Wairua Road, Remuera, Auckland
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.
Remuera Kindergarten operates as a Kindergarten Day Model (KDM) which enables children to attend up to six hours daily, similar to school hours. It is licensed for up to 40 children over two years of age. The kindergarten is located next to the Wairua Reserve in Remuera. It serves a culturally diverse community that includes children of Māori, Pacific, Indian and Asian heritage, many with English as an additional language.
The kindergarten has a very positive ERO reporting history. Since the 2014 ERO review there have been staff changes and improvements in the learning environment. The kindergarten is staffed by a head teacher and four other registered teachers, 2 teaching assistants, a teacher aide, an administrator and a volunteer. Many of the teachers are multilingual.
Teachers continue to provide the very good quality teaching practices noted in ERO’s 2014 report. They are responsive to the changing community needs, have enriched their bicultural practices and strengthened self review. Teachers have maintained positive connections with local schools, health, education and social service agencies. They continue to be well supported by an active and committed parent committee.
Learning through play, underpinned by a strong belief in children as capable learners, is embedded in the kindergarten’s philosophy. The programme is underpinned by respect for te ao Māori and Te Tiriti o Waitangi, and Te Whāriki, the early childhood curriculum.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters.
This review was part of a cluster of nine reviews in the Auckland Kindergarten Association.
Teachers provide a stimulating and vibrant environment that fosters a high level of child-led learning through play. Interesting and inviting play areas support sustained play, and promote children's sense of themselves as capable learners. Displays reflect teachers' respect for te ao Māori and children’s leadership. Children explore, make discoveries, and learn about Papatūānuku in the attractive outdoor area. The environment is harmonious and welcoming for children and families.
Children have fun and demonstrate an enthusiasm for learning. They display confidence, belonging and empathy towards others. Their curiosity and independence are encouraged, as is their ability to share ideas and problem solve. They use literacy, mathematics, science and technologies as part of their play. Children are imaginative and creative and show many attributes of self-directed learners.
Teachers view all children as successful learners with individual strengths. They promote equity and successful inclusion for children with additionall needs, in a culturally responsive programme. Curriculum planning and implementation strongly reflect the principles of Te Whāriki, bicultural practices and teachers' philosophy.
Whanaungatanga features strongly in the respectful, responsive relationships between teachers, children, families and the local community. Teachers value the knowledge and strengths that children and their parents/whānau bring. Very good support for children’s transition to school continues to be an integral part of teachers' practice and an area of ongoing internal evaluation. This focus is supported by regular visits to local schools and assessment documents that show clear links between Te Whāriki and the New Zealand Curriculum framework.
Teachers’ sensitive and supportive interactions build on children’s ideas and interests in play and discussion. Sustained conversations that often include children's first languages, promote critical thinking and oral communication. Children’s creativity is nurtured. Teachers are aware of and promote children's emotional and physical wellbeing.
Meaningful and child-focused assessment and planning documentation shows how children’s group and individual interests and strengths guide the programme. Children’s ideas and parents’ aspirations are valued and evident in teachers' planning. Children's assessment portfolios, also available electronically, show teachers' responses to child-led learning. They include parents' contributions, and clearly show their children's learning progress and cultural backgrounds.
Robust internal evaluation guides teaching practice and programme developments. Teachers benefit from the head teacher's professional leadership, are highly reflective and work collaboratively. As a team they work in a culture of continuous improvement that is supported by research and professional development. These factors contribute to the clear enactment of the kindergarten's philosophy, vision and strategic plan.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision that are linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.
The teaching team has identified next steps that are relevant for their context. They are eager to explore further ways to celebrate and deepen:
bicultural understanding and practices
cultural responsiveness.
The AKA has useful processes for supporting teachers' ongoing professional development. This process could be strengthened by ensuring that teachers' individual goals are measurable, and based on the evaluation of teaching practices and impact on children's learning.
Before the review, the staff and management of Remuera 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 Remuera Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
27 October 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.
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Location |
Remuera, Auckland |
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Ministry of Education profile number |
5043 |
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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 over 2 years of age |
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Service roll |
56 |
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Gender composition |
Boys 29 Girls 27 |
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Ethnic composition |
Māori |
2 |
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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 |
August 2017 |
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Date of this report |
27 October 2017 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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Education Review |
May 2011 |
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Education Review |
February 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.
Remuera Kindergarten, formerly known as Constance Colegrove Kindergarten, provides education and care for up to 40 children from two years to school age. It is located next to the Wairua Reserve in Remuera. The centre is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. In 2013, the Kindergarten moved from providing two half-day sessions per day, to the kindergarten day model (KDM), enabling children to attend sessions that match school hours. A professional services manager (PSM) visits regularly and provides management and curriculum support for teachers.
The well-established kindergarten is due for building upgrades. The expansive grounds provide space for children to explore and play. Teachers use the neighbouring park to engage children in other exciting learning adventures. The teaching team includes four fully qualified teachers led by an experienced and respected head teacher.
The kindergarten serves a culturally diverse community and enrolments include children of Māori, Pacific, Asian and Middle East heritage. The whānau group of parents supports the kindergarten through maintenance, fundraising and social events.
In 2011, ERO identified many positive features of the service. Strengths were noted in the trusting relationships between teachers and children and their whānau. Children were confidently leading their own learning. Teachers valued children’s imaginative play as meaningful learning. Teachers had identified the need to regularly evaluate new planning to ensure teaching strategies were extending children’s thinking. These good practices have been sustained.
The kindergarten’s philosophy to promote children’s learning through play by supporting each other and taking responsibility is visible in the welcoming centre environment.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
Remuera Kindergarten promotes positive learning outcomes for children. Children and their whānau are well supported by teachers to transition into the centre. The head teacher shares with parents the importance of children learning through play and the value of play in preparing children for transition to school.
Children have fun. They make independent choices about activities in both the indoor and outdoor environment. They support each other in the spacious challenging outdoor area and show responsibility for the care of pets and the vegetable garden. Children can easily access resources. Teachers support children well and ask open-ended questions to engage children in play activities and to stimulate their thinking and problem solving skills.
Teachers plan programmes that are strongly influenced by Te Whāriki, the early childhood curriculum. They monitor children’s engagement in activities and their exploration of the learning environment. Teachers plan for individual and group learning experiences and are working towards a better balance of child-led and teacher-led programme planning. Teachers use self review to discuss and reflect on their practice and centre policies.
Assessment portfolios are a useful record of children’s involvement and interests and contain good examples of learning stories. Teachers could more consistently use children’s home cultures to inform assessment and planning and to guide ways in which cultural events are celebrated throughout the year.
Whānau bring their languages and customs from home into the kindergarten. Teachers have good relationships with parents. Parents are encouraged to be partners in their child’s learning by sharing home stories and giving feedback on areas of centre review. Parents appreciate that teachers listen to their aspirations and respond to their children’s strengths.
Through professional development, teachers are becoming increasingly confident in their understanding and use of te reo Māori me ona tikanga. They recognise the importance of continuing to provide opportunities to support the culture, language and identity of all children and to consider ways to foster Māori children’s identity.
The Auckland Kindergarten Association has good systems for self review and accountability to guide kindergarten management, and it continues to provide effective governance for kindergartens. The AKA has a strong commitment to biculturalism and to implementing strategies that support kindergartens in promoting positive outcomes for all children. The association is currently reviewing the appraisal process.
Kindergarten teachers, the PSM and ERO agree that the key next steps for Remuera Kindergarten could include:
Before the review, the staff and management of Remuera 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 Remuera Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
|
Location |
Remuera, Auckland |
||
|
Ministry of Education profile number |
5043 |
||
|
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 |
47 |
||
|
Gender composition |
Girls 24 Boys 23 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese Indian Filipino Middle Eastern Australian North American South American other |
1 25 4 4 3 2 1 1 1 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 |
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Review team on site |
June 2014 |
||
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Date of this report |
12 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
May 2011 |
|
|
Education Review |
February 2008 |
||
|
Education Review |
February 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.
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.