Central Kids Kindergartens - Rushton Road - 08/10/2012

Information about the Early Childhood Service

Location

Morrinsville

Ministry of Education profile number

5623

Licence type

Mixed and sessional

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children, including 0 aged under 2

Service roll

103

Gender composition

Boys      52 
Girls       51

Ethnic composition

NZ European/Pākehā
NZ Māori 
Other

76
25
  2

Review team on site

August 2012

Date of this report

8 October 2012

Most recent ERO report(s)

Education Review
Education Review

November 2009
September 2006

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Rushton Road Kindergarten is well placed to promote positive outcomes for children. Significant factors that contribute include effective governance, management, leadership, curriculum and teaching.

Context

Rushton Road Kindergarten is situated in Morrinsville and provides sessional education and care for 103 children, including 25 children of Māori descent. It operates under the umbrella of the Central North Island Kindergarten Association, which provides governance, administration and personnel support for the kindergarten.

The kindergarten’s philosophy aims to provide an inclusive, welcoming and respectful environment that supports children’s learning through play and empowers them to become capable and confident learners.

Since the ERO report in November 2009, the kindergarten has continued to upgrade the facilities, including extensive outdoor development. In addition, the head teacher and new collegial teaching team have continued to participate in professional development that is focused on assessment, planning and evaluation practice. This is supporting progress in the development of the assessment practice, particularly recording observations of children's learning, and making the programme and children’s involvement more visible in the kindergarten.

This review was conducted as part of a cluster of 12 kindergartens within the Central North Island Kindergarten Association umbrella organisation.

Areas of strength

Positive and respectful relationships with children, family/whānau and amongst staff are a feature of the kindergarten’s inclusive and welcoming environment. Strong and reciprocal relationships enable teachers to know children well. Teachers provide a curriculum that is flexible and increasingly responsive to children’s identified interests and which promotes wellbeing and belonging. Particular emphasis is placed on:

  • a bicultural dimension and recognition of significant features of the local environment
  • integrated literacy and mathematical learning experiences
  • art and creativity
  • outdoor play and psychical challenge.

Teachers make good use of a range of appropriate strategies to engage children in purposeful sustained play, and empower them to make choices and access equipment to extend their interests. Children interact confidently with the environment. They enjoy many opportunities to engage in meaningful conversations with adults that enable them to develop as competent communicators and users of language. ERO observed high levels of cooperation among children as they play with and alongside one another.

The head teacher’s collaborative leadership and strong commitment to professional development is contributing to reflective practice amongst teachers. Current professional learning and development is strengthening teachers understanding of current best practice in assessment, planning and evaluation, and how this can be effectively recorded within the context of a responsive and emergent curriculum

This review was conducted as part of a cluster approach to reviews in twelve early childhood education services within the CNIKA umbrella organisation.

Areas for development and review

ERO, the head teacher and management agree on the following areas for continued development are:

  • assessment practice that more effectively identifies the learning that is occurring, and assists teachers to plan and engage children possible lines of inquiry

  • self review that is more formalized and informs key centre operations such as annual planning, professional learning, and appraisal.

Recommendation

That the professional leader, head teacher and teaching staff engage cooperatively in ‘in-centre’, ongoing professional learning and development about assessment, planning and evaluation and self-review practice.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Rushton Road 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.

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.

National Manager Review Services
Northern Region (Acting)

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.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.