39 A Craig Road, Maraetai, Auckland
View on mapMaraetai Beachlands Kindergarten
Maraetai Beachlands Kindergarten - 27/05/2016
1 Evaluation of Maraetai Beachlands Kindergarten
How well placed is Maraetai Beachlands 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
Maraetai Beachlands Kindergarten in east Auckland, is licensed for up to 40 children aged over two years. Since the 2013 ERO review, the kindergarten has transitioned to a Kindergarten Day Model, providing the option for children to attend either a four or six hour session, two to five days per week. This change has resulted in two new teachers being added to the team. Maraetai Beachlands Kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework to support its operation.
The team has four qualified teachers and a teacher aide, who also assists with administrative duties. This team provides care and education for children from increasingly diverse cultural backgrounds in a fast growing coastal community. The kindergarten has a good reputation in the community.
The kindergarten philosophy is strongly underpinned by Te Whāriki, the early childhood curriculum. Teachers focus on supporting children to become confident, independent learners. They are committed to ongoing teacher development and the inclusion of children from all cultures. Te reo and tikanga Māori are valued aspects of the programme and teaching practices.
The 2013 ERO report noted how positively the teaching team worked together, incorporating many strategies to enhance children's learning in an environment that encouraged children's curiosity and exploration. These positive aspects have been sustained and enhanced. The team has responded very positively to the report's areas for development. These areas included adding more complexity to children's learning, and promoting children's diverse cultural identities.
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
The kindergarten's teaching philosophy is evident in action. Teachers have engaged in a year-long course called He Papa Tikanga. They now have a better understanding of te reo and tikanga Māori, and this has helped them to support Māori children and their whānau.
Children confidently choose resources and places to play. The environment is well resourced and children settle into sustained periods of meaningful play with friends, or on their own. Children readily initiate and engage in conversations with their friends, or with adults. They have a strong sense of belonging in, and ownership of, the kindergarten environment.
Teachers listen well to children. They respect the knowledge that children bring with them into the kindergarten setting. Teachers are skilled at fostering complexity in children's thinking and creativity. As a result, children are becoming skilled storytellers and artists.
Children's cultural backgrounds and knowledge are valued and very well supported by the teaching team. Their home languages are respected and included in teachers' interactions with children. This respectful practice allows teachers to develop an understanding of each child as a unique learner.
Children benefit from caring, reassuring teachers who understand their life contexts. This knowledge is supporting children's successful transition to school. There are strong partnerships between parents and teachers. Whānau are consulted about kindergarten aspects, and an active parent committee supports the teaching team with fundraising and organising events. Parents who spoke with ERO expressed appreciation of the teaching team and how they are supporting their children to learn.
A wide range of purposeful experiences is provided for children. Teachers' aim in setting the environment is to enable children to participate actively in self-selected activities. They move in and out of children's play, skilfully supporting children to develop social skills and ways of working collaboratively.
Teachers plan a programme that incorporates children's interests, cultural celebrations and what is happening in the wider community. Children's questions and comments are included in programme planning in meaningful ways. Teachers' ongoing reflection on the programme allows them to be very responsive to the learning needs of individual children.
The team continues to work with the AKA in achieving their strategic vision, setting their own strategic goals and business plan. Teachers understand the significance and purpose of self review in providing positive outcomes for children, and they continue to strengthen their review processes. Distributed leadership is developing across the team as shared understandings are contributing to a strong team culture.
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 (QIP) is aligned with AKA and kindergarten strategic plans. This process monitors quality, and promotes ongoing improvement in the kindergartens.
Key Next Steps
To enhance their current good quality provision for children, teachers plan to further strengthen bicultural practices, and to make parents' aspirations for their child's learning more evident in planning and assessment documentation.
Management Assurance on Legal Requirements
Before the review, the staff and management of Maraetai Beachlands 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 Maraetai Beachlands Kindergarten will be in four 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 |
Maraetai, Auckland |
||
Ministry of Education profile number |
5635 |
||
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 |
70 |
||
Gender composition |
Boys 38, Girls 32 |
||
Ethnic composition |
Māori Pākehā European other |
6 59 2 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 |
April 2013 |
|
Education Review |
November 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.
Maraetai Beachlands Kindergarten - 30/04/2013
1 Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Maraetai Beachlands Kindergarten is well placed to promote positive outcomes for children.
Context
Maraetai Beachlands Kindergarten operates as part of the Auckland Kindergarten Association. The Association provides policy, procedures and guidelines to support the operation of the service. It also provides teachers with regular, topical professional development and ongoing support from professional support managers (PSMs).
The kindergarten operates a child focused, resource-based programme, as outlined in their philosophy. Teachers encourage children’s independent exploration and learning. The kindergarten has a positive ERO reporting history.
This review was conducted as part of a cluster approach to reviews in six early childhood education services within the Auckland Kindergarten Association umbrella organisation.
Review Findings
Teachers use external and internal review to evaluate the effectiveness of kindergarten operations. The teaching team sets short term and longer term strategic plans and parents are invited to contribute to decisions about the direction of the kindergarten. Teachers plan to participate in professional development to learn how to better document self review of the kindergarten’s practices and operations.
Leadership opportunities for children, parents and teachers are fostered. Parents provide leadership roles on the parent committee. Children may direct their own play to solve problems, or look for resources to extend their interests. Teachers work well together as a team, sharing leadership roles and responsibilities. Regular professional learning and development provides teachers with a sound base for professional discussions about their work.
Teachers use many strategies to enhance children’s learning. These are particularly evident in work to develop children’s understanding of literacy and numeracy concepts, and of basic te reo and tikanga Māori. To further develop teachers' knowledge to promote higher learning outcomes for Māori children, teachers, with Association support, could also use the Ministry of Education resource Tataiako, cultural competencies for teachers of Māori learners.
Teachers create inviting learning environments to stimulate children’s curiosity and encourage exploration. Many opportunities are provided to help children to develop physical, social and thinking skills.
Since the teaching team were last appraised, the Association has updated the appraisal document. Appraisal is now linked to the Registered Teacher Criteria. Teachers intend using the new document for their next appraisals
Key next steps
Teachers could now further strengthen teaching and learning by:
- supporting children to add more complexity to their learning
- considering how they could support Māori children more effectively by learning more about Māori language, culture and identity
- promoting children’s diverse languages, cultures and identities within the programme
- refining and linking programme planning, assessment, and work to evaluate the quality of teaching and learning
- working in partnership with parents to implement effective practices to help all children become capable, confident learners and communicators.
The kindergarten’s outdoor areas are expansive and difficult for two teachers to supervise while also providing a teacher-responsive and child-led programme. Teacher aide hours are provided by the Association to help teachers with non-teaching tasks, so that teachers are better able to focus on interactions with children. While this is a positive strategy for responding to the situation, teachers are engaging in discussions with the Association to explore options that could be more effective in supporting teachers to further improve the quality of the programme and deepen learning experiences for children.
2 Legal Requirements
Management Assurance on Legal Requirements
Before the review, the management of Maraetai Beachlands 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:
- administration
- health, safety and welfare
- personnel management
- financial and property management.
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.
3 Next Review
When is ERO likely to review the early childhood service again?
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
30 April 2013
Information about the Early Childhood Service
Location |
Maraetai, Auckland |
||
Ministry of Education profile number |
5635 |
||
Licence type |
Sessional Free Kindergarten |
||
Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
||
Number licensed for |
30 children, including up to 0 aged under 2 years |
||
Service roll |
61 |
||
Gender composition |
Girls 37 Boys 24 |
||
Ethnic composition |
NZ European/Pākehā Māori Australian Japanese Cambodian Kiribati |
50 5 2 2 1 1 |
|
Percentage of qualified teachers |
80% |
||
Reported ratios of staff to children |
Under 2 |
No children under 2 years |
Choose an item. |
Over 2 |
1:15 |
Meets minimum requirements |
|
Review team on site |
February 2013 |
||
Date of this report |
30 April 2013 |
||
Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2009 September 2006 July 2003 |
General Information about Early Childhood Reviews
About ERO Reviews
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
Review focus
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
- 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 self review and partnerships with parents and whānau.
Review Coverage
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.