7 Motutapu Avenue, Whangaparaoa
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.
Whangaparaoa Kindergarten is one of 15 services including 13 kindergartens and two early learning centres that operate under the umbrella of the Northern Auckland Free Kindergarten Association (NAKA). This well-established kindergarten is situated adjacent to Whangaparaoa Primary School. The centre has achieved silver status in Enviroschools, a programme built on Māori values of sustainability.
The kindergarten serves a multicultural community providing a mixed age, play- based programme for 40 children between two and five years of age. Children attend on the weekdays that parents select. New parents are invited to attend for short periods with their children before the formal enrolment. The teaching team is led by a long-serving head teacher. All teachers are fully qualified. The kindergarten is supported by a parent volunteer group that organises family events and fundraising.
The 2015 ERO report highlighted positive practices and support for children's learning. Next steps identified in the report, to do with reviewing and updating the philosophy, monitoring progress with strategic goals and providing challenge for older children, have all been successfully addressed.
The head teacher is one of two early childhood teachers elected as representatives to the Whangaparaoa Peninsula Kahui Ako Community of Learning (COL).
At the Kindergarten Association level, there has been some significant change. An acting general manager has been appointed and there is a new governing board. In the coming months they will work together to review and update all relevant documentation and operating frameworks for the Association.
This review was part of ERO's review of a group of three kindergartens in the Northern Auckland Free Kindergarten Association.
Children settle quickly at the start of the day. They are confident and competent in making decisions about their play. Children readily engage in conversations together and with adults. Teachers provide many opportunities for children to solve problems as part of their play and learning. Skilled teaching supports all children to benefit from their time at the kindergarten.
The programme reflects teachers' commitment to bicultural practices and language. Te ao Māori underpins the presentation and content of the programme. Children are familiar with te reo Māori and demonstrate some understanding of the dual cultural heritage of New Zealand. Teachers support children's interest in kapa haka and encourage children to perform. The programme also reflects the other cultural groups represented in the kindergarten.
Children demonstrate the positive values that teachers promote. For example, they care for others, and tuakana/teina relationships are strong. Children are respectful in their interactions with each other and play in collaborative and sustained ways. Teachers' prompts encourage children's deeper thinking and support their leadership in planning their play. Relationships between the kindergarten and the school support transitions for children.
Children with diverse needs are included and supported by teachers and helpers to benefit from the planned learning programme. The Association provides extra support when external agencies are unable to assist.
Relationships with parents are strong. Parents are encouraged to contribute information about their goals for their child and their satisfaction with the programme. Recent changes to recording what teachers know about children and their learning has led to better and more intentional planning of the programme.
Teachers' new initiatives have generated positive outcomes in the community. They have established a sharing box for surplus fruit and vegetables on the roadside and this is well used by local residents. Another new initiative has been providing older children with regular visits to the local beach and bush to create opportunities for them to build resilience, independence and a love of nature.
Teachers have been highly motivated to use the knowledge gained through professional development opportunities. The team works collaboratively. Shared leadership opportunities promote teachers' confidence and satisfaction in their work.
Teachers' deep reflection has prompted them to consider the most effective ways to develop and maintain high standards in their teaching. Through internal evaluation, teachers have grown their understanding of the positive effect that their work is having on children's learning.
ERO supports leaders and teachers' aspirations to build on and embed the practices they have developed. These include continuing to:
use internal evaluation to further strengthen the planning cycle
develop portfolios to include information about children's language and culture, and integrate the use of te reo Māori into learning stories.
Association leaders continue to provide ongoing assistance to kindergartens. There is good provision for teachers' continued professional development and management support. Each kindergarten is supported with administration and property management. The board recognises the need to re-establish open and transparent communication with teachers, parents and the community in planned developments.
Before the review, the staff and management of Whangaparaoa 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.
The next ERO review of Whangaparaoa Kindergarten will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
17 August 2018
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 |
Whangaparaoa, Auckland |
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Ministry of Education profile number |
5538 |
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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 aged 2 years and over |
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Service roll |
70 |
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Gender composition |
Boys 41 Girls 29 |
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Ethnic composition |
Māori |
6 |
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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 |
July 2018 |
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Date of this report |
17 August 2018 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
February 2012 |
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Education Review |
June 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:
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.
Whangaparaoa Kindergarten is located on the Whangaparaoa Peninsula north of Auckland. The kindergarten is licensed for 40 children over two years of age. Most sessions include a mix of ages, and increasingly younger children are enrolling in the service. The teachers welcome and effectively support children from a wide range of cultural backgrounds.
The kindergarten operates under the guidance of the Northern Auckland Kindergarten Association (NAKA). The Association continues to provide the kindergarten with a framework of policies and procedures. A teaching services manager (TSM) regularly visits the kindergarten and offers the team useful professional advice and guidance.
The kindergarten has recently increased its operating hours. They now offer a seven hour day or shorter sessions Monday to Thursday, with Friday operating a half day in the morning.
The kindergarten has a positive reporting history with ERO. Since the 2012 ERO report, the teaching team has remained stable and effective bicultural practice has continued. The kindergarten has recently joined the Enviroschools project, developing a focus on sustainability and the environment.
Children are well supported to develop their social and emotional competence. They enjoy a spacious and well resourced environment that offers a wide range of learning activities. At the time of the review, settling routines were a priority with the number of younger children and new children joining the kindergarten.
Teachers are experienced and friendly. They respect children’s contributions and extend conversations to help children develop their thinking skills. Teachers also encourage children’s self management at meal times and provide effective care to help support children’s wellbeing.
Whānau have good opportunities to contribute to kindergarten operations. They also have many opportunities to contribute to the programme and participate alongside their children, supporting their learning. Teachers develop effective relationships with families, promoting whanaungatanga and a strong sense of belonging.
Māori children benefit from a programme and environment that clearly affirm their language and culture. Te reo Māori is well modelled by an experienced teacher who provides very good leadership to other teachers. Māori children have meaningful experiences leading powhiri-whakatau and are developing confidence in their identity and heritage. Other children also benefit from bicultural education that includes a Māori perspective.
Teachers know the individual identities of Pacific children. They consult with families well and know their aspirations. Increasing opportunities for children to explore the different Pacific cultures and languages as part of New Zealand’s place in the Pacific could enhance positive outcomes.
Children with additional learning requirements are well supported. The environment is accessible and adapted to meet their learning preferences. Individual planning and a thoughtful approach helps teachers to find ways that enhance children’s independence and learn new skills.
The programme offers good opportunities for children to make decisions and choices. With the change in age group, teachers could review current routines to minimise interruptions to children’s learning. Children could also benefit from a review of the purpose and use of group times and the afternoon structure with a view to maximise and extend their play.
Children’s literacy and numeracy are well promoted and documented in portfolios. Children’s portfolios are attractive and are valued by parents. They are useful records of individual children’s learning. An online tool is being introduced to help increase parent input. Teachers could also consider how well portfolios show children’s progress over time, and support children to evaluate their own contributions.
Teachers have complementary skills and are well established as a team. They have very good professional development opportunities, including those provided by NAKA. As the new teacher appraisal system is implemented, the team would benefit from using indicators of high quality practice to evaluate their own performance.
The head teacher continues to provide effective leadership. The kindergarten is well managed and an annual plan guides key management events and responsibilities. A clear NAKA vision and specific centre strategic plan provides longer-term direction. Self review is developing and outcomes are leading to improvement.
Centre leaders have identified appropriate priorities. To continue kindergarten improvement and promote positive outcomes for children, teachers could also:
Before the review, the staff and management of Whangaparaoa 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.
To improve current practice, the service should:
The next ERO review of Whangaparaoa Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
17 April 2015
|
Location |
Whangaparaoa Peninsula, Auckland |
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|
Ministry of Education profile number |
5538 |
||
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Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
67 |
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Gender composition |
Boys 35 Girls 32 |
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Ethnic composition |
Māori Pākehā Chinese Cook Island other |
7 50 3 2 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 |
|
Review team on site |
February 2015 |
||
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Date of this report |
17 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
June 2005 |
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.
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.