Titirangi Rudolf Steiner Kindergarten 1

Education institution number:
20495
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
74
Telephone:
Address:

5 Helios Place, Titirangi, Auckland

View on map

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Titirangi Rudolf Steiner Kindergarten 1 is owned by a charitable trust. The programme is based on Te Whāriki, the early childhood curriculum, and the Steiner philosophy that focuses on child-centred activities and learning. An operations manager, pedagogical leader, and centre manager work alongside the teaching team to provide a programme for children aged two to six years. A small number of children enrolled are Māori.

Summary of Review Findings

Children’s preferences are respected, and they are involved in decisions about their learning experiences. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning. The service curriculum is responsive to children as confident and competent learners.

The service provides a language-rich environment that supports children’s learning. Children have opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups.

Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Ensuring the written emergency plan includes evidence of review of the plan, on at least an annual basis and implementation of improved practices as required (HS7).
  • Maintaining records of emergency drills carried out, and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).
  • Daily checking equipment, premises, and facilities for hazards to the children, considering all hazards required and implementing a documented risk management system (HS12).
  • Documenting a record of excursions that includes evidence that parents have given approval for the proposed ratios for regular excursions (HS17).
  • Having an updated child protection policy that meets the requirements of the Children’s Act 2014 (HS31).
  • Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
  • Having evidence that enrolment records are completed (GMA10).
  • Having evidence of an attendance record that is marked on a twice daily basis (GMA11).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

4 August 2021 

Information About the Service

Early Childhood Service Name

Titirangi Rudolf Steiner Kindergarten 1

Profile Number

20495

Location

Titirangi, Auckland

Service type

Education and care service

Number licensed for

81 children over 2 years of age

Percentage of qualified teachers

80-99%

Service roll

83

Ethnic composition

Māori 5, NZ European/Pākehā 55, Asian 8, other European 9,
other ethnic groups 6

Review team on site

June 2021

Date of this report

4 August 2021

Most recent ERO report(s)

 

Education Review, May 2018
Education Review, June 2014

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Titirangi Rudolf Steiner Kindergarten 1

How well placed is Titirangi Rudolf Steiner Kindergarten 1 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

Titirangi Rudolf Steiner Kindergarten 1, is well established and continues to provide education and care for children from two years six months to six years of age. The centre is affiliated to Titirangi Rudolf Steiner School and shares 100 acres of native forest land.

The kindergarten is a member of the Rudolf Steiner Schools and Early Childhood Centres in New Zealand. It is managed by a College of Teachers and governed by a trust board. Teachers undertake the day to day responsibilities and operations of the centre. The programme provides children with Waldorf Steiner preschool educational values, aligned with Te Whāriki, the early childhood curriculum.

Leaders and teachers have responded positively to ERO's 2014 report.

The Review Findings

Children and their families are warmly welcomed into the centre. Teachers encourage children to make choices about where they wish to play and to make decisions about the resources they need. The four learning environments are inviting and promote quiet self-selected play. Children demonstrate relaxed and friendly relationships with their peers and teachers. They settle quickly and engage in imaginative and creative play. Children with diverse needs are well catered for within the learning programmes.

Steiner philosophy and anthroposophical values are strongly evident in programmes that support children's holistic development. The provision of open-ended resources and opportunities to learn about the rhythms of the day, encourages children's sense of ownership in their play.

Since the 2014 ERO review, a new initiative to make more use of the centre's wider environment has been established. The Ngahere (nature) programme is enabling children to build confidence and resilience through time spent each week in forest exploration, gardening and preparing food in the open air. The addition of beehives close to the orchard, and apiarist training for a staff member, enables the centre to further use the property to promote children's understanding of environmental sustainability.

Teachers are aware of the need to include a bicultural focus in the programme. They have made a good start to incorporating some tikanga and te reo Māori into the programme. Māori legends sometimes provide a focus for story times and children are learning waiata. Older children model and support younger children in tuakana/teina relationships.  Teachers intend to strengthen these aspects as part of the development of the programme.

Leadership within the centre is strong and focused on building teacher capability and sustaining programme quality. Distributed leadership is encouraged and teachers willingly assume leadership in aspects of daily management. One of the centre leaders is strongly involved in international Steiner education networks.

Teachers' practice is sustained by regular internal evaluation, professional development and ongoing appraisal processes that are currently under review. The new strategic plan should provide clear guidance about the intended directions for growth and further development.

Key Next Steps

Agreed next steps to support centre improvement are for centre leaders to:

  • continue to increase the focus on bicultural integration in daily programmes
  • further develop the Ngahere nature programme
  • update systems for the appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Titirangi Rudolf Steiner Kindergarten 1 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 Titirangi Rudolf Steiner Kindergarten 1 will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

1 May 2018 

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

Titirangi, Auckland

Ministry of Education profile number

20495

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

81 children, over 2 years of age

Service roll

53

Gender composition

Boys      28 
Girls       25

Ethnic composition

Māori
Pākehā
European
Japanese
others

  3
40
  6
  2
  2

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

February 2018

Date of this report

1 May 2018

Most recent ERO report(s)

Education Review

June 2014

Education Review

April 2011

Education Review

October 2007

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.