10 La Rosa Street, Green Bay, 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.
Green Bay Kindergarten is licenced for 40 children over the age of 2. It provides all day education and care between the hours of 8.30 am and 2.30 pm. In 2015 an experienced new head teacher joined a well established teaching team that includes three other qualified and registered teachers.
The Kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten.
The kindergarten's philosophy is consistent with Te Whāriki, the early childhood curriculum, and embraces the partnership principles inherent in Te Tiriti o Waitangi. The kindergarten is committed to including te reo me ōna tikanga Māori in the programme and promotes environmental sustainability. The curriculum is based on children's interests, strengths and needs.
The 2013 ERO report commented positively on the education programme and the teachers' supportive partnerships with families. In 2013 the staff agreed that they would continue to focus on using internal evaluation to strengthen aspects of the programme.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children continue to benefit from an educational programme that promotes their learning in a supportive emotional and social environment. They are able to make decisions about their play. Children engage in purposeful play, following their interests, and develop their skills and knowledge.
Teachers respond effectively to what they observe about children. They work alongside children engaging them in conversation, valuing their contributions and asking questions that promote their curiosity and thinking.
The culture of the kindergarten is very inclusive. Parents feel welcome and are comfortable to stay during all or part of the session. Children with special learning needs are well supported. The cultures and languages of children are acknowledged and special cultural events are celebrated.
Good progress has been made to provide a bicultural curriculum. Teachers are supported to build their knowledge of te ao Māori and encouraged to use te reo Māori in the programme with children. This is an area the staff want to continue to strengthen.
The physical environment is well laid out and resourced to support play. Teachers regularly set up equipment and resources to provoke and challenge children. The outdoor area has recently been redesigned and rebuilt. It effectively supports children's play, by providing challenge and access to interesting resources.
Children have opportunities to learn across all areas of Te Whāriki, the early childhood curriculum. The kindergarten's educational focus on environmental sustainability supports learning in many curriculum areas including science. Teachers skilfully include children's learning in literacy and mathematics in the programme.
Teachers value whānau as partners in supporting children's learning and encourage parents to share their aspirations for their children with staff. Teachers are strengthening processes that will encourage all parents to share with them the learning that they would like the kindergarten to support.
Teachers are making good use of technology to improve communication with parents and with each other. Parents value the use of online communication about their children's learning and have increased their contributions to children's assessment. Teachers are also using online discussions to share their thinking and contributions to programme planning and evaluation with each other and with parents.
The kindergarten is well led by the head teacher and the staff work together as a team with a focus on ongoing improvement. Teachers are supported to improve their professional practice.
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, linking to the AKA's strategic goals.
New AKA roles were established to provide more targeted support for head teachers in their leadership and management roles. A Quality Improvement Process is aligned with the AKA and kindergarten strategic plans, monitoring quality and promoting ongoing improvement in kindergartens. AKA support and guidance is responsive to each kindergarten's individual context.
Teachers and AKA personnel agree that areas for further development include:
Before the review, the staff and management of Green Bay 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 Green Bay Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 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 | Green Bay, Auckland | ||
| Ministry of Education profile number | 5053 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over 2 years of age | ||
| Service roll | 58 | ||
| Gender composition | Boys 30 Girls 28 | ||
| Ethnic composition | Māori Pākehā Chinese Samoan Indian Japanese Pakistani Niue Tongan other ethnicities | 2 29 11 4 3 2 2 1 1 3 | |
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 | December 2016 | ||
| Date of this report | 15 March 2017 | ||
Most recent ERO report(s)
| Education Review | November 2013 | |
| Education Review | June 2010 | ||
| Education Review | June 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.
Green Bay Kindergarten provides education and care for children from a wide geographical area of West Auckland. The kindergarten is licensed for 40 children over the age of two years, with most children enrolling after they turn three. It has adopted the Kindergarten Day Model (KDM), which enables teachers to provide six-hour days as well as shorter sessions for some children. This model has meant an increase in staffing from two to four teachers.
The centre was previously reviewed by ERO in 2010. Since this time a new head teacher has been appointed and the teaching team has revised the kindergarten's philosophy. The philosophy emphasises the value that teachers place on meaningful free play and children’s growth as independent, life-long learners.
The philosophy also acknowledges the partnership principles of Te Tiriti o Waitangi, with a focus on including te reo me ngā tikanga Māori in the programme. Displays in the environment reflect the cultural heritage of the Māori, Pacific, Asian and European children who attend the centre.
The 2010 ERO report noted that children experienced a rich and varied programme. Teachers have maintained the quality of this programme and are establishing improved assessment and bicultural practices to address areas where they have self-identified a need for further development.
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. ERO last reviewed the kindergarten in 2010, noting a rich and varied programme.
This review was part of a cluster of ten Kindergarten reviews in the Auckland Kindergarten Association.
Children are happy and settled. They engage quickly at the start of the day, welcoming their friends and talking together. They select from plentiful and high quality resources, sharing their games and taking pleasure in playing with other children. Children have a sense of belonging and feel comfortable to choose and follow their interests. Teachers work closely with children supporting their choices and prompting their thinking.
Children’s sense of wellbeing is supported by the inclusive practices that teachers model and promote. Children play successfully with children of other gender, ethnicity and age. Teachers provide positive support for children to gain self esteem and learning success.
Parents frequently stay with their children, talking with them and involving themselves in play. They feel well informed and are aware of the individual assessment portfolios, which they often share with their children. Teachers have established effective practices, and continue to explore ways to improve their support for children to transition smoothly to school.
Children have good opportunities to learn about New Zealand’s bicultural heritage. Teachers have chosen to represent Māori culture first, through considering how tikanga Māori can be included throughout the programme. Children share tuakana/teina relationships, with older children supporting their friends and younger children to achieve success. Teachers also demonstrate their commitment through extensive signage in te reo Māori throughout the kindergarten. They have a focus on providing natural materials and resources for children’s use. Displays also include some items and materials from children’s Pacific cultures.
Teachers are growing together as a team. They work collaboratively to support each other’s strengths and interests. The head teacher provides effective leadership. She promotes collegiality and shared responsibility which support the smooth operation of the kindergarten.
Teachers use self review to investigate the effectiveness of programmes for children. The teaching team has chosen to make changes slowly and methodically so they are able to embed new practices. Their self review has allowed them to clearly identify key next steps in developing programmes for children that support their learning.
ERO and teachers agree that key next steps for the kindergarten are for teachers to continue to:
Before the review, the staff and management of Green Bay 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 Green Bay Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
20 November 2013
|
Location |
Green Bay, Auckland |
||
|
Ministry of Education profile number |
5053 |
||
|
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 |
56 |
||
|
Gender composition |
Boys 33 Girls 23 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Filipino Cook Island Indian Tongan |
6 45 2 1 1 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 |
September 2013 |
||
|
Date of this report |
20 November 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2010 |
|
|
Education Review |
June 2007 |
||
|
Education Review |
April 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.