114 Derby Street, Feilding
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Eden Christian Kindergarten is a community-based service. A number of Māori and small number of Pacific children are currently enrolled.
Service operations are directed by the newly appointed centre manager. The service regained its full licence in October 2021. Professional development has supported improvements since the 2017 ERO review.
Te Whāriki, the early childhood curriculum, underpins the service philosophy and enacted curriculum. Assessment, planning, and evaluation demonstrates an understanding of children’s learning and their interests. Parents and whānau have regular opportunities to be involved in decision making concerning their children’s learning. Adults providing education and care demonstrate an understanding of children’s learning and development.
Meaningful, positive interactions contribute to children’s learning and reciprocal relationships. The service curriculum supports children’s developing social competence and is responsive to children as confident, competent learners.
Systems and processes continue to be embedded through service operations.
ERO found areas of non-compliance in the service relating to:
having a record of relevant emergency drills carried out with children on an at least three-monthly basis.
[Licensing Criteria for Early Childhood Education and Care Centre 2008, HS8].
During the onsite visit the service provided ERO with evidence that shows it has addressed the following non-compliance:
areas of glass accessible to children are made of safety glass, covered in adhesive film or effectively guarded by barriers (PF7).
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
9 August 2022
|
Early Childhood Service Name |
Eden Christian Kindergarten |
|
Profile Number |
52512 |
|
Location |
Feilding |
|
Service type |
Education and care service |
|
Number licensed for |
47 children |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
62 |
|
Review team on site |
July 2022 |
|
Date of this report |
9 August 2022 |
|
Most recent ERO report(s) |
Education Review Report, December 2017, Education Review Report, February 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Eden Christian Kindergarten is a community-based early learning service in Feilding. It is licensed for 47 children, including five aged up to two years. All 66 children enrolled at the time of this ERO review are aged over two years and 15 identify as Māori. Many families have long associations with the service.
A board of trustees made up of parents, representatives from the kindergarten and local churches is responsible for governance. Daily operation is overseen by a manager. The head teacher has responsibility for teaching and learning. Most teachers are qualified and registered.
Since the February 2015 ERO report, some key staff have left. There have been changes to leadership, trustees and hours of operation. Professional development has been undertaken by staff in response to ERO's findings. Progress is evident.
The philosophy emphasises the importance of Christian values in a nurturing environment to build a strong foundation for children’s lives.
Practice reflects the ideals articulated in the philosophy statement. Priorities for learning, identified by the teaching team, are key drivers of the programme for children. With the changes in personnel it would be timely for teachers to revisit and reflect on these drivers to support shared understanding, consistency of practice and ongoing evaluation of the programme.
The centre presents a high quality learning environment, resourced to support a wide range of interests and play experiences. Children have free access to learning materials of their choosing throughout the day. The outdoor space provides a variety of challenging physical play opportunities and activities linked to the natural environment. Regular excursions into the community are used well to extend children's learning.
Children are cooperative and motivated, confidently making decisions about their participation. Literacy, mathematics, cultural experiences, science and the creative arts are presented in play-based ways that engage their attention for sustained periods.
Teachers are responsive, nurturing and respectful in their interactions with children. They maintain high levels of awareness of each child's participation. Learning conversations are used well to extend children's thinking and perseverance in their play.
The diversity of the community is celebrated. Teachers are inclusive in their approach and proactive in removing barriers to children's participation in the programme. Those requiring additional learning support have their needs identified and met through resourcing and external assistance.
The team's commitment to the development of a more bicultural approach is evident. Support has been sought from a local school's bilingual unit, and a hui for whānau Māori is planned. The head teacher agrees that next steps should include: the team considering practices outlined in the Ministry of Education publication Tātaiako: Cultural Competencies for Teachers of Maori Learners; and becoming more purposeful in planning to meet the aspirations whānau have for their children's learning.
Children's transitions are carefully considered. New families are supported to settle in their own ways. Opportunities are regularly provided for older children to work together to develop skills they might need at school. Good relationships with local schools are in place. The next step for teachers should be to seek ways of using the relationships more purposefully to support information sharing about individuals, and school and early childhood programmes.
The programme is largely child led and very responsive to their emerging interests, strengths and needs. Teachers continue to develop their approach to planning for learning. Professional development has supported a process appropriately focused on individuals. Use of an on-line platform has the potential to support parents' input and participation in their children's learning. To strengthen their approach teachers should consider:
consistently identifying the strategies they intend to use, to facilitate children's progress
making children's progress over time more visible in their portfolios
including learning plans in children's portfolios for parents' information
strengthening the analysis of learning stories to show clearly what is significant for each child
integrating more information about children's cultures, languages and identities, and acknowledgment of te ao Māori, into portfolios
identifying desired outcomes for learning and/or teaching on group plans to support ongoing evaluation and identification of next learning/teaching steps.
The centre's approach to appraisal has been reviewed and has the potential to support an inquirybased development process that leads to improved teaching and learning outcomes. Leaders should ensure that implementation reflects all aspects of Education Council requirements, including a suitable induction and mentoring process to support provisionally registered teachers.
The sense of team is being re-established after a period of considerable change. Leaders should continue to work on clarifying expectations around teaching and learning, and collaborate with teachers to develop shared understanding that promotes consistent and cohesive practice.
Support for leadership and management should be strengthened. Roles need to be revisited to more clearly define leadership responsibilities linked to practice and operation.
Teachers are reflective and improvement focused. A suitable framework has recently been adopted to support internal evaluation. Leaders should now work on developing the team's understanding and use of the framework to strengthen decision making linked to teaching, learning and operation.
Aspects of governance are well developed. A vision and strategic priorities have been identified. To support the sustainability of, and ongoing improvement to, operation, trustees should consider: defining desired outcomes, actions and timelines linked to strategic priorities to measure progress and identify next steps; ways to support a more timely response to key tasks and the review of policies and procedures; and reviewing and better defining governance guidelines for trustees.
ERO and leaders agree that in order to support sustainability of, and ongoing improvement to, practice and operation, priorities should be:
continuing to strengthen planning for learning
the promotion of cohesive team work
implementation of the appraisal process to meet Education Council expectations
developing shared understanding of internal evaluation to support decision making
support for leadership and management roles
further definition and better implementation of aspects of governance.
Before the review, the staff and management of Eden Christian 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:
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.
ERO identified an area of non-compliance in relation to health and safety.
The service provider must ensure that:
furniture or equipment that could topple and cause injury or damage is secured
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6]
In order to improve practice the service provider should ensure that:
the training undertaken to meet the requirements of the Health and Safety at Work Act 2015, is fully implemented into operation.
The next ERO review of Eden Christian Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
7 December 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 |
Feilding |
||
|
Ministry of Education profile number |
52512 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to five aged under 2 |
||
|
Service roll |
66 |
||
|
Gender composition |
Girls 43, Boys 23 |
||
|
Ethnic composition |
Māori |
15 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2017 |
||
|
Date of this report |
7 December 2017 |
||
|
Most recent ERO report(s) |
Education Review |
February 2015 |
|
|
Education Review |
March 2012 |
||
|
Education Review |
September 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Eden Christian Kindergarten is a non profit, community based Kindergarten. The centre is licensed to provide both sessional and all-day education and care for up to 47 children. Although the centre is licensed to cater for a small group of children up to two years old this aspect of the license is unused. A playgroup operates on Friday where children aged up to two years attend with a parent or caregiver.
A governance board, made up of representatives from local churches and the Parents’ Group, oversees the centre’s special character and strategic developments. A manager and head teacher lead day-to-day operations. The teaching team is experienced and well-established.
The centre philosophy is the cornerstone for operations and practice. It acknowledges Christian values within a nurturing environment to help children grow a strong foundation for life. There is a strong emphasis on celebrating culture and diversity and the uniqueness of each child.
Since the March 2012 ERO report, developments to the spacious and well-resourced environment have further enhanced children’s exploration and learning.
The centre has a positive reporting history with ERO.
Children enthusiastically participate in a curriculum that is both child and teacher initiated. Teachers are responsive, attuned and sensitive to the variety of ways children express and explore their working theories. Adults engage well with young learners to listen to their views and promote their sustained interest in play and learning. Children are confident, cooperative and settled.
Planning is responsive to children’s interests, strengths, ideas and weekly evaluations. Well-presented portfolios highlight children’s engagement in learning and their developing friendships. Assessment focuses on dispositional learning and shows the continuity of children’s sustained interests. Leaders and teachers should investigate ways to further strengthen assessment practice.
Transitions into the centre are carefully planned and implemented in consultation with parents and whānau. Teachers are building relationships with local schools to support children as they move on to school. Teachers make links between Te Whāriki and the key competencies in The New Zealand Curriculum. Children gain literacy, numeracy and science concepts appropriately within the context of play and at group times.
Teachers express a commitment to continued improvement of their practice of te reo Māori and understanding of te ao Māori. They have established relationships with local iwi and marae. Children are developing a growing awareness of Aotearoa New Zealand's dual cultural heritage.
Inclusive practice is very evident. All teachers acknowledge children’s different cultures, skills, interests and ways of learning.
A positive, collaborative and professional teaching team culture is evident. The head teacher provides sound leadership. Teachers are empowered to take responsibility for curriculum design, review and development. Leaders and teachers have identified that further refining appraisal practice should help build teacher capability.
Whānau and parents are consulted and have opportunities to contribute to self review. The philosophy and vision of the centre is influenced by the aspirations of parents and churches.
The dual purposes of self review for improvement and accountability are well understood. Self review is ongoing and responsive to identified priorities. It focuses on the effectiveness of operation and practice. Leaders have identified the need to continue to build their evaluative capability to better inform decision making. Developing indicators to monitor progress in achieving intended outcomes is a useful next step.
The centre’s strategic direction is strongly linked to positive outcomes for children and guides the service to attain its vision and goals.
Leaders value continual improvement and have identified the following priorities which ERO's external evaluation confirms as appropriate and timely:
meaningful indicators for self review to guide their evaluation of the impact of practices
assessment practices
performance management, to identify and support best professional teaching, reflecting Tātaiako: Cultural Competencies for Teachers of Māori Learners and how the competencies might further inform appraisal and attestation against the New Zealand Teachers Council Registered Teacher Criteria.
Before the review, the staff and management of Eden Christian 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 Eden Christian Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central 20 February 2015
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 |
Feilding |
||
|
Ministry of Education profile number |
52512 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children: including 5 aged up to 2 Monday-Thursday; and 10 aged up to 2 on Friday |
||
|
Service roll |
80 |
||
|
Gender composition |
Girls 42, Boys 38 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
13 65 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
No children enrolled under 2 |
|
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
20 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
September 2007 |
||
|
Education Review |
August 2004 |
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:
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.