17 Oakley Avenue, Waterview, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waterview Kindergarten operates as part of the Auckland Kindergarten Association (AKA) that provides policy and operational guidelines, professional development and ongoing support from educational specialists. The kindergarten provides full day and sessional services for up to 40 children from approximately three years of age.
The kindergarten has experienced significant staff change since the 2013 ERO review. The current head teacher took on the role at the beginning of 2016. In addition to the head teacher and three full-time registered teachers the kindergarten employs a part-time teacher aide, a teaching assistant and an administrator.
The kindergarten is located in a relatively new building, next door to the local school. The staff have continued to develop the outdoor environment and to ensure that the learning environments are well resourced, attractive, inviting and challenging.
The philosophy recognises children as competent and confident learners. It promotes partnership with parents/whānau to support children's education and development. It encourages children to learn through collaborative play.
The 2013 ERO report acknowledged the kindergarten's positive learning environment, effective educational programme, and positive relationships within the kindergarten and with parents. These positive aspects have been sustained. Agreed areas for improvement related to assessment and providing more physical challenge. Good progress is being made in these areas.
This review was part of a cluster of seven kindergarten reviews in the Auckland Kindergarten Association.
The Kindergarten environment is well laid out and richly resourced. Teachers set up equipment in ways that provoke inquiry and exploration. They ensure that children can access equipment to extend their learning. There are few adult-initiated interruptions to the programme, allowing children to develop their play over extended periods. Mat times are purposeful.
Teachers are respectful and responsive to children and their families. They listen to children and engage them in conversation valuing their contributions. There are many opportunities for children to extend their oral language and thinking skills and to learn in all areas of the curriculum. Children and parents respond well to the high expectations teachers have of children.
Teachers are committed to provide a bicultural curriculum that reflects and respects Te Tiriti o Waitangi. They use te reo Māori within the programme and introduce children to aspect of tikanga Māori.
The kindergarten culture is inclusive. The languages and cultures of all children are acknowledged within the kindergarten environment and are reflected in the programme. Parents are encouraged to share their child's culture with the other children. Teachers are supportive of children with special needs and abilities. They access support and training to help meet the learning needs of these children.
Children experience a programme that promotes high levels of engagement. They engage cooperatively in complex play demonstrating respect for each other and the environment. Children establish friendships and develop self-help and leadership skills.
Parents are well informed about the kindergarten and the programme it provides for children. They sometimes participate and contribute to the activities. They value the input from teachers to their understanding of their child's education and development.
Teachers have effectively revised how they assess children's learning and plan the educational programme. They are more regularly assessing the learning of individual children and planning how they can extend their learning.
Parents are encouraged to share their aspirations for their children with teachers. Staff consider this useful input when planning the programme. Programme evaluation could now be strengthened by teachers considering how well the programme has helped children achieve the intended outcomes.
Teachers work with the school staff and children to ensure that the transition to school for the five year olds is smooth. Parents report that children move to school with confidence, already knowing some of the adults and children at the school.
The kindergarten is well led by an experienced head teacher. She acknowledges the strengths of her staff and supports them to work well as a team and take leadership roles.
The kindergarten staff have developed a strategic approach to ongoing improvement. Regular internal evaluation informs the strategic plan. Parents and children are consulted as part of the review process.
The staff have identified the kindergarten's key next steps through the goals outlined in their 2015 - 2017 business plan. They are working on and monitor progress towards achieving these goals.
The AKA is continuing to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.
Before the review, the staff and management of Waterview 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 Waterview Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 December 2016
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 | Waterview, Auckland | ||
| Ministry of Education profile number | 46023 | ||
| 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 | 64 | ||
| Gender composition | Boys 38 Girls 26 | ||
| Ethnic composition | Māori Pākehā Samoan Tongan Indian Afghani Cook Island Māori Kiribati other ethnicities | 9 34 4 4 3 2 2 2 4 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | September 2016 | ||
| Date of this report | 14 December 2016 | ||
| Most recent ERO report(s) | Education Review | August 2013 | |
| Education Review | April 2010 | ||
| Education Review | October 2006 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waterview Kindergarten is a well established provider of preschool education. It moved to a new building adjacent to Waterview Primary School at the end of 2012. At that time the kindergarten also changed from a sessional to a full day model. This change resulted in increased staffing and contributed to a change in centre philosophy and teaching approaches.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and on-going support from professional managers.
The kindergarten serves a culturally diverse community with many migrant families. Since the 2010 ERO report staff have been encouraging greater whānau/ family involvement in the kindergarten’s programme.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
Children settle well into the kindergarten and high quality transition practices support children entering and leaving for primary school. Children have a strong sense of belonging to the kindergarten. They engage well in the programme and enjoy sustained cooperative play. They are socially competent learners who are confident and curious.
Good relationships at all levels are valued as a foundation for positive learning. Teachers’ conversations and interactions with children are positive and responsive. Parents are welcome to stay during the day and participate in the learning.
Teachers promote an inclusive and respectful environment. With the support of the community, teachers are developing bicultural practices that enhance children’s learning about Aotearoa New Zealand. Children of Māori descent are supported to achieve success through affirmation of their cultural heritage. Pacific cultures are well recognised, and teachers are continuing to build their cultural competence to better support children of all ethnicities and their families.
Teachers provide a good quality programme underpinned by a very well resourced environment and effective planning systems. Plans are based on a reflective daily meeting where teachers discuss the emerging interests of children as basis for programme development. Teachers integrate literacy and numeracy into children’s play in a purposeful way. Whānau are encouraged to have a strong voice in children’s learning portfolios.
Teachers use good systems for self review that focus on a continuous cycle of improvement. Professional development and support for new and beginning teachers is well managed. The kindergarten’s strategic direction is currently focused on children settling into the new premises and environment.
Kindergarten teachers, the association manager and ERO are in agreement that:
children’s portfolios could be better used to show their progress over time by more clearly documenting links between learning stories
while meeting requirements, further development of the outdoor environment would increase physical challenge for children.
Before the review, the staff and management of Waterview 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.
When is ERO likely to review the service again?
The next ERO review of Waterview Kindergarten will be in three years.
Graham Randell
National Manager Review Services Northern Region (Acting)
14 August 2013
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 |
Point Chevalier, Auckland |
||
|
Ministry of Education profile number |
5617 |
||
|
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 |
65 |
||
|
Gender composition |
Boys 39 Girls 26 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Tongan Cook Island Māori Afghani Japanese Ethiopian Indian Vanuatu Other |
11 25 6 5 3 3 3 2 2 2 3 |
|
|
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 |
June 2013 |
||
|
Date of this report |
14 August 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2010 |
|
|
Education Review |
October 2006 |
||
|
Education Review |
November 2003 |
||
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.