509 South Titirangi Road, Titirangi, 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.
Titirangi Kindergarten provides early childhood education and care for children between the ages of two and five years of age. The service offers morning sessions for 40 children, and up to 30 children stay for afternoon sessions. A transition group is intended to help the next 10 children have a smooth entry into school. The roll is predominantly Pākehā, with small numbers of Māori and other ethnicities.
The 2014 ERO report identified areas for improvement that included strategic planning, self review, teacher appraisal, and planning to extend learning for individual children, particularly for four year old boys. With the association support, teachers have responded well to ERO's suggested next steps.
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 9 reviews in the Auckland Kindergarten Association.
Teachers' promotion of whanaungatanga and manaakitanga, enables children to settle quickly into the kindergarten. Children make friends and engage meaningfully in interactions with adults and each other. They are active learners who are confident, capable, and independent.
Meaningful and connected relationships are valued and fostered through respect and care. Children are supported to become socially competent and add depth to their own learning by exploring resources and learning opportunities provided. Parents, whānau and specialists work collaboratively with teachers to support children with additional learning needs. Parents confidently participate in learning programmes. Children, whānau and the wider community are highly valued by teachers.
The curriculum is responsive to children's strengths, interests and their learning dispositions. Learning story assessment is individualised and children can revisit their learning in portfolios. Teachers provide an integrated curriculum, incorporating literacy, maths numeracy and science in the programme.
Teachers have a strong focus on natural science and environmental sustainability. The learning environment strongly reflects a commitment to recycling, and healthy eating. Children gain an understanding of sustainable environments by helping to grow, nurture, harvest and cook garden produce. Teachers provide a peaceful environment for children to explore.
There is a strong celebration of children's cultural identities. Teachers affirm and support the retention and use of children's home languages. Teachers are in the process of strengthening bicultural practices in the kindergarten. They are currently participating in the AKA whakamanawa training programme and plan to continue learning more about Māori and Pacific cultures.
The head teacher is strategic in her leadership approach. She is well supported by the AKA to strengthen her leadership skills. She is building teachers' capability in their collaborative teaching and leadership roles. Teachers are encouraged to lead their own professional learning through research and are becoming more reflective about their teaching practices. They are inclusive, work well together, and are keen to learn from one another's differences and strengths.
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.
Teachers and AKA personnel agree that next steps for kindergarten development include:
increasing opportunities for children to lead their own learning
ensuring that resources are readily available for children to express themselves creatively and imaginatively
strengthening bicultural practices.
Before the review, the staff and management of Titirangi 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 Titirangi Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
21 April 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.
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Location |
Titirangi, Auckland |
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Ministry of Education profile number |
5110 |
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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, including up to 0 aged under 2 |
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Service roll |
61 |
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Gender composition |
Boys 37, Girls 24 |
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Ethnic composition |
Māori Pākehā Chinese Other ethnicities |
5 46 4 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 |
Under 2 |
NA |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2017 |
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Date of this report |
21 April 2017 |
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Most recent ERO report(s)
|
Education Review |
May 2014 |
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|
Education Review |
September 2010 |
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Education Review |
September 2007 |
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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:
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.
Titirangi Kindergarten is located behind the well known Lopdell House in Titirangi. It provides early childhood education for up to 40 children from around two and a half years to school age. Families have the option of enrolling their child for six hour days or for selected session times.
The 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) visits regularly and provides professional advice and support for teachers.
The past three years has been a time of change for the kindergarten. Since the 2010 ERO review, there have been several acting head teachers, and a permanent head teacher has been recently appointed. She joins a teaching team of two other new teachers. There are a significant number of new children, including several children under three years of age.
The new PSM has supported kindergarten operations, managed changes to the teaching team and provided teachers with professional development on self review. The philosophy has been reviewed and includes a focus on environmental sustainability. This focus features prominently in resources for the outdoor environment and in parts of the programme.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children are well supported to develop their social and emotional competence. They experience positive relationships with caring teachers who help them settle quickly. Children benefit from a welcoming, calm atmosphere that promotes their wellbeing. Families are warmly welcomed at the kindergarten and often stay for extended periods of time.
Teachers demonstrate good quality teaching practices. Children’s decisions are affirmed by teachers who value their contributions. They listen to children and find ways to help children play cooperatively and collaboratively.
The child-led programme allows children to engage in sustained learning. Literacy, the natural world and early numeracy are well promoted. The attractive learning environment and plentiful resourcing interests children. Teachers are well placed to extend children’s learning through fostering more complex conversations and through focusing on the exploration strand of Te Whāriki, the early childhood curriculum.
Children with additional learning needs are effectively supported. Teachers work closely with families to ensure an inclusive and considerate approach. Children’s transitions into the kindergarten are carefully managed. Developing relationships with local schools could help ensure that children transition confidently to school.
Currently there are no children enrolled who identity as Māori. While this is unusual for the kindergarten, teachers are engaged in professional development to strengthen the bicultural and multiethnic aspects of the programme. Revisiting the kaupapa of the environmental approach and increasing teacher’s use of te reo Māori in the programme could benefit all children.
Assessment portfolios are attractive records of children’s engagement in the programme. They contain some very good examples of learning stories that analyse children’s learning. Teachers could use these good practice examples to promote meaningful learning opportunities for individual children in the daily programme. Documenting children’s progress over time and recording how teachers have responded to parent aspirations are worthwhile focus points for the new team.
Teachers understanding and use of self review is developing. Useful support from the PSM informs the kindergarten’s self review and decision making. Improvements to the management and organisation of the kindergarten are evident.
Performance management is now aligned with the registered teachers’ criteria. As part of work to build a collaborative team culture, teachers could now develop a shared understanding of effective teaching practice.
The Auckland Kindergarten Association continues to provide strong governance for kindergartens. The association continues to expand its strategies to build professional leadership across the organisation. It has diversified the delivery of professional learning and development to keep teachers up-to-date with current theory and initiatives. Teaching teams are well supported by the AKA to continue to strengthen quality outcomes for children.
Teachers, the PSM and ERO agree that next steps for the kindergarten should include:
The 2014 review of the AKA strategic plan should provide an effective way for kindergarten staff to contribute to the ongoing development of the association.
Before the review, the staff and management of Titirangi 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.
During the review, ERO identified one area of non-compliance. To address this, the service provider must:
The next ERO review of Titirangi Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
2 May 2014
|
Location |
Titirangi, Auckland |
||
|
Ministry of Education profile number |
5110 |
||
|
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 31 Girls 25 |
||
|
Ethnic composition |
NZ European/Pākehā Other |
44 12 |
|
|
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 2014 |
||
|
Date of this report |
2 May 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2010 |
|
|
Education Review |
September 2007 |
||
|
Education Review |
July 2004 |
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.
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.