26 A O'Donnell Avenue, Mount Roskill, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Wesley Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Wesley Kindergarten is a well-established kindergarten, licensed for 30 children over two years of age. It operates daily from 8.30am to 2.30pm.
The majority of the children attending the kindergarten are of Pacific heritage, and 25 percent are Māori. The centre's recently reviewed philosophy values children's interests and whānau participation. It promotes children's home languages and cultural identities.
The teaching team includes a head teacher, two other registered teachers, one of whom is a long-term reliever, and two teacher aides.
The 2015 ERO report identified that children had a strong sense of belonging and wellbeing. Teachers were providing good support for children's transition to school. Areas to strengthen included leadership and collaborative team practices. Good progress has been made in these areas.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides a framework of policies and operational guidelines, support personnel and programmes of professional learning and development. The AKA is establishing new roles and responsibilities at management and governance levels. Recruitment of appropriate personnel to fill identified roles is underway.
This review was part of a cluster of nine reviews in the AKA.
Children have a strong sense of belonging at the kindergarten. They are eager to settle into the day and actively participate in the programme. Children independently access resources both inside and outdoors. They use resources respectfully and have opportunities to engage in uninterrupted play.
Teachers are respectful and encouraging as they support children's play. They promote children's friendships and tuakana/teina relationships. Teachers implement a play-based learning programme with opportunities for children to develop literacy, numeracy and social competence skills. Children's transition to school is well supported.
Children contribute their ideas to the programme and teachers respond to their interests. The learning programme reflects Te Whāriki 2017, the early childhood curriculum. Teachers identify learning outcomes in their programme planning and increasingly in their assessments. Teachers would like to further develop their assessment, planning, and extension of individual children's learning.
Teachers are inclusive in their practice and know the children well. They are building an understanding of each child's identity as part of their family, culture and community. This is becoming more apparent in documentation, particularly in displays. Teachers are continuing to reflect on and strengthen their bicultural and culturally responsive practices.
Teachers are welcoming and approachable towards children and their whānau. They value whanaungatanga and have adapted flexible ways of working, to be available for whānau. Parents feel comfortable to stay and sense that their mana is respected at the kindergarten. They have opportunities to spend time with their children through being involved in kindergarten initiatives such as the 'Readathon'.
Professional learning and development has enabled teachers to evaluate their practice to improve outcomes for children. Internal evaluation and review has helped to transform many systems and operations. Deliberate improvements have been made to better reflect the community's aspirations and priorities for learning. Teachers are raising the profile of the kindergarten and establishing effective networks with local agencies and organisations.
The newly established leadership and collaborative team culture contribute to the holistic wellbeing of children and whānau. As part of a review of their vision and philosophy, teachers have identified learning that matters, in consultation with whānau. They focus on creating equitable access for all children and families.
Teachers find the professional development offered by the AKA useful and informative. This support has helped them to develop a vision and to contribute to the priorities for the kindergarten.
Key next steps include continuing to:
It would be useful for AKA to:
Before the review, the staff and management of Wesley 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
22 February 2019
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 |
Mt Roskill, Auckland |
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Ministry of Education profile number |
5638 |
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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 aged over 2 years |
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Service roll |
35 |
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Gender composition |
Boys 22 |
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Ethnic composition |
Māori |
8 |
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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 2018 |
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Date of this report |
22 February 2019 |
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Most recent ERO report(s) |
Education Review |
September 2015 |
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|
Education Review |
August 2012 |
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Education Review |
May 2009 |
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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.
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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.
Wesley Kindergarten is located in Mt Roskill, Auckland. The kindergarten is licensed for up to 30 children over two years of age. The community is culturally diverse and many children speak languages other than English.
Since the 2012 ERO review the kindergarten has experienced significant change. In 2014 it changed from a sessional service to a Kindergarten Day Model (KDM) which enables children to attend sessions similar to school hours. The long-serving team changed when one teacher left and the staffing increased under the KDM. The new team comprises three teachers, a teachers’ assistant and administrator. The team is led by an experienced head teacher and supported by an education specialist who is new to her Kindergarten Association role this year. The new team is working with the education specialist to adapt to these changes.
The kindergarten operates as part of the Auckland Kindergarten Association, which provides effective leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the Auckland Kindergarten Association has recently launched a new 10-year strategic direction. Its four strategic pillars/objectives relate to educational excellence, core organisational processes, community engagement and a future focus. These objectives are intended to guide the Association and its kindergartens in their ongoing development. The Association’s approach to bringing about a substantial change in its organisational structure has been carefully considered.
New Association roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development supports kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality in kindergartens and contributes to self review and ongoing improvement.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children have fun in a play-based programme that provides them with opportunities to develop friendships. They enjoy physically active play and share positive interactions with peers and adults. Children and their families are warmly welcomed by staff. Children settle quickly at activities that staff have set up and are eager to chat about their interests. They demonstrate a strong sense of belonging and wellbeing.
The environment is well resourced and language rich. It is reflective of teachers’ respect for the languages and cultures of the families. Many children comfortably use their home languages at kindergarten. Teachers who speak languages other than English are encouraged to use their language skills to support this sense of belonging. Teachers have reviewed kindergarten documentation to invite more response from parents. These strategies have the potential to strengthen parent and whānau engagement in collaborative partnerships.
Displays and children’s learning portfolios are vibrant and attractive. Children and their families contribute to centre displays and their input is becoming increasingly evident in children’s learning records. Learning stories highlight children’s participation in the programme. Teachers now need to build on this information to show the progression of children’s learning and how they respond to children’s interests.
The programme is strongly reflective of Te Whāriki, the early childhood curriculum. Teachers incorporate literacy, languages and learning through interaction with people, places and things. Teachers are committed to growing their capacity to implement te reo Māori through a bicultural curriculum. A next step for teachers is to review how effectively the programme enables children to become confident and competent leaders of their learning.
Teachers provide good support for children’s transition to school. They have developed a closer relationship with the adjacent school. This has led to participation in school events and the establishment of preschool visits. The display of information about local schools and photos of children who have left kindergarten to attend these schools is a useful tool in supporting children’s transition.
Auckland Kindergarten Association systems for monitoring and promoting improvement in kindergarten operations are well established. A variety of useful systems and processes contribute to the teaching team’s self review. The new team are developing a shared understanding of self review. Teachers have worked collaboratively with the education specialist to review the kindergarten vision, philosophy, policies and annual plan. This has enabled the team to consider how their teaching practice and programme matches the kindergarten philosophy.
Teachers have a wealth of evidence about what they do and what they know about their children. They should strengthen their response to this information so that it leads to improved outcomes for children. The impact of changes made as a result of self review should be monitored over time to improve sustainability. Teachers agree that their priority is continuing to review the KDM to ensure positive outcomes for children. Teachers should continue to work with external support to enable the team to develop a shared understanding of meaningful evaluative self review and to strengthen their reflective practice.
Centre operations are also guided by clear future planning and a shared vision that links to the AKA’s plan. The Association has a strong commitment to biculturalism and to embracing diversity. There are sound systems in place for health, safety and accountability.
The kindergarten’s priorities for development include working with external professional support to:
Before the review, the staff and management of Wesley 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 Wesley Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
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 |
Mount Roskill, Auckland |
||
|
Ministry of Education profile number |
5638 |
||
|
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 |
52 |
||
|
Gender composition |
Boys 28 |
||
|
Ethnic composition |
Māori |
4 |
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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 |
June 2015 |
||
|
Date of this report |
24 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
May 2009 |
||
|
Education Review |
May 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:
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.