Hazelmere Street, Wellsford
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.
Wellsford Kindergarten is licensed to provide education and care for up to 30 children aged over two years. Families have the option of enrolling their children for morning or afternoon sessions, or for a full kindergarten day that is similar to school hours. At the time of the review, kindergarten children are largely of Pākehā or Māori descent.
Three qualified teachers make up the permanent teaching team. They are supported by one other qualified teacher and two unqualified teaching assistants who provide extra cover at times during each week. Staffing is now stable following the return of two teachers from extended periods of leave.
The kindergarten's teaching philosophy strongly emphasises the importance of building relationships with children and their whānau. Teachers aim to empower children and foster a sense of curiosity through the provision of an interactive environment that encourages exploration. They are committed to promoting the bicultural uniqueness of Aotearoa through the kindergarten programme and operations.
The 2014 ERO report acknowledged the children's sense of wellbeing and the respectful, friendly relationships between teachers, children and families. The environment was seen to be inclusive, attractive and providing appropriate challenge for children. Teachers' reflective practice was driving ongoing improvements. These areas of good performance have been sustained.
The 2014 ERO report suggested teachers continue to refine programme planning, self-review processes and bicultural practices. There have been good developments in these areas.
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.
Wellsford Kindergarten is part of the Twin Coast Community of Learning|Kāhui Ako (CoL).
Children have a sense of ownership and belonging in the kindergarten environment. They are well supported to develop the skills necessary to successfully initiate and maintain positive relationships with each other and with adults. Friendships amongst children are evident.
Children confidently engage in conversations with teachers and each other. Their language development is promoted by teachers who provide good opportunities for children to chat, and to ask and respond to questions that extend their thinking.
Te reo Māori is well used and understood by teachers. It is an integral part of the life of the kindergarten. Teachers provide good prompts for children to communicate in more than one language, in meaningful situations. Their knowledge of bicultural Aotearoa is shared with children and families through everyday operations and in special celebrations.
Children are encouraged to be independent and to take on leadership roles. There are good opportunities for older children to assist younger children and lead them in their learning. Currently children are able to attend the kindergarten soon after their second birthdays and many have siblings who also attend. Children celebrate their own learning successes and those of others.
Teachers work well with families, some of whom have a long association with the kindergarten. Parents who spoke with ERO shared that they are warmly welcomed into the kindergarten environment and feel valued. Teachers gather and respond to parent aspirations for their children's learning. They are investigating ways to strengthen home-kindergarten partnerships, so that parents and whānau can become more deeply involved in their children's learning.
Teachers plan learning programmes based on children's interests and strengths. They provide an environment that allows plenty of room for children to be physically active, to explore and be creative. Portfolios of learning show a holistic picture of the child in the kindergarten, and in the wider world. Some have numerous entries from families. The cultural backgrounds of families are valued and celebrated.
The head teacher provides strong leadership, which is building and supporting professional practice. Stability in staffing will help the new team to develop shared understandings that will inform the review of their teaching philosophy. Sound processes of internal evaluation are resulting in positive outcomes for children.
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 agree that, to enhance their current good quality provision for children, they should:
continue to refine and develop internal evaluation by critiquing their own practice and using ongoing and intentional reflective processes
reflect on and record the teachers' role in bringing complexity to children's thinking throughout programme planning documentation
review the outdoor environment and resourcing to provide opportunities for children to ensure they become fully involved in a wide range of activities.
Before the review, the staff and management of Wellsford 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.
In order to eliminate trip hazards, the paving along the outside of the building should be repaired and levelled.
The next ERO review of Wellsford Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 April 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 |
Wellsford, Auckland |
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Ministry of Education profile number |
5020 |
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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 |
30 children, over 2 years of age |
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Service roll |
34 |
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Gender composition |
Girls 19 Boys 15 |
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Ethnic composition |
Māori Pākehā other |
10 22 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 |
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 |
10 April 2017 |
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Most recent ERO report(s)
|
Education Review |
May 2014 |
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Education Review |
January 2011 |
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Education Review |
January 2008 |
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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 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.
Wellsford Kindergarten, north of Auckland, provides early childhood education for up to 30 children from around two years old to school age. Families have the option of enrolling their child for six hour days or for morning sessions.
Wellsford 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 kindergarten has a positive ERO reporting history. Its 2010 ERO report highlighted children’s engagement in play, the learning environment and good support for children as areas of strength.
Since that review, changes to staffing have occurred. The teaching team is new and the head teacher has now been at the kindergarten for nine months. A further teaching appointment is about to be made.
Recent developments include improved resourcing, property upgrades and a focus on positive guidance strategies. In line with the recently reviewed centre philosophy, children are viewed as capable and confident learners and are provided with a programme based on Te Whāriki, the early childhood curriculum.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Wellsford Kindergarten is well placed to promote positive learning outcomes for children. Children’s wellbeing and sense of belonging are nurtured through respectful and friendly relationships. Children are settled and interact well with each other and their teachers.
The inclusive and attractive learning environment supports children, including toddlers and those with special learning needs, to engage in a variety of learning experiences. The learning environment is thoughtfully resourced and offers appropriate challenges that invite children to explore. Children move freely around the centre and engage in learning opportunities that foster independence, peer relationships and sustained play.
Learning experiences that support children’s transition into the centre are integrated into the programme. Teachers have begun to develop some useful strategies to support children’s transition to school.
Teachers work well together. They are developing curriculum planning based on children’s group interests and centre events. An attractive weekly record of children’s participation in the programme is accessible for parents.
Teachers are developing useful self review processes which support centre initiatives. They are increasingly critiquing their practices to improve their evaluation and promote ongoing improvement in the performance of the kindergarten.
The learning environment appropriately includes displays of te reo and tikanga Māori. Teachers are developing their skill and confidence to use te reo Māori in the programme. They acknowledge the value of connecting with the wider community, exploring research and using AKA personnel to improve their knowledge and understanding of this kaupapa.
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 the key next steps for the kindergarten should include:
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 Wellsford 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.
When is ERO likely to review the service again?
The next ERO review of Wellsford Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
2 May 2014
|
Location |
Wellsford, Auckland |
||
|
Ministry of Education profile number |
5020 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 25 Girls 13 |
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Ethnic composition |
Māori NZ European/Pākehā Fijian |
15 22 1 |
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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 |
|
Review team on site |
February 2014 |
||
|
Date of this report |
2 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2011 |
|
|
Education Review |
January 2008 |
||
|
Education Review |
July 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:
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.