43 Chestnut Road, Papatoetoe, Auckland
View on mapMurdoch Park Kindergarten
Murdoch Park Kindergarten - 20/09/2017
1 Evaluation of Murdoch Park Kindergarten
How well placed is Murdoch Park Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
Murdoch Park Kindergarten, in Papatoetoe, offers education and care for up to 40 children over the age of two years. In April 2017 the kindergarten increased its sessions to seven hours a day. The kindergarten serves a very culturally diverse community. Most children are of Pacific or Indian heritage.
Children are cared for and learn in a mixed-aged setting. The learning environment is spacious, attractive and well organised. The indoor area has been renovated and upgraded, and includes a large porch area for further play opportunities.
The kindergarten's philosophy focuses on respectful and responsive relationships as the foundation of learning and wellbeing. Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum, underpin responsive, child-led programmes.
The teaching team consists of three fully qualified teachers, a teacher assistant, teacher aide and administrator. The head teacher was appointed from within the team and is an able leader. The previous head teacher is also on staff and adds to the wealth of experience, skills and knowledge within the teaching team. A fourth full-time, permanent teacher is currently being appointed. Teachers have diverse cultural backgrounds and are able to support many children in their home languages.
The 2014 ERO review identified many positive features that have been sustained. These include child Independence, relationships with whānau and effective teaching practices. Children with English as an additional language were well supported, and the teaching team worked collaboratively. Very good progress has been made to strengthen bicultural practices, plan for children's individual interests and embed professional learning. Good progress has also been made in evaluation and planning to achieve appraisal goals.
The kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and strategic goals of this organisation. Association personnel provide professional support to assist teachers with curriculum, management and property matters.
This review was part of a cluster of 11 reviews in the Auckland Kindergarten Association.
The Review Findings
Children are happy and settled. They have a strong sense of belonging and are confident to lead their own learning. Children's home languages and cultural identities are valued and affirmed, and used well to establish trust and build relationships with families. Māori and Pacific children are well supported through the curriculum.
Children are friendly and caring towards their peers, often working cooperatively in culturally mixed groups and showing tuakana/teina support for each other. They select resources and equipment independently and choose what they will do. Many persist at activities for prolonged periods.
Teachers skilfully engage children in play that prompts them to collaborate and investigate ideas. They use open questions well to facilitate reciprocal conversations and challenge children's thinking. Some teachers provide very good support for children in their home languages. Teachers are highly inclusive of children who are two years old, and have reviewed the quality of transition processes for these younger children.
Teachers have undertaken in-depth professional learning to help them integrate bicultural practices in daily programmes and the learning environment. Teachers integrate te reo Māori, sing waiata and retell Māori stories at mat time. Their next step is to increase the use of te reo Māori throughout the programme.
Teachers follow the 'notice, recognise and respond' approach to planning. They now focus more on individual learning stories that acknowledge children's interests and strengths. They have also started to plan for children with additional needs. An in-depth evaluation around deepening children's learning in early science and maths is building teachers' capability to extend learning opportunities and enrich the curriculum.
Parents are encouraged to be involved in their children's learning, and to work in partnership with teachers to support their aspirations for their children. They have good opportunities to contribute to curriculum planning and evaluation. An online programme has been a very useful communication tool that has helped teachers to build relationships with parents and whānau. Teachers continue to explore ways to strengthen their partnerships with parents.
The newly appointed head teacher is skilfully building on the very good practices in the kindergarten. The teaching team is cohesive and collaborative. Teachers have good opportunities for professional learning, most recently in bicultural practices, early science and mathematics and internal evaluation. They are measuring the impact of new learning on teaching practices and outcomes for children. A framework for internal evaluation has been developed and teachers have a deeper understanding of the process.
Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, 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
Key Next Steps
Leaders agree that the next steps for development are:
- to embed effective planning practices that respond to the strengths and interests of individual children
- to plan more specifically for, and evaluate the impact of teaching strategies on children's learning outcomes.
Management Assurance on Legal Requirements
Before the review, the staff and management of Murdoch Park 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:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Murdoch Park Kindergarten will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
20 September 2017
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Papatoetoe, Auckland |
||
Ministry of Education profile number |
5078 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children over two years of age |
||
Service roll |
50 |
||
Gender composition |
Boys 27, Girls 23 |
||
Ethnic composition |
Māori |
8 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
July 2017 |
||
Date of this report |
20 September 2017 |
||
Most recent ERO report(s) |
Education Review |
February 2014 |
|
Education Review |
October 2010 |
||
Education Review |
July 2007 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement and Next Review
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:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
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.
Murdoch Park Kindergarten - 28/02/2014
1 Evaluation of Murdoch Park Kindergarten
How well placed is Murdoch Park Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
Murdoch Park Kindergarten is a well-established service that provides education and care for up to 40 children aged between 3 and 5 years. It is situated adjacent to the Murdoch Park sports grounds in Papatoetoe. The Kindergarten has recently moved from providing two half-day sessions per day, to the kindergarten day model (KDM), enabling children to attend sessions that match school hours. The centre is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation. A professional services manager (PSM) visits regularly and provides management and curriculum support for teachers. She is also providing teachers with focused professional development to enhance their self-review processes.
The centre is run by a long-serving head teacher who has built strong links with the multicultural community. There are two full-time and two part-time teachers at the kindergarten, and an administrator who works part-time. Staff reflect the diversity of the community and build positive relationships with each other, with the children, and the community. They have been focused on supporting children to transition into kindergarten and on establishing relationships with parents and whānau.
The teachers, who are all fully registered, have participated in a range of professional development and the head teacher has benefited from her involvement in the AKA leadership symposium. Other teachers have knowledge of several languages and provide significant support to the large number of families who speak languages other than English.
In 2010 ERO identified many positive features of the service. Strengths were noted in the quality of the environment for learning, the strong sense of community and the support provided for children’s learning. Teachers had identified the need to strengthen self review and extend children’s interests. As the team has had many changes since 2010, practices have evolved and teachers continue to explore new ways to manage the programme. Despite the challenges they face with many families new to English, teachers celebrate and respect the cultural diversity of their community. The kindergarten philosophy to promote responsive, reciprocal relationships underpins teachers’ efforts to create a welcoming environment and build partnerships with families.
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
The Review Findings
Children at Murdoch Park Kindergarten are settled and happy. They play well together and are learning to negotiate and resolve issues. There is a sense of belonging for all children at the centre. Many children use their first language with each other and with adults.
Children make play choices independently. They easily access resources and choose activities they enjoy both in the indoor and outdoor environment. They are supported by teachers who spend time asking questions and engaging them in play activities. Children respond positively to adults and eagerly discuss their home life and family experiences.
Teachers notice and respond to children’s interests and plan a programme of group activities that builds on those interests. The colourful environment reflects the diversity within the kindergarten and teachers’ commitment to providing an environment that reflects the children’s diverse ethnicities. There is good provision for children who have English as a second language.
Teachers have participated in professional learning relevant to the kindergarten’s goals and provide a strong multicultural curriculum for all children. They continue to plan, assess and evaluate their programme as a team. Vibrant portfolios reflect each child’s interest and ongoing progress and are available for parents and children to access.
There are strong relationships with parents and whānau. A whānau parent group meets regularly to review the centre’s strategic priorities, and parents and whānau continue to be encouraged to become involved in the centre’s programme. Parents contribute to their child’s portfolio and enjoy sharing this with other family members. Many parents have also contributed to the programme and have provided cultural knowledge and skills that enhance the curriculum for children.
Although there have been some staff changes, teachers have become a stable team and are working cohesively together. The team has developed respectful and positive relationships with parents and whānau. They have strengthened links with the neighbouring primary schools and have good systems that support children to make the transition to school. The self-review process is ongoing and has contributed to improvements in the kindergarten’s transition practices.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The recent establishment of nine focus groups provides a forum for head teachers to extend their leadership skills and contribute to the ongoing development of the Association. Strengthening self review in kindergartens remains a focus for PSMs, with workshops planned to involve whole teaching teams. AKA leaders agree to explore the current appraisal process to make links between teacher reflections and positive outcomes for children more transparent.
Key Next Steps
ERO affirms the kindergarten’s identified next steps to continue to improve outcomes for children. These are to:
- strengthen the bicultural perspective in the programme
- provide clear guidelines for teachers to support the continued development of programme planning that reflect children’s individual interests
- continue to strengthen processes for self review
- ensure that teachers’ professional learning is embedded and enhances teacher practice
- work together to develop an action plan to implement and achieve appraisal goals.
Recommendation
ERO suggests that the association’s PSM work with teachers to implement the areas for development in this report.
Management Assurance on Legal Requirements
Before the review, the staff and management of Murdoch Park 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:
-
curriculum
-
premises and facilities
-
health and safety practices
-
governance, management and administration.
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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Murdoch Park Kindergarten will be in three years.
Dale Bailey National Manager Review Services Northern Region
28 February 2014
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Papatoetoe, Auckland |
||
Ministry of Education profile number |
5078 |
||
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 |
49 |
||
Gender composition |
Girls 26 Boys 23 |
||
Ethnic composition |
Māori NZ European/Pākehā Indian Fijian Cook Island/Māori Tongan Niue African Samoan South East Asian |
11 4 18 5 3 3 2 1 1 1 |
|
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 2013 |
||
Date of this report |
28 February 2014 |
||
Most recent ERO report(s) |
Education Review |
October 2010 |
|
Education Review |
July 2007 |
||
Education Review |
June 2005 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement and Next Review
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:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
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.