Kidsfirst Kindergartens Wakatipu

Education institution number:
5625
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

Brecon Street, Queenstown

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Kidsfirst Kindergartens Wakatipu - 09/05/2017

1 Evaluation of Kidsfirst Kindergartens Wakatipu

How well placed is Kidsfirst Kindergartens Wakatipu 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

Kidsfirst Kindergarten Wakatipu is located in central Queenstown. It provides education and care for up to 40 children attending up to six hours a day, five days a week. Children come from an increasingly diverse, and at times transient community.

The kindergarten is led by an experienced head teacher. The teaching team have a culture of shared leadership where all teachers contribute their skills and strengths. The kindergarten is now governed by the Canterbury/Westland Kindergarten Association, trading as Kidsfirst Kindergartens. The kindergarten receives regular support from an Education Service Manager (ESM).

The good practices noted in the 2014 ERO report have continued to be sustained. The teachers have made good progress in deepening bicultural practices, as recommended in the 2014 report.

This review was part of a cluster of three kindergarten reviews in the Canterbury/Westland Kindergarten Association.

The Review Findings

Teachers form respectful, reciprocal and responsive relationships that support children's learning and wellbeing. Teachers are intentional in way they work with children and help them to think, problem solve and extend their interests.

The teachers have carried out significant work to improve bicultural practices. Children experience enriched bicultural programmes and practices. Teachers have used professional learning and development to develop their own knowledge and implement a culturally responsive curriculum. They have been considered and intentional in the way they have built their own capabilities and culturally responsive practice. Together with children they have learned a kindergarten mihi, karakia and waiata. Teachers have plans in place to continue developing their cultural competencies.

Children’s culture and language are acknowledged and well supported in the programme. Teachers carefully engage with families' language and culture to make the kindergarten more meaningful for children. This is evident through children's learning records for international families, and increasingly for Māori children.

Children's learning and wellbeing are supported by varied and interesting programmes based on the principles and strands of Te Whāriki, the early childhood curriculum. The carefully designed learning environments provide children with opportunities to explore and be challenged. Teachers have made changes to the programme and their practices to support the diverse needs of children attending. Children learn about mathematics, literacy and ICT in meaningful ways.

The teaching team work well together and share leadership responsibilities. A next step is to further deepen their knowledge and understanding of current theories of learning and development, and teaching to support evaluation of programmes and practices. The ESM and teachers have identified that a next step is to continue to find ways for children to be involved in decision making.

The kindergarten philosophy is currently under review, and is displayed for parents' comments. Teachers now need to work collaboratively with whānau to redevelop and refine the philosophy to:

  • identify desired outcomes for children's learning

  • better reflect the bicultural heritage of Aotearoa New Zealand

  • align with identified curriculum strengths.

Teachers have developed useful systems to plan for individual children and assess their learning over time. Records of learning show that they are responding in greater depth to parents' wishes for their children's learning. Teachers make good use of ICT to share children's learning and play with parents and wider whānau.

The teachers and ESM identified that emergent and group planning continues to be a work in progress.

Teachers are in the early stages of inquiring into their teaching practices as part of appraisal. A next step is to embed the appraisal process and continue to develop teaching as inquiry.

Teachers have continued to develop internal evaluation practices. The next steps to strengthen internal evaluation are to:

  • focus the evaluative question

  • refine and make better use of indicators to guide the evaluation

  • evaluate to show how the indicators have informed and enriched programmes and practices.

The kindergarten receives effective support from the Canterbury/Westland Kindergarten Association. The association provides a useful strategic and operational framework for the kindergarten management. The strategic plan contains a strong commitment to the Treaty of Waitangi and expectation for the kindergarten to enact this in practice. Kidsfirst Kindergartens Wakatipu receives ongoing, targeted and well-planned professional learning and development and is well supported by the ESM.

Key Next Steps

The key next steps to promote positive outcomes for all children are for the head teacher and teachers, with the support of the ESM to:

  • continue to develop and build teachers' understanding of current theory and practice

  • embed appraisal and teaching as inquiry

  • strengthen internal evaluation

  • refocus the philosophy and use this to evaluate the effectiveness of programmes and practices

  • continue to strengthen assessment, planning and evaluation.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

9 May 2017

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

Queenstown

Ministry of Education profile number

5625

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

44

Gender composition

Boys: 23

Girls: 21

Ethnic composition

Māori

Pākehā

Tongan

Japanese

Indian

Dutch

7

26

1

8

1

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

N/A

Over 2

1:10

Meets minimum requirements

Review team on site

March 2017

Date of this report

9 May 2017

Most recent ERO report(s)

 

Education Review

June 2014

Education Review

March 2008

Education Review

August 2004

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.

Kidsfirst Kindergartens Wakatipu - 26/06/2014

1 Evaluation of Wakatipu Kindergarten

How well placed is Wakatipu 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

Wakatipu Kindergarten is located in central Queenstown and close to the local primary school. Children come from a variety of countries and cultures.

The kindergarten is licensed for 45 children from 3-5 years of age. Daily sessions are from 8:30am to 2:45pm. Children may attend a range of sessions. Some children attend several different early childhood services.

Children play and learn in well-designed, attractive and spacious inside and outside areas. The kindergarten is well resourced allowing for children to make choices about their play.

The head teacher is long serving and the teaching team has been together for five years. In response to the 2010 ERO report teachers have worked hard to develop aspects of self review, planning and assessment.

The parent committee provides substantial financial support to make improvements to the physical environment. Recent building renovations and additions include a children’s library and a technology area, administration office and whānau room.

This review was part of a cluster of seven kindergarten reviews in the Central Otago Kindergarten Association.

The Review Findings

Children benefit from caring relationships with their teachers. They are confident to approach teachers and seek help. Children have good friendships with each other and play well in small and larger groups for sustained periods of time.

The teachers interact with children in positive and responsive ways. This helps the children to settle into kindergarten. Teachers are respectful and listen carefully to support children’s play and learning. They have a strong focus on ensuring children’s culture and language is acknowledged. They sensitively support children and their families. For example, they have helped a child to send daily emails to a mum in hospital and fundraised for families in the Philippines.

They welcome family/whānau contributions and participation. Teachers consider children’s family situations and home life. As some families do not have wider family support locally, teachers find ways to share what children are doing and learning with extended family outside New Zealand.

ERO observed teachers skilfully working with and alongside children. They see children as competent and able learners. They provide strategies for children to play cooperatively, solve problems and overcome conflicts together. There are many opportunities for children to develop their independence and communication skills.

Children choose from a range of interesting learning experiences. Teachers provide good quality learning opportunities such as:

  • literacy and numeracy activities which are well integrated throughout the programme
  • a range of activities for developing children’s physical skills
  • celebrating children’s and their families’ cultures, like Japanese girls’ day
  • dramatic play where children use their imagination and role play
  • the use of waiata, karakia, kai and learning about local legends
  • a buddy programme with a local school.

A strength of the kindergarten is the increasing use of information and ICT. Children have easy access to a number of iPads, laptops, computers and digital cameras. Teachers help children to make movies and write story books using these technologies. There are strong links between home and the kindergarten through the use of ICT.

Teachers plan and assess effectively to meet and monitor ongoing and changing needs, interests and strengths of individuals and small groups of children. They seek and respond to parents’ wishes for their children’s learning and development. Children’s goals are well displayed so that all teachers know what to focus on for individual children. The kindergarten’s philosophy of building children’s knowledge, skills and attitudes is clearly evident in what teachers do with and for children.

Teachers work effectively as a team. They reflect on their practices to continually improve what happens for children. The head teacher knows teachers’ strengths well and works to use and extend these for the benefit of all. She has developed efficient systems to manage teachers’ workload and the smooth running of the kindergarten. Teachers use self review to make positive changes and to improve their practices.

Governance

Over the past three years the Central Otago Kindergarten Association has gone through an unsettled period. There has been a break down in governance, management and systems which has adversely affected the effectiveness and level of leadership provided to each kindergarten. This has led to the board contracting Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens) in 2012 to undertake an independent review of the management structure. Then in September 2013, Canterbury Westland Kindergarten Association was contacted again to provide management support and guidance in an effort to establish robust systems, competent leadership and management. The process for redevelopment is still underway and new systems are being established and at the time of this review, ERO found it was too early to tell how well they would be implemented. Overall, there has been a substantial turnover of teachers within the Association. ERO also found that the appraisal process was not robust and needs further development.

Key Next Steps

A further enhancement to current good practice would be for teachers to:

  • strengthen their self-review practices
  • increase the depth of their bicultural practices.

Teachers have identified that a next step for them is to make more use of the significant features of the local environment to extend and enrich children’s learning. ERO agrees with this.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wakatipu 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 Wakatipu Kindergarten will be in three years.

Graham Randell

National Manager Review Services

Southern Region

26 June 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

Location

Queenstown

Ministry of Education profile number

5625

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children from 3-5 years

Service roll

65

Gender composition

Boys 37

Girls 28

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Asian

Indian

Filipino

6

43

1

9

2

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

Not applicable

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

May 2014

Date of this report

26 June 2014

Most recent ERO report(s)

Education Review

March 2008

 

Education Review

August 2004

 

Accountability Review

November 2000

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.