122 Celtic Crescent, Ellerslie, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ellerslie Kindergarten is a well established service that provides education and care for up to 40 children from three years old to school age with children attending six-hour day sessions. The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten. It is staffed by five registered teachers, including the head teacher, one teaching assistants and an administrator/teacher aid.
The principles of Te Whāriki, the early childhood curriculum, and learning through play are embedded in the kindergarten's philosophy. Other key features include the ‘environment as a third teacher', inclusiveness and strong relationships with whānau. The kindergarten is also part of the Maungakiekie Community of Learning|Kāhui Ako (CoL).
ERO's 2013 report notes that teachers and leaders agreed that strengthening self review, refining planning and further integrating te reo and tikanga Māori would help to promote better outcomes for children. Since 2013 a head teacher and two new teachers have been appointed. Teachers have been strengthening review processes and focusing on enriching bicultural practices. The kindergarten's building has been renovated and significant improvements have been made to the outside environment to encourage children’s investigation, active play and exploration.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children learn in a stimulating and vibrant learning environment that invites and sustains their engagement in play. They choose from exciting, inviting and well resourced spaces that promote their curiosity, perseverance and sense of adventure. The outside area is landscaped, provides very well for physical challenge and encourages children to care for natural resources. Children can refer to displays that showcase their learning and reflect the multicultural backgrounds of their families.
Children have a strong sense of belonging in the kindergarten. They are accepting and caring towards others. They communicate well, make decisions and eagerly share their ideas. They are active learners and use aspects of writing and mathematics in their play. Their growing understanding of science and use of technologies are fostered through authentic learning opportunities. Children have fun and their creativity is nurtured through teacher support and an extensive variety of art, dance and music experiences.
Teachers provide a very well planned programme that is based on children's interests, dispositions and abilities. They value children's cultural knowledge and backgrounds and encourage the use of children's home languages. Teachers are keen to strengthen their bicultural practices.
Comprehensive assessment and planning documentation makes children's learning and parent aspirations visible. Children’s portfolios, including online e-portfolios, are highly valued and frequently added to by families. These records clearly show the child's individual learning journey and how responsive the curriculum is to individual and group interests.
Teachers are effective in fostering children’s development as competent and confident learners. They affirm and build on what children already know. Their sensitive and skilful interactions extend children’s ideas, language and knowledge in sustained play and discussion. They encourage children to take responsibility and leadership roles. Teachers reflect on their own practice and continuously look for additional ways to support children's wellbeing and learning. They are focused on promoting equity and ensuring positive educational outcomes for all children.
Respectful, responsive relationships between teachers, children and their whānau are a feature of this kindergarten. Teachers affirm and build on the strengths families bring. Parent/whānau partnership in their children's learning is valued and encouraged. Children’s transition into the kindergarten and to school is well supported and responsive to individual children and whānau needs. The kindergarten's involvement in One Tree Hill Community of Learning|Kāhui Ako (CoL) should enhance their processes.
Teachers are highly motivated and share a strong commitment to the kindergarten's vision, philosophy and strategic direction. They benefit from the strong professional leadership of the new head teacher, who has successfully managed many changes over the last year. They work collaboratively, share strengths and have areas of leadership. Internal evaluation processes are well developed, include multiple perspectives and are focused on improving outcomes for children.
Association systems for monitoring and promoting improvement in kindergarten operations are well established. Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA strategic goals. The AKA continues to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.
New AKA roles have been established to provide more targeted support for head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, is informed by ongoing internal evaluation, monitors quality and promotes continual improvement in kindergartens. AKA support and guidance are responsive to each kindergarten’s individual context.
Teachers and AKA personnel agree that key next steps for the kindergarten include continuing to:
Before the review, the staff and management of Ellerslie 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 Ellerslie Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
29 March 2017
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 | Ellerslie, Auckland | ||
| Ministry of Education profile number | 5040 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over 2 years of age | ||
| Service roll | 56 | ||
| Gender composition | Girls 29 Boys 27 | ||
| Ethnic composition | Pākehā Sri Lankan American Chinese Filipino Indian Pakistani other | 36 3 2 2 2 2 2 7 | |
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 | November 2016 | ||
| Date of this report | 29 March 2017 | ||
Most recent ERO report(s)
| Education Review | October 2013 | |
| Education Review | September 2010 | ||
| Education Review | September 2007 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ellerslie Kindergarten offers education and care for a maximum of 40 children over the age of two years. The kindergarten day model offers a six hour day with 40 children during the morning, 30 of whom stay on for the afternoon session. The kindergarten philosophy incorporates a strong focus on children learning through play and encouraging children to make their own choices, experiment and explore alongside their peers.
The teaching team of four registered teachers is supported by an administrator and an additional staff member to cover lunchtime.
The kindergarten serves a culturally diverse community and many of the children enrolled have Māori, Indian or Asian heritage.
Teachers have responded positively to previous recommendations from ERO to develop a more robust cycle of self review to increase bicultural practices.
The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and ongoing support from professional managers.
This review was part of a cluster of ten Kindergarten reviews in the Auckland Kindergarten Association.
Children experience strong, supportive relationships with other children and adults. They are very respectful of each other and demonstrate high levels of confidence. There are many opportunities for children to gain knowledge and enhance their self management and communication skills during play. Children are fully engaged in their play. They have free access to a wide variety of learning resources in the indoor and outdoor environments. Children experience some te reo and tikanga Māori within the daily programme.
Children experience good levels of literacy support through the programme. There are many opportunities for children to read with adults and their peers and to experiment with writing during play. The programme promotes good opportunities for creative and dramatic play along with exploration of the kindergarten environment.
Parents are welcomed into the kindergarten and are involved in celebrations and special events. Teachers provide parents with useful information about how to support their children when transitioning to school. These strategies promote children’s effective transitions to school.
Children participate in events and celebrations that reflect the variety of cultures represented in the community. Children revisit previous learning experiences through visual displays and access to photographs and booklets that they make themselves. Children make good use of the information and communication tools available in the kindergarten and incorporate these within their play.
Teachers have access to appropriate and supportive professional development. There has been a focus on strengthening bicultural practices and on positive guidance for children. These developments have had a noticeable and positive impact on the learning programme.
Teachers have linked the kindergarten’s future direction with the Auckland Kindergarten Association’s strategic goals. Teachers have created a useful process to undertake spontaneous and planned self review. They are very reflective about the impact of changes they make to the learning environment and the new experiences they offer children and whānau.
In order to build on current good practice the Association manager and head teacher agree that teachers should:
Before the review, the staff and management of Ellerslie 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.
When is ERO likely to review the service again?
The next ERO review of Ellerslie Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
31 October 2013
|
Location |
Ellerslie, Auckland |
||
|
Ministry of Education profile number |
5040 |
||
|
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 NZ European/Pākehā Asian Indian Samoan other Pacific other |
11 32 11 7 3 2 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2013 |
||
|
Date of this report |
31 October 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2010 |
|
|
Education Review |
September 2007 |
||
|
Education Review |
October 2004 |
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.