668 Richardson Road, Hillsborough, 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.
Hillsborough Kindergarten provides education and care for up to 40 children over two years of age. The kindergarten serves a culturally diverse community.
All teachers are qualified early childhood teachers. They have reviewed their philosophy to align it more closely with Māori values and their shared beliefs about teaching and learning. Teachers have identified valued outcomes for children from the philosophy, including whanaungatanga, manaakitanga, hauora, self-help and independence skills, and small-group learning.
Since the 2015 ERO review, there have been a number of staff changes, including the appointment of a new head teacher. The teaching team has made good progress addressing the key next steps from the 2015 ERO report. These included deepening children's thinking and learning, building learning partnerships with whānau, and using a reflective self-review process to improve practices.
The kindergarten is part of the Auckland Kindergarten Association (AKA). The AKA has a range of specialist personnel who assist teachers with curriculum, management and property matters. There continues to be a period of change for staff as they adapt to changes in AKA’s operational practices, leadership and management.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children are happy, settled and eager to learn. They work well together as they explore interesting play areas in the spacious, very well resourced, natural environment. Children experience positive, respectful interactions with each other and their teachers. They are effectively supported to develop social, self-help and independence skills, and a sense of belonging and wellbeing.
Children enjoy long periods of uninterrupted time to explore interests and extend their ideas. They readily lead their own learning by making clear decisions about their participation in the programme. Children have many opportunities to work in small groups or on their own as they deepen their learning within the calm flow of the day.
Teachers provide a welcoming and inclusive environment for children, parents and whānau. They maintain friendly, sensitive relationships with children and families. Teachers value and respect the home languages of children who speak languages other than English. They provide useful, relevant support for families.
Teachers construct and present the learning environments thoughtfully. They work intentionally with children to extend their learning through meaningful conversations. Teachers support children to recognise and express their strengths through carefully chosen activities.
Parents are well informed about their children’s participation and learning through assessment portfolios, extensive wall displays and digital technology. Teachers seek and value parents’ views. They encourage parents to spend time at the kindergarten and contribute their skills and knowledge to the learning programme.
Transition into the kindergarten is based on the needs of each child and family. Teachers have developed positive relationships with neighbouring schools to support children's successful transitions to school.
Kindergarten leaders and teachers are focused on building a strong team. They willingly share leadership opportunities. The kindergarten's strategic plan shows clear alignment to the AKA's priorities and teachers' appraisal goals. Teachers are developing a shared approach to internal evaluation. This process could be further strengthened by continuing to evaluate the impacts of changes made.
The AKA has useful processes for supporting teachers' ongoing professional development and supporting teachers' interests. AKA has specific processes for ensuring that children with additional needs receive appropriate learning support. They have good systems in place to support children and whānau with health and wellbeing needs.
Kindergarten operations are guided by a comprehensive kindergarten plan and a shared vision that are linked to AKA strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. The AKA continues to review its management and leadership structure and to improve consistency and coherence across internal evaluation, quality assurance and improvement systems, and strategic planning.
Key next steps for leaders and teachers include further developing:
assessment, planning and evaluation processes for individuals and groups of children that recognise and extend children's learning pathways and document intentional teaching strategies
learning partnerships with children and whānau
the evaluative reasoning aspect of internal evaluation to ensure that changes made meet kindergarten priorities and expectations.
Before the review, the staff and management of Hillsborough 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 Hillsborough Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
29 June 2018
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 |
Mt Roskill, Auckland |
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Ministry of Education profile number |
5056 |
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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 |
61 |
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Gender composition |
Girls 37 Boys 24 |
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Ethnic composition |
Māori |
3 |
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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 |
May 2018 |
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Date of this report |
29 June 2018 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Education Review |
May 2012 |
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Education Review |
March 2009 |
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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.
Hillsborough Kindergarten serves a culturally diverse community close to central Auckland. It offers a Kindergarten Day Model so families have the choice of attending either six hour days or 3 hour sessions. Teachers and the community have responded positively to this model.
The kindergarten is licensed to provide education and care for up to 40 children daily, with the majority being at least three years of age. The kindergarten team includes a head teacher, three other registered teachers, a teaching assistant, a teacher aide and an administrator.
Relationships, connections and empowerment are aspects of the kindergarten philosophy which are founded on Te Whāriki, the early childhood curriculum. The philosophy also focuses on children's transitions and considerations for sustaining the environment.
ERO’s 2012 report noted that teachers provided good quality learning experiences for children and these continue to be evident. Since the 2012 review there has been an increase in staff numbers and a new teaching team appointed. Teachers have engaged in professional learning to enhance teaching practices and promote collaboration. Transition from kindergarten to school has been the focus of in-depth self review and professional learning and development. During 2014 the kindergarten temporarily relocated while building renovations were made resulting in significant improvements to the inside and outside environments. The kindergarten operates as part of the Auckland Kindergarten Association (AKA), which provides considered leadership, a management framework, support personnel and a programme of professional development for teachers.
After extensive review, consultation and development, the AKA has recently launched a new 10-year strategic direction. Its four strategic pillars or objectives relate to educational excellence, core organisational processes, community engagement and a future focus. These objectives are intended to guide the AKA and its kindergartens in their ongoing development. The AKA’s approach to rolling out a substantial change in its organisational structure has been carefully considered.
New AKA roles have been established to provide more targeted support for kindergarten operations, curriculum and development. Professional development is planned to support kindergarten head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is being developed to monitor quality in kindergartens and contribute to self review and ongoing improvement.
This review was part of a cluster of ten kindergarten reviews in the Auckland Kindergarten Association.
Children make their own choices about their play. They have fun and are enthusiastic learners. Their natural creativity and curiosity is affirmed, as is their ability to investigate and solve problems. Interesting and inviting play areas encourage children to explore, play and make discoveries. Appropriate use of natural resources is fostered and the outdoor environment offers children opportunities for physical challenge, science and imaginative play.
Teachers provide an environment that is inclusive and promotes children’s emotional and physical wellbeing. They interact with children in respectful and supportive ways. Children are developing friendships, empathy for others, and positive attitudes to learning. The multicultural backgrounds of the families and community are strongly evident throughout the centre. Children share their home languages with teachers and other children.
Teachers skilfully encourage children to use literacy, mathematics, science and digital technologies as part of their play. Children’s independence and social skills are fostered, and they have opportunities to show responsibility and leadership. Transitions between home, kindergarten and school are an important part of the programme.
Positive relationships, a focus on bicultural practices and celebrating cultural diversity underpin the learning programme. The curriculum is responsive to children’s interests and is influenced by current educational research. Good assessment and planning processes guide the programme and show children’s involvement in learning. Assessment portfolios document each child’s learning journeys.
Teachers have a strong commitment to continually improving outcomes for children. As a new team they are developing cohesive team practices and have a shared commitment to ensuring tikanga and Māori values are visible in the kindergarten and further enhanced. Teachers develop respectful relationships with parents/whānau when children enrol. They welcome parents and whānau involvement in the programme.
AKA systems for monitoring and promoting improvement in kindergarten operations are well established. A variety of useful systems and processes contribute to the teaching team’s well established self review. This self review is both responsive and planned and teachers are aware some aspects could be strengthened. Centre operations guided by clear future planning and a shared vision, linked to the AKA’s plan. There are sound systems in place for health, safety and accountability.
Teachers and the Professional Services Manager have identified key next steps. ERO agrees that these could include:
Before the review, the staff and management of Hillsborough 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 Hillsborough Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
29 May 2015
|
Location |
Hillsborough, Auckland |
||
|
Ministry of Education profile number |
5056 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 years of age |
||
|
Service roll |
66 |
||
|
Gender composition |
Boys 36 Girls 30 |
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Ethnic composition |
Māori Pākehā Indian Asian Tongan Samoan Cook Island Māori Fijian Niue other |
5 18 9 8 8 5 3 2 2 6 |
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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 |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
March 2015 |
||
|
Date of this report |
29 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
March 2009 |
||
|
Education Review |
April 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:
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.