Central Kids Kindergartens - Reporoa

1 Evaluation of Central Kids Kindergartens - Reporoa

How well placed is Central Kids Kindergartens - Reporoa to promote positive learning outcomes for children?

Central Kids Kindergartens - Reporoa is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Central Kids Kindergartens - Reporoa is located in the rural community of Reporoa, and in close proximity to the local primary school and college. The service is licensed for 40 children aged from two to five years. The current roll of 55 children includes 15 who are Māori. The kindergarten operates from 8.30 to 2.30 Monday to Friday. Since the previous ERO review in 2016 there have been significant changes to the teaching team including a new head teacher and two new teachers, appointed to their roles in 2019.

The kindergarten operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play and are supported to reach their potential.

Although currently under review, the kindergarten philosophy is grounded in embracing the knowledge and uniqueness that all children and whānau bring to the centre, authentic loving relationships, care for the environment and sustainable practices, creating an environment that acknowledges the values of choice, respect, fun and play.

Staff are well supported by a Central Kids Kindergartens (CKK) professional leader, and the head teacher is involved with a leadership programme as part of her induction process. All teachers hold early learning qualifications and current practising certificates.

The Review Findings

Strong and positive relationships are evident between children and teachers. Interactions are responsive, reciprocal and encouraging. Purposeful questioning by teachers supports children's emerging ideas and language. Children's preferences are respected as they are supported to make decisions about their own learning and involvement. Teachers are well attuned to children's thinking and learning dispositions. This enables them to respond effectively to children's needs for comfort and understanding. Children's behaviour is managed positively, sensitively and unobtrusively. This contributes to a calm atmosphere where children are meaningfully engaged in learning activities for extended periods.

Children's wellbeing and sense of belonging are effectively supported. Teachers work hard to get to know parents and whānau, who are warmly welcomed into the centre to share in the partnership in early learning. A flexible buddy teacher scheme enables each child to form a special relationship with a teacher of their choice. This initiative contributes to a well-managed approach to transitioning children into and beyond the kindergarten.

The language, culture and identity of Māori children and whānau are well supported through the inclusion of te reo Māori and aspects of tikanga. Specific skills and experiences within the teaching team contribute to positive outcomes for Māori children and whānau.

Children engage in a curriculum that is responsive to their strengths and interests. Literacy and mathematical learning are integrated across the curriculum in meaningful contexts. There are many useful strategies that support and encourage children to make a significant contribution to the local and wider environment. Children with additional needs are well supported to participate through close partnerships with families and assistance from external agencies where appropriate. A focus on environmental issues enables children to learn about sustainability and care for the environment. Many sustainable practices have become embedded in the daily life of the kindergarten for children, teachers and whānau. Involvement in the Reporoa Kāhui Ako is also enhancing the partnership with other schools and the wider community.

The environment is effectively organised to allow children to explore independently, in groups or with the support of teachers. Children are trusted as confident and capable learners and risk takers, who are well supported to explore and challenge their ideas and capabilities. Teachers notice opportunities to become involved in children's learning, supporting and guiding them to learn as they play. Areas are planned to invite children's interest with many open-ended resources allowing children to enjoy imaginative and creative play.

Leadership is effective in encouraging parents and whānau to be actively involved in their child's learning. There are many opportunities for teachers to undertake leadership roles as the collective experiences and talents within the teaching team are well used to benefit children. Induction processes for new leaders and teachers are well established to support the high levels of team work across the kindergarten. Continuing to build the new teaching team is an ongoing area of focus for leaders, teachers and the Trust.

Leaders and teachers engage in ongoing self-review and reflection. This review is both spontaneous and planned, making a significant contribution to ongoing improvement in outcomes for children and whānau. Teacher appraisal processes support them to build their capability through focused professional goals, reflective practice and engagement with relevant professional learning.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its kindergartens. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and Trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.

Key Next Steps

With the recent establishment of a new leadership and teaching team, a key next step for the kindergarten is to proceed with the planned philosophy review to:

• establish and embed shared understandings and consistent practice in terms of programme planning and assessment

• assist with the development of a local curriculum that clearly shows how the kindergarten is giving effect to Te Whāriki 2017.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Reporoa 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.

Darcy Te Hau

Director Review and Improvement Services (Acting)

Central Region - Te Tai Pūtahi Nui

27 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

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.