well aligned to the teaching team's strategic plan. Parents take active roles in supporting the operation of the kindergarten.

AKA is reviewing the appraisal process to align to the new Educational Council requirements. As part of this development, leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.

Key Next Steps

Teachers and the AKA curriculum specialist have recognised that in order to enhance current practices in the kindergarten, the teaching team should:

  • continue to strengthen planning, assessment and evaluation so that individual children's interests are explicit
  • strengthen documentation so that children's learning pathways are clearly evident
  • further develop internal evaluation to continuously improve kindergarten practices and programmes and the impact that they have on children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waitakere 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 Waitakere Kindergarten will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 February 2018 

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

Waitakere, Auckland

Ministry of Education profile number

5596

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

57

Gender composition

Girls       30
Boys      27

Ethnic composition

Māori
Pākehā
Chinese
Samoan

  9
45
  2
  1

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

November 2017

Date of this report

8 February 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

August 2011

Education Review

October 2005

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.

Waitakere Kindergarten - 11/03/2015

1 Evaluation of Waitakere Kindergarten

How well placed is Waitakere 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

Waitakere Kindergarten in the small, rural township of Waitakere, West Auckland, provides education and care for up to 40 children over two years old. Children attend sessions that match school hours and some attend for mornings only. The 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) provides management and curriculum support for teachers. The AKA has high expectations that teachers will provide a bicultural programme.

The kindergarten philosophy aims to develop children‘s imaginative thinking and creativity through exploration and play. Relationships between children and between teachers and children nurture positive attitudes towards learning. A focus on sustainability is increasingly influencing the programme for children and the operation of the kindergarten. The upgrade of the property has significantly extended and improved indoor learning spaces.

The 2011 ERO report noted the learning environment, assessment practices and involvement of parents and whānau were strengths. The report identified continuity of the programme from morning to afternoon sessions, the physical environment and self review as areas for development. Good progress has been made in these areas.

This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.

The Review Findings

Children have a strong sense of belonging in the kindergarten. They benefit from the opportunities to play with other children. Children confidently and articulately initiate conversations with adults to access help, satisfy their curiosity and to share their ideas. Children engage well in self directed play. They cooperate well and respect each other.

Children are well supported by teachers. They trust teachers to respond to their needs. Relationships are warm and respectful. Teachers know children and their families well. Children with special needs are well included. Teachers advocate on behalf of children and their families to access professional support. External agencies help teachers to cater for children with diverse needs.

Children’s interests provide the basis for planning. Teachers provide children with authentic and practical learning opportunities, many of which relate to sustainability. They effectively involve parents and whānau in learning experiences that are likely to benefit children. This contributes to the good partnerships between home and kindergarten and promotes positive outcomes for children.

The use of te reo Māori is becoming the norm. Teachers have been deliberate in their use of te reo and now children and parents are adopting words and phrases into their conversations. Children are familiar and confident with waiata and stories from te ao Māori. Teachers plan to review the use of Māori values within the kindergarten. These good practices support the language, culture and identity of Māori children and build bicultural understanding for all children.

The indoor and outdoor environments invite children to explore and create. The extension and refurbishment of the building resulted in a light and spacious area for children and teachers to work together. Teachers have developed discrete learning areas that allow individuals and groups of children to play and explore uninterrupted. Plans to extend the outdoors to incorporate an area with large trees could increase the variety of experiences available to children.

The kindergarten is well led. Teachers value the head teacher’s knowledge, enthusiasm and approach. The teaching team is experienced and works well together. The team has been strengthened by teachers’ personal and professional growth. This helps teachers to contribute to fulfilling the vision for the kindergarten.

The Auckland Kindergarten Association continues to provide strong governance for kindergartens. Positive strategies include effective professional learning and development that is responsive to strengthening teachers’ skills, knowledge and practice. Distributed leadership among kindergarten teaching teams is also promoted and the sharing of knowledge and expertise within the association is encouraged. Association leaders are currently reviewing the appraisal process and continue to explore appropriate ways to support teachers and deliver high quality outcomes for children.

Key Next Steps

The teachers, the PSM and ERO agree that the key next steps for the kindergarten should include:

  • developing self review so it contributes to ongoing improvement and enactment of the kindergarten’s vision
  • strengthening evaluative thinking in assessing the effectiveness of planning and assessment
  • enhancing teachers’ knowledge of how to nurture children’s understanding of mathematics
  • encouraging teachers to be innovative in planning programmes and experiences for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waitakere 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 Waitakere Kindergarten will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

11 March 2015

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

Waitakere, Auckland

Ministry of Education profile number

5596

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

56

Gender composition

Boys 31 Girls 25

Ethnic composition

Māori

NZ European/Pākehā

German

other

5

46

3

2

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

November 2014

Date of this report

11 March 2015

Most recent ERO report(s)

Education Review

August 2011

 

Education Review

October 2005

 

Education Review

October 2001

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.