Mangawhai Kindergarten

Education institution number:
13709
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
50
Telephone:
Address:

Insley Street, Mangawhai

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1. Evaluation of Mangawhai Kindergarten

How well placed is Mangawhai 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

Mangawhai Kindergarten is in a semi-rural community north of Auckland. The kindergarten is licensed for a maximum of 40 children over two years of age. Four qualified teachers provide education and care for local children from diverse cultural backgrounds. Sessions are provided each week day, and follow the six hour Kindergarten Day Model.

The kindergarten’s philosophy focuses on the provision of a rich learning environment that allows children to make choices, supported by teachers and peers. Respect for each other is the underpinning value identified in building relationships with children, families and the community.

The kindergarten has a positive reporting history. The 2012 ERO report acknowledged positive relationships, meaningful bicultural practice, and the varied and relevant programme for children as strengths. These positive aspects have been maintained.

ERO’s 2012 report identified that teachers needed to continue to strengthen self review, strategic planning, planning and assessment processes, and bicultural practice. The team has responded positively to these recommendations.

The kindergarten is part of the Auckland Kindergarten Association, which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.

In 2015, after extensive review and consultation, the Association launched a new 10 year strategic plan with four key strategic objectives. The Association’s approach to rolling out a substantial change in its organisational structure has been carefully considered.

New Association roles have been established to provide more targeted support for kindergartens. Professional development supports kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being implemented to monitor quality and promote ongoing improvement in kindergartens.

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

The Review Findings

Children have a sense of belonging and ownership in the kindergarten surroundings. They are confident communicators and use language well to engage with their peers. Friendships are evident and children engage in periods of sustained cooperative play.

A well-resourced environment provides many opportunities for children to settle in to play. The layout has been well considered to allow space for children and adults to gather. Parents are welcomed and take advantage of the spacious layout to play with, and help settle, their children.

Teachers greet children warmly. There is depth in their relationships with children that allows teachers to successfully engage them in conversation. The opportunity to share news from home at the morning mat time enhances this process and builds camaraderie. Teachers use and promote te reo and tikanga Māori in building a culture of whanaungatanga.

Teachers and children learn together, particularly around te reo and tikanga Māori. Children and adults are deepening their knowledge of te ao Māori perspectives through language, stories, artwork and cultural celebrations.

The kindergarten philosophy is highly evident in practice. Parents express appreciation for events organised by the teachers which invite participation from the local community. The open, inclusive setting has provided opportunities for parents/whānau to contribute to the learning programme in numerous ways, supporting and improving outcomes for children.

The programme is responsive to the interests and strengths of the children. Children are invited to set their own learning goals, which are well displayed and regularly discussed with teachers. Parents’ aspirations are also included in this display. Learning stories are regularly updated and capture learning progress. The kindergarten’s close proximity to the local primary school has facilitated opportunities to build an effective transition to school programme.

The Association’s QIP is well understood as a tool for future kindergarten growth. It provides a means for staff to link self review, the operational plan, strategic plan and appraisal. An effective appraisal process supports professional growth and results in relevant professional development opportunities.

Association systems for monitoring and promoting improvement in kindergarten operations are well established. Self review in this kindergarten is becoming well embedded and contributes to improved outcomes for children. The Association has a strong commitment to biculturalism and embracing diversity. Resources and personnel have been targeted to ensure that the specific needs of children and their families are met.

Key Next Steps

The teachers agree that they could continue to strengthen programme evaluation by reflecting on their role in developing children’s more complex thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mangawhai 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 Mangawhai Kindergarten will be in four years.

 

Graham Randell

Deputy Chief Review Officer Northern

 

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

Mangawhai, Northland

Ministry of Education profile number

13709

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

67

Gender composition

Boys 36 Girls 31

Ethnic composition

Māori

Pākehā

Samoan

African

Latin American

other European

other

12

45

2

2

2

2

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

August 2015

Date of this report

20 November 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

January 2013

Education Review

August 2009

Education Review

May 2006

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.

 

 

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Mangawhai Kindergarten is well placed to promote positive outcomes for children’s wellbeing and learning.

Context

Mangawhai Kindergarten is a semi-rural service in a Northland seaside community. In 2009 the kindergarten changed from a sessional service to providing a six-hour session each week day. The community has responded well to this model of provision. It has also enabled an improved adult to child ratio. The kindergarten operates as part of the Auckland Kindergarten Association which provides a policy framework and good professional guidance for teachers. An administrator, support worker and a parent support group also assist in the kindergarten.

The teaching team has been unchanged for three years. This stability has resulted in a shared understanding about teaching approaches and many opportunities to participate together in professional development. Teachers have worked cooperatively to manage the recent major renovations of the building and are using this opportunity to upgrade play areas.

The Review Findings

Children are happy and settled in the kindergarten. They confidently make choices about their play and work well with their peers in small cooperative groups. Children benefit from involvement in ongoing topics that develop from their interests and from a growing variety of resources that enhance their learning experiences. Children participate enthusiastically in the programme.

Teachers actively encourage children’s involvement in play. They engage children in meaningful conversations and are responsive to their ideas for programme topics. Teachers provide very good opportunities for children to develop early literacy skills and integrate numeracy experiences in several areas of play. Teachers are currently developing ways to extend children’s learning through information and communication technologies (ICT) and are enhancing their focus on science in the programme. They trust children as independent learners, provide well for those with special needs and foster tuakana/teina relationships between children.

Teachers have established positive relationships with families and the community. They consult parents about their child’s learning and involve them in reviewing policies and goals. Teachers welcome family members in the environment to support children’s play and share their own knowledge and skills.

Teachers are committed to integrating bicultural perspectives that foster understanding of tikanga and te reo Māori. Children enjoy waiata and benefit from visits to the Māori Marae and Cultural Centre at Te Hana. Teachers agree this is a sound foundation to encourage more Māori families to participate in the kindergarten.

Teachers have well established processes for planning and evaluating the programme. They identify activities and resources to enrich learning related to topics of interest and strategies to respond to children with specific interests. Teachers recognise that further documentation of ongoing planning would enable them to more effectively show how they are extending children’s learning. Children’s assessment portfolios are attractive records that teachers are using well to identify individual learning. Teachers can also enhance these records with better evidence of their interventions to extend learning.

Teachers are exploring ways to strengthen their self-review processes. Recent reviews have resulted in improvements to some play areas, new ideas for literacy and updated strategic planning. Teachers recognise the need to build on the depth and breadth of their self review particularly in the ways they record their strategies for improvement.

The professional services manager (PSM) provides good liaison between the kindergarten and the Association. Through her regular visits she raises teachers’ awareness of Association services, documentation and expectations and challenges them to strive for improvements. Her feedback through head teacher appraisals and visit reports helps teachers to identify goals, initiate new ideas and reflect on their practices. The PSM will continue to support teachers to strengthen the focus of the kindergarten’s strategic plan and in the development of self-review processes.

ERO and teachers agree that the next steps for the kindergarten’s ongoing review and improvement should include:

  • strengthening the documentation of self-review processes and the clarity of strategic goals
  • continuing to refine planning and assessment practices with a focus on identifying the teachers’ role in extending learning
  • building on teachers’ knowledge of tikanga and te reo Māori and further engaging the Māori community in the kindergarten.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Mangawhai 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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey National Manager Review Services Northern Region (Acting)

25 January 2013

Information about the Early Childhood Service

Location

Mangawhai, Northland

Ministry of Education profile number

13709

Licence type

All Day Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2 years

Service roll

54

Gender composition

Boys 31 Girls 23

Ethnic composition

NZ European/Pākehā

Māori

Fijian

other European

43

8

1

2

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

No children under 2

Choose an item.

 

Over 2

1:10

Meets minimum requirements

Review team on site

October 2012

Date of this report

25 January 2013

Most recent ERO report(s)

Education Review Education Review Accountability Review

August 2009 May 2006 March 1998

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.