1 Beryl Place, Mangere East, 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.
Papatoetoe North Kindergarten is located on the border of Mangere East and Papatoetoe North and was previously known as Kotiri Kindergarten. The kindergarten serves a multicultural community, with predominately Māori and Pacific families, and is licensed for up to 40 children over two years of age. It is open for full days and school term breaks, as well as shorter sessions to meet the requirements of the community.
The teaching team is culturally diverse and includes four registered teachers, one of whom is the head teacher. There is also a part-time teacher, an administrator and a teacher aide. At the time of this review, there were two relieving teachers as a permanent teacher was yet to be appointed.
The philosophy is founded on Te Whāriki, the early childhood curriculum, and incorporates aspects of tikanga Māori. Key features of the philosophy include children learning through their play experiences and valuing families' cultural identities and languages.
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.
Since the 2014 ERO review, there have been staff changes, a new head teacher appointed in 2018, and an increase in operating hours. The kindergarten was relocated to a temporary site in 2016 while the building was demolished and rebuilt. It has been operating in the new premises since July 2017. The AKA has introduced initiatives to encourage families to enrol and there are now more two-year-olds attending the kindergarten.
ERO’s 2014 report recognised that children were settled and well supported by teachers. Children’s sense of wellbeing and belonging continues to be promoted. In 2014 teachers agreed they could strengthen self-review, planning approaches, and promote more complexity of play. They have engaged in professional development and benefitted from targeted AKA support as they managed change, enriched their teaching practice and focused on making learning visible in documentation.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
Children play and learn in a culturally rich, well-resourced environment where teachers value child-led learning and children's knowledge and strengths. Children are eager to learn, join in conversations, and engage in sustained play. They make choices and decisions, and problem-solve as they explore. Children’s creativity and curiosity are affirmed, as is their ability to lead and join in group activities and imaginative play. The outside area enables them to be physically active and develop an understanding of the natural world.
Mutually respectful relationships with children, parents, whānau and the local community underpin teachers' interactions. The diverse backgrounds of the children are valued and celebrated. These are reflected in the programme, documentation, displays and encouragement for parent and whānau to be involved in the programme. Teachers nurture children’s social competence, cultural identity and positive attitudes to learning. Children show a strong sense of belonging in and ownership of the kindergarten environment.
Teachers plan and implement a child focused programme underpinned by Te Whāriki, their philosophy and parent aspirations. Individual planning reflects the child's interests and dispositions and teachers are increasingly linking these to group planning. Aspects of te ao Māori and the use of te reo Māori are woven through the programme and visible in documents. Children’s assessment portfolios are highly valued records of learning and development with many including child and whānau contributions. The use of electronic portfolios is increasing opportunities for parents and whānau to know about and contribute to their children’s learning.
Teachers actively encourage children to share ideas and discoveries. They support children to use literacy, mathematics, technologies, and science in relevant meaningful ways. They are exploring ways to strengthen children's school readiness and connections with local schools to better support children's transition to school.
Teachers benefit from and are appreciative of the strong wrap-around support from the AKA during changes to the teaching team and new premises. They have good opportunities to share strengths and skills and to grow their leadership capabilities. The head teacher has a strong focus on improving outcomes for all children and on developing an organisational culture of trust and respect. The teaching team is reviewing the philosophy and developing a shared vision. Teachers have a strong commitment to enhancing teaching and learning and continuing to strengthen bicultural practices.
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.
The teaching team agrees that next steps for improvement include:
continuing to enrich their bicultural practices
more consistently documenting how children’s interests and dispositions are developed to a deeper level and how progress is evaluated over time
exploring ways for children to lead their own learning through more complex and challenging play
strengthening the documentation of internal evaluation to more clearly show teachers' evaluative thinking and outcomes for children and to guide kindergarten developments.
Before the review, the staff and management of Papatoetoe North 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 Papatoetoe North Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
21 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 |
Mangere, Auckland |
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Ministry of Education profile number |
5062 |
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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 the age of 2 years |
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Service roll |
49 |
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Gender composition |
Girls 25 Boys 24 |
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Ethnic composition |
Māori |
9 |
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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 |
21 June 2018 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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|
Education Review |
July 2011 |
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|
Education Review |
May 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.
Kotiri Kindergarten, in Mangere, provides education and care for up to 40 children over two years of age. The kindergarten operates sessions whose hours match those of schools. Some children attend for mornings only.
Kotiri Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) provides management and curriculum support for teachers. The Auckland Kindergarten Association (AKA) has high expectations that teachers will provide a bicultural programme.
The kindergarten’s recently reviewed philosophy recognises the Treaty of Waitangi and Te Whāriki, the early childhood curriculum. It encompasses the values relating to these documents – referring to them as ‘Maui’ values. The philosophy encompasses the diverse ethnic groupings of its community.
Since the 2011 ERO review, Kotiri Kindergarten has concentrated on building a permanent teaching team, and on developing stronger community relationships. More emphasis can now be directed at further improving the learning programme. This was a recommendation of the 2011 ERO report.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children are happy, friendly, settled and calm in the centre. They show a strong sense of belonging and support each other in times of need and when sharing their learning. They are supported by their teachers to be socially competent.
Kotiri Kindergarten includes aspects of te reo and tikanga Māori as part of its bicultural curriculum. It also emphasises multiculturalism. Teachers are representative of the ethnicities of the community and communicate with children and whānau, using their home languages. Teachers know and understand the children well.
Teachers continue to explore ways of further improving partnerships with parents. Relationships with parents and whānau are strong and reciprocal. Teachers are responsive to parents’ requests and inform parents about their children’s learning in the centre.
Teachers’ planning and assessment is currently under review, with a stronger focus being placed on the child as a learner. Recent self review of the programme is beginning to be purposeful and to have a positive impact on the programme. A mathematics review has improved mathematics learning for children. Professional learning in literacy and review of literacy programmes are now scheduled, with a focus on promoting children’s oral language development.
Children’s learning is captured and displayed throughout the kindergarten and in their assessment portfolios. Their learning stories are personalised and include parents’ and children’s contributions to learning and play.
The kindergarten enrols some children who are only two years of age. Teachers are aware of the importance of developing programmes that support this stage of development. Teachers are developing good processes to support children’s transitions into and out of the kindergarten, including plans for older children to visit the local school.
The head teacher collaborates effectively with the teaching team to influence and sustain improvements. She uses teachers’ strengths to improve the kindergarten. The recent introduction of an innovative process to help focus on the child as a learner is an example of this shared approach to promoting better outcomes for children.
The AKA continues to provide strong governance for kindergartens. Positive strategies include effective professional learning and development aimed at further developing teachers’ professional skills, knowledge and practice. Distributed leadership among kindergarten teaching teams is also promoted and the sharing of knowledge and expertise within the Association is encouraged. Association leaders are currently reviewing the performance appraisal process and continue to explore appropriate ways to support teachers and ensure high quality outcomes for children.
The teachers, the PSM and ERO agree that the key next steps for the kindergarten should include:
ERO recommends that the AKA continue to support Kotiri Kindergarten to improve the quality of the programme.
Before the review, the staff and management of Kotiri 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 Kotiri Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
26 November 2014
|
Location |
Mangere, Auckland |
||
|
Ministry of Education profile number |
5062 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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|
Service roll |
55 |
||
|
Gender composition |
Boys 32 Girls 23 |
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Ethnic composition |
Māori Samoan Indian Cook Island Māori Tongan Fijian Asian Latin American |
5 17 13 6 6 4 3 1 |
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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 |
|
Review team on site |
September 2014 |
||
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Date of this report |
26 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
July 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
June 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.