35 Herbert Road, Hamilton Central, Hamilton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kindy Kidz are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Kindy Kidz is one of four privately-owned education and care services catering for children from three to five years of age. The centre owner is actively involved in daily centre operation. The centre philosophy places value on a semi-structured approach to literacy, numeracy and oral language learning.
Children, parents and whānau experience responsive relationships with teachers. Leaders and teachers are committed to engaging with Māori as tangata whenua. Opportunities are given for children and families to share and experience te reo Māori, languages of the Pacific and other languages. Assessments increasingly reflect some culturally valued knowledge and skills. Parent aspirations are gathered and utilised in planning and assessment. Children demonstrate a sense of belonging.
Learning environments for young children are well-resourced. Children transition between Kindy Kidz and Kindy Tweenz at lunchtime each day, experiencing two sets of teachers. Teaching is focused on themes from children’s interests. Children’s sense of security is promoted through predictable routines.
Children benefit from a curriculum where oral language, literacy and numeracy are cultivated. The centre philosophy promotes a semi-structured programme. It is embedded in practice and well understood by teachers and parents. Inside and outside activities occur at planned times of the day or in response to children’s requests. Further consideration for encouraging children to explore the full range of play-based curriculum opportunities more flexibly throughout the day, would support them to further develop dispositions for learning and working theories.
Internal evaluation supports some consideration into the effectiveness of the curriculum. Appropriate tools and methods are used to gather information for evaluation and improvement purposes. Relational trust supports collaboration and shared decision making. Learning outcomes are not yet used across a range of documentation to inform improvement priorities for teaching and learning. The service is yet to share the outcomes of internal evaluation to enable whānau to understand how changes have benefited individual or groups of children.
The service has developed sound systems, process and practices that guide daily operations. Networked relationships between the service and agencies support the inclusion of children with additional learning needs. A positive working environment encourages the retention of staff and promotes continuity of quality adult-child relationships.
Kindy Kidz will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kindy Kidz 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
24 February 2022
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Early Childhood Service Name |
Kindy Kidz |
| Profile Number | 34121 |
| Location | Hamilton |
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Service type |
Education and care service |
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Number licensed for |
25 children aged over 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
55 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 32, Chinese 8, other Asian 4, other ethnic groups 3 |
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Review team on site |
September 2021 |
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Date of this report |
24 February 2022 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, February 2014 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindy Kidz is one of a group of four privately owned education and care services, located in the Queenwood suburb of Hamilton. The centre is licensed for up to 25 children aged from 3 to 5 years. At the time of this review the centre roll was 66 including six Māori children. The centre offers a full-day, morning or afternoon sessions.
The centre philosophy states that it offers a semi-structured programme with a focus on mathematics and literacy for children in a safe, warm, nurturing learning environment. An emphasis is also placed on developing positive, reciprocal relationships with children, parents and whānau.
Kindy Kidz and the neighbouring KindyTweenz centre work very closely together. Children learn and play in two age-based groups and throughout the week, each group alternates between both centres.
The 2014 ERO report identified the need to continue to review and further develop assessment, planning and evaluation, learning dispositions, and the integration of literacy and mathematics into children's play. Good progress has been in all areas. Bicultural assessment is an area that requires further strengthening.
Positive reciprocal relationships with parents, teachers and children is highly evident. Teachers actively support children to overcome challenges and to problem solve. Oral language is fostered by teachers through their effective use of open questioning. Teachers encourage and praise children for their efforts and success in their learning.
The centre supervisor models good teaching practice. She builds teacher capability through encouraging, and challenging teachers to reflect on their practice. Children benefit from teachers working collaboratively in a calm settled learning environment.
Teachers effectively respond to opportunities to engage in and extend children’s learning. Boy's interests are enriched and considered within the programme. Teachers are committed to ongoing professional development to strengthen bicultural practices. The use of te reo and Māori concepts are evident in the programme. Teachers are seeking ways to maintain and promote the language, culture and identity of Māori children.
A newly implemented appraisal system has been introduced to build teacher capability. Teachers use inquiry goals to strengthen their capacity to promote positive outcomes for children. An effective process for internal evaluation is being implemented, and is focused on enhancing learning outcomes for children.
Children experience a curriculum that is responsive to their strengths and interests. A range of activities and resources are planned by teachers to engage them in learning. The curriculum has a strong focus on developing children's knowledge and skills in literacy and numeracy. There are opportunities for children to engage in science, te reo Māori, and technology. The teacher-led, semi-structured programme allows flexibility for children to participate in the planned topics or to follow their own initiated interests. ERO observed children who were highly engaged in their learning.
Children's learning is shared through portfolios and termly progress reports, where learning outcomes are clearly identified. Assessment identifies children’s strengths, interests, disposition and skills. A next step is to make visible in portfolios the language, culture and identity of Māori children. Consideration should also be given to making portfolios more accessible and visible, allowing children and their parents to revisit previous learning.
Teachers know children and their families well. Children who require additional support are clearly identified and teachers work in close partnership with parents and external agencies. Teachers are responsive to children’s interests, learning, social and emotional needs. Highly inclusive practice supports these children to experience positive learning outcomes.
Transitions within and between the centres are well supported by parents and teachers who work together collaboratively. Children are supported to be confident learners.
Parents and whānau are highly valued as partners in their child’s learning. They work alongside teachers contributing to the learning of their child. Parents contribute to the programme using their skills and expertise, and find teachers approachable and welcoming. Children and their families have developed a strong sense of belonging.
There is a clear vision and direction for the centre. The centre owners have collaborated with the teaching teams, and goals have been developed that are regularly monitored by management and the supervisors. There is alignment between the strategic plan, annual plan, philosophy and teachers' professional development. Sound systems and practices are focused on continuous improvement for children and their families.
The key next step for Kindy Kidz is to:
strengthen bicultural assessment practices
consolidate the appraisal process to include regular monitoring and documented observations, of teaching practice, which includes specific feedback and forward.
Before the review, the staff and management of Kindy Kidz 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.
The next ERO review of Kindy Kidz will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
6 June 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.
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Location |
Hamilton |
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Ministry of Education profile number |
34121 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, including up to 0 aged under 2 |
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Service roll |
66 |
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Gender composition |
Boys 39 Girls 27 |
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Ethnic composition |
Māori Pākehā Asian Other Tongan |
6 52 5 2 1 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
April 2017 |
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Date of this report |
6 June 2017 |
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Most recent ERO report(s)
|
Education Review |
February 2014 |
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|
Education Review |
March 2011 |
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Education Review |
April 2008 |
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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.