56 Jeffery Street, Andersons Bay, Dunedin
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Andersons Bay Community Kindergarten are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakaū Embedding |
|
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Andersons Bay Community Kindergarten is a small, multi-cultural, community-based centre. The kindergarten is governed by a parent committee. Day-to-day management is overseen by a senior teacher. Leadership and staffing have been very stable over recent years. Since the March 2017 review the service has taken significant action to address the previous key next steps.
Children benefit from a rich and meaningful localised curriculum underpinned by Te Whāriki, the early childhood curriculum. The centre philosophy and curriculum priorities, developed in consultation with whānau, are highly evident in action. This includes many opportunities for children to explore and learn about their local community and through the natural environment. Teachers support children well to take measured risks, be independent and be involved in decision making about their learning. They are well supported to be confident, curious, and capable learners.
Teachers use of te reo and tikanga Māori is embedded throughout the curriculum. A whānau group is established and works collaboratively with staff to support the implementation of a bicultural curriculum. All children’s cultures are valued and made visible within the learning environment. A greater emphasis of children’s cultural identity in assessment documentation is required.
Leaders and teachers purposely seek the views of children, parents and whānau to inform curriculum decisions and planning. Assessment documentation does not yet explicitly show how children are learning and progressing over time in relation to their parent’s aspirations.
Stewardship and management are improvement focussed. Leadership enables a high level of relational trust that encourages collaboration. Appraisal and professional learning builds teacher capability. A useful internal evaluation framework supports teachers to engage in deliberate systematic practices that align with the centre’s strategic plan. Monitoring and evaluating the impact of the improvement actions is not highly evident.
Andersons Bay Community Kindergarten will include the following actions in its Quality Improvement Planning.
These are to:
be more intentional in showing how children are learning and progressing over time in relation to their parent’s aspirations
improve the visibility of children’s cultural identity through documentation
monitor the implementation of improvement actions in internal evaluation and evaluate how these have impacted outcomes for learners.
Before the review, the staff and management of Andersons Bay Community 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
8 April 2022
|
Early Childhood Service Name |
Andersons Bay Community Kindergarten |
|
Profile Number |
83001 |
|
Location |
Dunedin |
|
Service type |
Education and care service |
|
Number licensed for |
32 children |
|
Percentage of qualified teachers |
100% |
|
Service roll |
39 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 21, Pacific 4, Other ethnic groups 10 |
|
Review team on site |
January 2022 |
|
Date of this report |
8 April 2022 |
| Most recent ERO report(s) | Education Review, March 2017; Education Review, February 2011 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Andersons Bay Community Kindergarten is a small, community-based centre. It provides education and care for 33 children over the age of two and up to five years of age. The vision for children is that they will `live their lives following their passions and seeking to make the world a better place'.
The kindergarten is governed by a parent committee. Day-to-day management is overseen by a head teacher. Leadership and staffing have been very stable over recent years.
Teachers and the management committee have effectively addressed the areas identified for improvement in the kindergarten's 2013 ERO report.
The management committee is currently investigating an alternative site for the kindergarten following the closure of the church that it leases premises from. It is working closely with its parent community and the Ministry of Education to carefully manage this transition.
This service is very well placed to promote positive learning outcomes for children.
Children experience a well-designed curriculum that is highly responsive to their interests, dispositions and developmental needs. Teachers know the children very well as learners and individuals.
They have a deep understanding of how children learn and develop and how best to support this. They use this knowledge skilfully to identify personalised goals for children and to plan engaging, authentic experiences to support children's learning.
The head teacher and teachers have focused on building shared understandings of effective assessment and planning practice. This is evident in the way learning stories:
clearly identify intended learning outcomes and the progress children are making
identify how teachers have purposefully supported the learning
respond to parents' aspirations and priorities
respond to children's cultural identities.
The head teacher and teachers work closely with parents, teacher aides and external specialists to provide appropriate care and education for children with additional needs.
Other strengths of the curriculum include:
meaningful integration of Māori language and culture
an appropriate focus on early numeracy and literacy learning
effective support for children's transitions into kindergarten and on to school.
The kindergarten's philosophy of learning about the environment and in the community is strongly evident in practice. This includes frequent planned outings to explore their environment and care for the local reserve. Visits are also designed to make connections with children's lives beyond the kindergarten.
Teachers very effectively support children to develop the skills and competencies identified as priorities in the kindergarten's philosophy.
They do this by:
encouraging the development of independence, choice and problem solving
role-modelling and promoting appropriate ways of interacting and being inclusive in play
extending children's critical thinking and oral language development.
Internal evaluation is very well used to inform changes and improvements across the kindergarten. Teachers collectively and individually evaluate their teaching practices and the impact they are having on children's learning. These teacher inquiries are structured, sustained and involve the collection and analysis of multiple sources of evidence.
The head teacher effectively oversees the smooth operation of the kindergarten. There is a culture of trust, collaboration and continual improvement. Teachers' strengths are recognised and well used to enhance curriculum planning and delivery and beginning teachers are well supported. The head teacher communicates frequently and effectively with the management committee and parent community.
The parent committee has a strong focus on ensuring the ongoing sustainability of the kindergarten and is actively involved in exploring options for a new site. It is well informed about kindergarten operations and teaching and learning. The committee regularly consults with parents and responds to their feedback.
To further strengthen existing high quality practices, the kindergarten needs to:
develop new plans (strategic and annual) which identify how the kindergarten's strategic priorities will be actioned over time
improve processes for the ongoing monitoring of progress against annual and strategic plans
simplify the kindergarten's policy framework to make the policy-review cycle more manageable
continue to develop processes for giving teachers rigorous feedback on their practice as part of appraisal processes.
The schedule for planned internal evaluation could provide more detail about what aspects of kindergarten operations are covered within each inquiry. This will help ensure all aspects are being covered in a regular cycle.
Before the review, the staff and management of Andersons Bay Community 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.
The next ERO review of Andersons Bay Community Kindergarten will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
22 March 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.
|
Location |
Dunedin |
||
|
Ministry of Education profile number |
83001 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children aged over 2 years |
||
|
Service roll |
31 |
||
|
Gender composition |
Girls: 18 Boys: 13 |
||
|
Ethnic composition |
Māori Pākehā |
5 26 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
December 2016 |
||
|
Date of this report |
22 March 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
|
Education Review |
February 2011 |
||
|
Supplementary Review |
May 2007 |
||
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.