24 Mark Road, Mount Albert, Auckland
View on mapMt Albert Kindergarten
Mt Albert Kindergarten - 02/06/2017
1 Evaluation of Mt Albert Kindergarten
How well placed is Mt Albert 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
Mt Albert Kindergarten is licensed for up to 40 children from two to five years of age. Full day and sessional options are available for families and most children attend three times per week.
The kindergarten philosophy emphasises children learning through play. Core values of care, respect and tolerance foster a safe educational environment with nurturing and respectful relationships. Importance is placed on developing children's social competence.
The kindergarten team comprises a head teacher and three other registered teachers, two support workers and an administrator. Staff are from diverse and multilingual backgrounds.
The kindergarten is well established and has a history of positive ERO reports. ERO’s 2014 report recognised a variety of positive features, including welcoming and inclusive relationships, and a comprehensive range of activities and experiences for children. Teachers have responded well to recommendations in the last review, explored ways to develop children's learning dispositions and strengthened self-review processes to achieve positive outcomes for children.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel, in a range of different roles.
This review was part of a cluster of nine kindergarten reviews in the Auckland Kindergarten Association.
The Review Findings
Children and families benefit from the welcoming environment and have a strong sense of belonging in the kindergarten. They are offered opportunities to enhance their pride in their cultural heritage. Parents who spoke to ERO, value the care, and the nurturing way teachers build children's confidence in all aspects of the programme.
Children are independent, and have opportunities to lead and participate in uninterrupted play. They are focused and highly engaged in their learning. Children are free to choose activities based on their interests and preferences. Friendships between children are evident and they play in collaborative and friendly mixed age groups.
Children freely access internal and external play areas. Significant work has been done to improve the spacious indoor learning environment. This has resulted in a stimulating and creative space for children. Children's work and their contributions to the learning programme are celebrated. Further improvements to the outdoor learning environment are being planned.
Teachers promote a calm and peaceful environment. The pace of the day is unhurried. Children are encouraged to take increased responsibility for themselves and others. Teachers use strategies to deepen children's thinking. Children are well supported as they transition to school.
The programme has a strong focus on strengthening oral literacy. Opportunities are created for children to problem solve. Skills and knowledge from parents and the local community are used well to extend children's experiences. Teachers plan collaboratively to develop programmes and activities that reflect children's interests. They continue to develop shared expectations and understandings that will strengthen programme planning.
The embedding of bicultural practices and understandings, including ways to recognise te ao Māori, is an area teachers continue to develop. It would be helpful now to review the kindergarten philosophy through a bicultural lens and explore further ways to engage parents in the review process. This could contribute positively to building learning partnerships between teachers and the parent community.
Parents who spoke to ERO during the review appreciate the frequent opportunities that teachers provide for conversations about their child's progress and development. They value the interactive digital communication and portfolios showing their child's learning and involvement in the programme. Teachers should now consider how to document their teaching role to capture the complexity of children's learning through play. Analysing individual learning stories and identifying next steps could support this process.
The experienced head teacher continues to build her own leadership practice. She is well supported by the Association as she builds the leadership capacity of the team. Teachers continue to seek ways to broaden their own leadership practice.
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) 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
The head teacher and teachers agree the key next steps for the kindergarten are to:
-
strengthen all documentation to support the good work in teaching and learning practices
-
embed reflection and evaluation practices
-
refine programme planning processes
-
strengthen all documentation that shows the kindergarten's continued commitment to bicultural practice.
Management Assurance on Legal Requirements
Before the review, the staff and management of Mt Albert 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 Mt Albert Kindergarten will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
2 June 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 |
Mt Albert, Auckland |
||
Ministry of Education profile number |
5098 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children, over 2 years of age |
||
Service roll |
40 |
||
Gender composition |
Boys 25 Girls 15 |
||
Ethnic composition |
Māori Pākehā Asian other |
4 20 11 5 |
|
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 |
February 2017 |
||
Date of this report |
2 June 2017 |
||
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
Education Review |
October 2010 |
||
Education Review |
September 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.
Mt Albert Kindergarten - 28/02/2014
1 Evaluation of Mt Albert Kindergarten
How well placed is Mt Albert 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
Mt Albert Kindergarten offers education and care for a maximum of 40 children over the age of two years. The kindergarten day model offers a 6 hour day with 40 children attending during the morning session and 20 children during the afternoon session. The kindergarten philosophy emphasises children learning through play, and children and their families experiencing a strong sense of belonging in the kindergarten.
The teaching team of four qualified teachers is supported by a parent committee, an administrator and a teacher aide.
The kindergarten serves a culturally diverse community and enrolments include children of Māori, Indian and Asian heritage.
Teachers have responded positively to previous ERO suggestions to develop a more robust cycle of self review to increase bicultural practices.
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 on-going support from professional services managers (PSM).
This review was part of a cluster of eight kindergarten reviews in the Auckland Kindergarten Association.
The Review Findings
Mt Albert Kindergarten has a welcoming, positive tone where children are affirmed and supported in their play. Children are articulate and confidently engage in conversations with each other and with adults. Parents report that they feel welcomed and are comfortable with contributing to the kindergarten’s programme.
Children settle quickly and confidently into the kindergarten programme. A rich, meaningful and stimulating environment is evident. The centre provides a wide variety of age-appropriate and inviting resources in discrete areas of play. Children freely choose from the many activities and resources that support their current interests. Teachers provide good opportunities to encourage children to develop their leadership qualities.
The kindergarten’s inclusive learning programme reflects its stated philosophy. The programme is strongly influenced by Te Whāriki, the early childhood curriculum. Parent participation in the learning programme is valued and encouraged. The learning environment contributes to positive experiences for children. It stimulates and motivates their creative, cooperative and independent play. Literacy, numeracy and science concepts are emphasised within the context of children's play. Children have many opportunities to experiment with a number of information and communication tools.
Teachers are committed to raising children’s awareness of the bi-cultural heritage of New Zealand and incorporating te reo Māori throughout the day. Staff reflect the diverse community of the centre. Many languages are used by both teachers and children in the programme, including the Pacific languages of the kindergarten’s community.
The kindergarten has useful policies and practices in place to support children to make a successful transition to school. Parent feedback is positive.
Teachers have good access to a variety of appropriate professional learning and development opportunities that align to the kindergarten’s strategic direction. The head teacher has participated in the Auckland Kindergarten Association’s leadership symposium. The PSM is assisting the team to increase the usefulness of their self-review processes.
A volunteer group of parents supports the running of the kindergarten. They receive regular, useful reports from the head teacher. The committee uses this information to contribute to the future direction of the kindergarten.
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
In order to build on current good practice the teachers, PSM and ERO agree that the next steps for the teaching team are to:
- continue to strengthen the usefulness of, and documentation for, self review to achieve positive outcomes for children
- plan teaching programmes that develop children's identified learning dispositions and make teachers' response to this development over time evident in children's portfolios
- increase the extent to which children's language, culture and identity are reflected in their portfolios.
Management Assurance on Legal Requirements
Before the review, the staff and management of Mt Albert 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 Mt Albert 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 |
Mt Albert, Auckland |
||
Ministry of Education profile number |
5098 |
||
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 Chinese Samoan Tongan |
4 28 9 5 2 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 |
October 2013 |
||
Date of this report |
28 February 2014 |
||
Most recent ERO report(s)
|
Education Review |
October 2010 |
|
Education Review |
September 2007 |
||
Education Review |
July 2004 |
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.