Kidsfirst Kindergartens Ngaire Larcombe

1 Evaluation of Kidsfirst Kindergartens Ngaire Larcombe

How well placed is Kidsfirst Kindergartens Ngaire Larcombe to promote positive learning outcomes for children?

The Kidsfirst Kindergartens Ngaire Larcombe, with the support of the association, is well placed to provide positive learning outcomes for children.

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

Background

Kidsfirst Kindergartens Ngaire Larcombe is located in east Christchurch. The kindergarten was affected immediately after the Canterbury earthquakes by a drop in the roll. The roll continues to fluctuate as families transition in and of the area due to the ongoing impact of the earthquakes on housing and employment.

This review was a part of a cluster of 11 kindergartens governed and managed by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

Since the June 2010 ERO review, there has been a number of changes to leadership and to the teaching team. An acting head teacher and a long-term relieving teacher were appointed in term two 2013.

The teaching team fosters an inclusive environment for all children and their families. Teachers work positively with families to help children develop confidence, resilience and self esteem.

The teaching team has made some good progress in addressing the recommendations in the last ERO report. Children’s individual assessment records identify their interests and learning. Parent's and children’s comments are increasingly sought to strengthen partnerships in learning.

This process has increased access to kindergarten, particularly in areas where there are high numbers of priority learners.

The Review Findings

Leaders and teachers have a shared commitment to providing children and families with a very welcoming and inclusive environment. They place strong focus on ensuring that the language, culture and identity of children and their families is respected and valued. Parents, whānau and families are encouraged to spend time at the kindergarten and to be involved in their children’s learning. Teachers develop their knowledge of the child in the context of their family/whānau and wider community. They make good use of parents' views to support children’s wellbeing and learning.

Teachers foster children’s sense of security and belonging, particularly as children settle into the kindergarten. Children’s individual interests, strengths and capabilities are recognised and responded to in caring and sensitive ways.

Teachers support children to develop and maintain friendships with one another. They encourage children to take responsibility and to care for others. Teachers listen carefully to children and encourage them to share their ideas and follow their interests. They actively promote children’s independence and decision making within a child-led learning programme.

Children enjoy exploring the spacious, attractive and well organised learning environment. They have easy access to a good range of interesting resources and activities. Children have many opportunities to develop their physical skills and to learn about the natural world and sustainable practices.

Visitors to the kindergarten and visits into the local community provide opportunities for children to make good links to the wider world. Teachers take small groups of children to visit local schools. These visits help children become more familiar with the school environment and expectations prior to starting school.

The association provides effective governance and management for all of its kindergartens. The long-term vision and goals for all kindergartens are determined by the governing board. Each individual kindergarten establishes its own plan incorporating the board's goals. The association responded appropriately to the circumstances of Canterbury and Westland communities by removing all fees.

Each kindergarten is supported by education support managers (ESMs) who make regular visits and provides well-targeted professional development. In particular, teachers are well supported in developing their understanding of te ao Māori and making this more evident in documentation and practices. This remains an area for further development in this kindergarten.

The association has high expectations for teaching and learning. The use of recently developed indicators of good practice is helping to identify and spread effective practice. Appraisal is used effectively to recognise areas of strength and where further developments may be necessary.

Key Next Steps

In order to build on the positive relationships teachers have developed with children, parents and whānau priority should be given to further improving teaching practices, programme and self review. This includes:

• involving parents and children more in planning
• making the learning and teaching strategies clear
• evaluating how teaching practices have improved learning outcomes for children
• developing clear action plans and timeframes for reviews and showing how findings have been used.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Kindergartens Ngaire Larcombe 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 Kidsfirst Kindergartens Ngaire Larcombe will be in three years.

Graham Randell

National Manager Review Services

Southern Region

18 February 2014

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 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.