90 Garnet Road, Westmere, Auckland
View on mapWestmere Kindergarten
Westmere Kindergarten - 13/02/2020
1 Evaluation of Westmere Kindergarten
How well placed is Westmere Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Westmere Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Westmere Kindergarten in Auckland is a well-established service that provides an all-day programme for up to 40 children over the age of two years.
The experienced head teacher leads a team of four qualified, experienced teachers, some of whom are new to this kindergarten. An administrator, a teacher aide and a teaching assistant complete the team. The kindergarten's philosophy emphasises learning through play in a well-resourced and respectful environment.
The 2016 ERO report noted that children had access to well defined areas of play that promoted imagination, physical challenges and developed their confidence to explore and extend their learning. These remain as features of the programme. The report recommended strengthening bicultural practices, assessment, planning and evaluation. While good progress has been made with bicultural practices, teachers continue to make progress in other areas.
The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides leadership, a framework of policies and operational guidelines, support personnel and programmes of professional learning and development for staff. A new AKA structure and new leadership roles have been established, and new personnel appointed.
This review was part of a cluster of eight reviews in the Auckland Kindergarten Association.
The Review Findings
Children demonstrate a sense of belonging in the kindergarten. They are confident and articulate, engaging in conversations with peers and adults. They freely access purposefully designed indoor and outdoor learning environments. The wide variety of resources and activities allows children to make choices as they play and learn.
Teachers interact with children in a warm, respectful and positive manner. They facilitate children's play and exploration and could now strengthen documentation on the way they extend children's thinking and add greater complexity to their learning. Teachers have built strong relationships with local schools to assist children's transition to school.
Leaders and teachers are committed to developing a bicultural curriculum. They are gaining confidence and understanding of weaving culture and context into the programme. Continuing to strengthen their bicultural curriculum would support children and whānau to gain a deeper understanding of the bicultural heritage of Aotearoa New Zealand.
Teachers are reviewing how they gather information about individual children's and parents' aspirations. They aim to use this information to improve their response to children's cultures and home languages, and include parental aspirations in their programme planning. Continuing to collaborate with external agencies and whānau is likely to improve outcomes for children with additional learning needs.
Assessment and planning follow an established process. Teachers notice children's interests and identify learning dispositions. Planning is based on the provision of a variety of activities, experiences and planned excursions and events. Teachers could record how they build upon children's prior learning and respond to individual children's interests and dispositions.
Leaders and teachers have accessed relevant professional learning and engaged in collaborative internal evaluation related to their individual and the kindergarten strategic goals. This is having a positive impact on improving teaching practice and outcomes for children. Teachers will use the recently reviewed kindergarten philosophy as a reference to continue to deepen their reflective practice.
The AKA continues to provide support for kindergartens to strengthen bicultural practices. In many instances this has made a significant difference to teachers' confidence and capability. Specialist support impacts positively on teachers’ inclusion of children with additional learning needs. Priority is being given to re-establishing and supporting Parent Whānau Groups in all kindergartens. The strategic direction being established by new AKA leaders is providing a positive framework for kindergartens’ annual planning.
Key Next Steps
A key next step for leaders and teachers is to continue strengthening their understanding and use of Te Whāriki (2017), the early childhood curriculum, in order to:
-
have more detailed information to show how they enhance strategies for extending individual children's learning
-
respond more purposefully to children's cultural backgrounds and specific learning needs.
It would be useful for AKA managers to:
-
clarify new roles and engage teaching teams in the implementation of the new structure across the AKA
-
increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels of the AKA
-
identify and implement strategies for achieving greater consistency of the practices that are strengths in some kindergartens, across the AKA.
Management Assurance on Legal Requirements
Before the review, the staff and management of Westmere 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 February 2020
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 |
Westmere, Auckland |
||
Ministry of Education profile number |
5112 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children over 2 years of age |
||
Service roll |
57 |
||
Gender composition |
Boys 31 Girls 26 |
||
Ethnic composition |
Māori |
5 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
November 2019 |
||
Date of this report |
13 February 2020 |
||
Most recent ERO report(s) |
Education Review |
May 2016 |
|
Education Review |
May 2013 |
||
Education Review |
September 2009 |
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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
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.
Westmere Kindergarten - 27/05/2016
1 Evaluation of Westmere Kindergarten
How well placed is Westmere 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
Westmere Kindergarten in Auckland is licensed for up to 40 children over two years. It offers sessions that are similar to school hours. The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework to support kindergarten operations. The kindergarten has changed to a full kindergarten day model operating a six hour day for five days during school term times. A parent committee assists teachers in the smooth operation of the kindergarten.
The kindergarten is staffed by four qualified teachers, a teacher aide and an administrator. The teaching team's philosophy outlines the intentions to provide a welcoming environment and an inclusive programme. It also focuses on environmental sustainability, the bicultural heritage of Aotearoa New Zealand, and respect for each child's uniqueness.
The 2013 ERO report noted that teachers viewed children as capable and competent learners, and that the programme supported children's independence as learners. These features have been maintained. Since the report, teachers have developed a teaching and learning philosophy, and continued to strengthen self review. There has been some progress in these areas.
The AKA restructure in 2015 has introduced new responsibilities and ways of working for both AKA and kindergarten personnel. A period of transition is continuing for staff as they develop their understanding and competence in relation to new roles and systems.
This review was part of a cluster of nine reviews in the Auckland Kindergarten Association.
The Review Findings
Children play well together and are actively engaged in their learning. Children are independent learners and make choices for their play. They have a good sense of ownership in the kindergarten and the programme. Children often spend sustained periods of time with other children or adults and persist in completing projects relating to their interests.
The design of the environment allows children to extend and develop imaginative play and create their own learning experiences. The outdoor area provides a variety of physical challenges for children and is used well for promoting science, technology, mathematics, and art. Well defined areas of play support children to confidently explore and use the indoor and outdoor environment.
Children's cultural diversity enriches the programme. Parents, children, and teachers learn about and celebrate other cultures as well as their own. Teachers provide a programme that supports children to celebrate their cultural uniqueness.
Children are encouraged to take responsibility for themselves, their friends and the environment. They are included in decision making about resources and use of space. Teachers agree that children could also help to design and evaluate the daily programme.
Teachers know the community well. Partnerships with parents and their contributions to the programme are valued. The kindergarten continues to have a very active parent committee, which organises and leads fundraising and kindergarten events. Teachers' positive relationships with families are supporting children’s learning and sense of belonging in the kindergarten. Children transitioning in to the kindergarten and on to school are well supported by teachers' relationships with families and local schools.
AKA support and guidance is responsive to each kindergarten's individual context. New AKA positions are providing more targeted support for head teachers in their leadership and management roles. A new Quality Improvement Process is aligned with AKA and kindergarten strategic plans. This process monitors quality, and promotes ongoing improvement in the kindergartens.
Key Next Steps
Teachers agree that their next steps could include:
-
strengthening bicultural practices
-
increasing recognition of and responsiveness to children's cultural identity, and languages
-
more deliberate planning that responds to individual children’s interests and ideas
-
developing consistent processes for evaluating teaching practices, planning and assessment
-
continuing to develop self-review to guide kindergarten improvements.
Management Assurance on Legal Requirements
Before the review, the staff and management of Westmere 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 Westmere Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
27 May 2016
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 |
Westmere, Auckland |
||
Ministry of Education profile number |
5112 |
||
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 |
59 |
||
Gender composition |
Boys 30, Girls 29 |
||
Ethnic composition |
Māori Pākehā British Cook Island Māori Others |
4 48 3 1 3 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Under 2 |
NA |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
March 2016 |
||
Date of this report |
27 May 2016 |
||
Most recent ERO report(s)
|
Education Review |
May 2013 |
|
Education Review |
September 2009 |
||
Education Review |
September 2006 |
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.