197 Riddell Road, Glendowie, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Glendowie Christian Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Glendowie Christian Kindergarten is owned by the Glendowie Christian Charitable Trust. A board of trustees has oversight of governance of the service. An administrator and qualified head teacher are responsible for the day-to-day management. A small number of children attending are from diverse cultural backgrounds.
Children’s sense of belonging is well supported by teachers who promote shared Christian values and maintain a close connection with the church and local community. Children benefit from a learning environment which has been carefully designed and resourced. This enables them to access a range of activities and experiences which support their learning and development.
Interactions between teachers and children are nurturing and respectful. They support the implementation of a calm and unhurried curriculum which provides children with the time needed to engage in learning. As a result, children’s developing social competence is well supported and they are able to develop an understanding of how to be responsible for their interactions with others.
Teaching practices acknowledge children’s cultures and home languages. Teachers integrate some basic te reo Māori within the daily curriculum and aspects of tikanga Māori are visible in daily routines. Children’s languages, cultures and identities are yet to be consistently reflected in assessment documentation.
Leaders and teachers have established respectful relationships with parents and whānau. They provide opportunities for parents to share the aspirations they hold for their children’s learning and care. Better integration of parent and whānau aspirations within the documented planning and assessment process is required to positively support children’s learning. Strengthening of learning-focused partnerships with parents and families is also a priority.
Board members and leaders have developed the relational trust needed to work collaboratively and support improvement. Leaders and teachers are continuing to develop a shared understanding for evaluating the impact and effectiveness of their systems and processes. An internal evaluation process is being established to review processes and systems in collaboration with teachers and parents. When fully implemented this will help staff to focus on evaluating the impact of changes made on outcomes for learners.
Glendowie Christian Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Glendowie Christian Kindergarten completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
21 June 2024
| Early Childhood Service Name | Glendowie Christian Kindergarten |
| Profile Number | 20564 |
| Location | Glendowie, Auckland |
| Service type | Education and care service |
| Number licensed for | 30 children, over the age of 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 38 |
| Review team on site | March 2024 |
| Date of this report | 21 June 2024 |
| Most recent ERO report(s) | Education Review, March 2020; Education Review, May 2016. |
Not well placed | Requires further development | Well placed | Very well placed |
Glendowie Christian Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Glendowie Christian Kindergarten offers five morning sessions for children over two years of age, and six-hour sessions for children aged four years. Session hours are reviewed regularly to meet the needs of the community. The kindergarten’s philosophy is based on encouraging children’s learning in an environment of Christian character and values.
The kindergarten is operated by the Glendowie Christian Charitable Trust. Trustees are members of the Glendowie Presbyterian Church and are responsible for financial and operational matters. The newly appointed centre manager has responsibility for daily management of the kindergarten. Some teachers have a long-standing association with the kindergarten and the local area. Two new experienced teachers have recently been appointed. Four of the seven staff are certificated teachers and two of these attend each session.
Positive features identified in ERO’s 2016 report have been maintained. These include positive teaching practices and trusting relationships with children and families. ERO recommended improvements to teacher appraisal processes, internal evaluation, and bicultural practices. Teachers have made very good progress in these areas. Programme planning to better cater for individual children’s learning, continues to develop.
Teachers are positive and responsive in their relationships with children. They encourage, accept and respect each child's uniqueness and contribution. Teachers are genuinely interested in the children. They know and care for them. Children respond positively in their relationships with adults and peers, creating a calm atmosphere.
The programme promotes positive outcomes for children. Creatively designed and thoughtfully presented indoor and outdoor areas prompt children’s inquiry and investigation. Literacy, mathematical and science learning opportunities are integrated into the programme. Children settle quickly into each session and show confidence when playing independently and in group situations. They show initiative, ask questions, and capably explore their environment.
Parents share with teachers about their children’s home and community experiences. Parents who spoke to ERO value the way teachers know their children and are highly satisfied with the kindergarten. They appreciate teachers’ care and approachability, and the way they support each child's wellbeing and development.
Teachers use good questions to prompt children’s problem solving and independent thinking. Children and teachers share information and ideas, work together and learn alongside each other. Children choose their play from a wide range of resources easily accessible to them. They have opportunities to extend their learning and to revisit prior learning.
Teachers have made significant progress in implementing their commitment to practices that reflect the bicultural heritage of Aotearoa New Zealand. They are confident to use waiata and te reo Māori during group times. Children receive rich opportunities to engage in a curriculum that has a strong bicultural integration.
The diverse cultures of children and families that attend the kindergarten are recognised and celebrated. Teachers include children's home languages when presenting and interacting with groups. The environment is inclusive, catering for additional needs, cultural diversity, and the special dispositions of individual children.
Teachers are skilled at capturing children's participation at play and identifying for parents the learning outcomes. The daily programme features children's interests, the coverage of special occasions and celebrations, and includes good links to the local community. Learning stories in individual portfolios are focused mainly on group events. A rebalance towards individual learning stories would better capture each child's learning journey at the kindergarten and celebrate their uniqueness.
The newly formed teaching team is developing shared understandings about effective teaching practices. Teachers plan to use extensive internal evaluation and individual inquiry to consider the continual improvements to centre operations and programming. A review of how well the afternoon programme links to Te Whāriki, the early childhood curriculum, should be a priority.
Trustees have well-developed systems in place to govern the kindergarten. They are forward looking and have made significant improvement to buildings and resources. The board has a clear purpose, has adopted a collaborative approach with staff, and makes thoughtful and well considered decisions. It is now timely for the board to ensure curriculum leadership is established and monitored.
To build on existing good practices, the next steps for trustees and teachers include:
Before the review, the staff and management of Glendowie Christian 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 - Te Tai Raki
20 March 2020
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 | Glendowie, Auckland | ||
| Ministry of Education profile number | 20564 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children over 2 years of age | ||
| Service roll | 42 | ||
| Gender composition | Boys 25 Girls 17 | ||
| Ethnic composition | Māori NZ European/Pākehā Chinese other ethnic groups | 4 23 9 6 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:8 | Better than minimum requirements |
| Review team on site | February 2020 | ||
| Date of this report | 20 March 2020 | ||
Most recent ERO report(s)
| Education Review | May 2016 | |
| Education Review | January 2013 | ||
| Education Review | August 2009 | ||
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 will depend on how well the service promotes 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.
Glendowie Christian Kindergarten offers five morning sessions for children over two years of age and six-hour sessions for four year old children. Session hours were increased in 2015 to meet the needs of the community. The kindergarten’s philosophy is based on encouraging children’s learning in an environment of Christian character and values.
The kindergarten is operated by a charitable trust. Trustees are members of the Glendowie Presbyterian Church and are responsible for financial and operational matters. The head teacher has responsibility for daily management of the kindergarten. Most teachers have a long-standing association with the kindergarten and the local area. Five of the staff are registered teachers.
Positive features identified in ERO’s 2013 report have been maintained. These include effective teaching practices and trusting relationships with children and families. ERO recommended that teachers improve internal evaluation and programme planning to better cater for individual children’s learning. Teachers have made very good progress in these areas.
A centre culture of care and respect provides a strong foundation for children’s wellbeing and belonging. Children settle quickly into the programme and are confident explorers. They show initiative, ask questions, and capably manage their relationships with teachers and other children. Older children engage in imaginative and cooperative play for long periods.
Teachers value the information that parents share about their children’s home and community experiences. They have a deliberate focus on enhancing relationships with families. Parents who spoke to ERO value family events and are highly satisfied with the kindergarten. They appreciate teachers’ care and approachability, and their support for each individual child to settle into the kindergarten programme.
Teachers warmly welcome children and their families. They interact respectfully with and listen carefully to children. Teachers use good questions to prompt children’s problem solving and independent thinking. Children and teachers share information and ideas, work together and learn alongside each other.
Teachers are committed to developing practices that reflect the bicultural heritage of Aotearoa New Zealand. They are becoming more confident to use waiata and basic words in te reo Māori during group times. Teachers could now work towards integrating more te reo Māori in spontaneous play situations.
The curriculum is highly effective in promoting positive outcomes for children. Creatively designed and thoughtfully presented indoor and outdoor areas prompt children’s inquiry and investigation. Literacy, science and mathematical learning opportunities are included in the programme in meaningful ways. A focus on nutrition and physical activity is evident in daily activities. Teachers are working with local schools to consider how they can work together to better support children as they move to school.
Teachers skilfully use individual learning plans to document children’s interests and next steps in learning. Assessment records show how well teachers recognise and celebrate the unique ways each child develops and learns. Children’s profile books clearly display how teachers have supported children to make progress over time. Teachers recognise that planning for older children in the Fab4 programme could be strengthened by re-establishing links with Te Whāriki, the early childhood curriculum.
Teachers have developed shared understandings about effective teaching practices. Recent professional development has supported them to make useful improvements to internal evaluation systems. Governance systems have been established and the kindergarten’s long-term and annual goals guide ongoing improvement.
Trustees should now work with the head teacher to ensure that kindergarten procedures are updated in a timely manner in response to regulatory changes. Trustees’ plan to appoint an external appraiser for the head teacher is appropriate to support her professional development.
To build on existing good practices, the next steps for the trustees and teachers include:
Before the review, the staff and management of Glendowie Christian 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.
In order to improve current practices, trustees and the head teacher should ensure that:
The next ERO review of Glendowie Christian Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
16 May 2016
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 | Glendowie, Auckland | ||
| Ministry of Education profile number | 20564 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 0 aged under 2 | ||
| Service roll | 42 | ||
| Gender composition | Boys 22 Girls 20 | ||
| Ethnic composition | Māori Pākehā Chinese Indian Japanese other ethnicities | 2 32 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 | 1:8 | Better than minimum requirements |
| Review team on site | March 2016 | ||
| Date of this report | 16 May 2016 | ||
| Most recent ERO report(s) | Education Review | January 2013 | |
| Education Review | August 2009 | ||
| Education Review | June 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:
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.