9 Jones Crescent, Melville, Hamilton
View on mapBestStart Jones Crescent Kindy
Community Kindy Jones - 13/10/2017
1 Evaluation of Community Kindy Jones
How well placed is Community Kindy Jones 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
Community Kindy Jones is a full-day education and care service operated by BestStart, a not-for-profit trust. It is located in a converted house and extensive garden in the Hamilton suburb of Melville. The centre is licenced for 30 children from two years to school age. The current roll is 32, of whom eight children are identified as Māori. A feature of the roll is the diversity of ethnicities represented in both the children and staff at the kindergarten. Children's access to this education and care service is supported by the kindergarten van which provides a daily collection and drop-off service.
BestStart provides the overall vision, values and strategic priorities for Community Kindy Jones. They provide professional and business support managers, policy framework, human resource advice and the coordination of professional development opportunities for teachers. The centre manager is responsible for professional leadership of staff and daily operations. The service has a high proportion of qualified teachers.
The philosophy statement places emphasis on children learning through play, developing a sense of wellbeing and belonging, and the importance of partnerships with parents and whānau. There is a clear commitment to culturally responsive operations and practices.
The service responded positively to recommendations in the 2014 ERO report in relation to engaging parents and whānau in partnership for children's learning, and developing relationships with iwi.
The Review Findings
Children are settled, happy and engaged in learning though play. Positive and responsive relationships are evident amongst teachers and children, and this builds a strong sense of belonging. Teachers make effective use of positive guidance principles to encourage children's social competencies and self-management skills. Routines are kept to a minimum and seen as worthwhile learning experiences. Children have many opportunities for extended periods of uninterrupted play, and this allows for an appropriate balance between child-initiated open-ended play and teacher-supported learning. Transitions into and from the kindergarten are carefully planned in partnerships with parents and whānau to provide any necessary additional support. Children with diverse needs, especially those with English as a second language, are well supported and fully included. High levels of fun and engagement are evident throughout the centre.
Children benefit from a personalised, inclusive and responsive curriculum. The prior knowledge and experiences children bring from their own home and culture are valued, built on and celebrated. Teacher interactions for learning are warm and affirming. The inside and outdoor environments are well resourced, and thoughtfully presented to invite children's interaction and exploration. The orchard area provides a range of natural world experiences.
Aspects of literacy and mathematics are integrated into the current programme, especially in the inside environments. A next step is to consider ways to maximise the learning opportunities provided for children in the outside play areas. This should include reviewing children's ongoing access to equipment and further extending learning opportunities in literacy, mathematics and the living world.
The centre manager is leading and modelling a commitment to culturally responsive practice for staff. Te reo Māori and tikanga Māori are evident in practice, and the Ministry of Education document Tātaiako is used for staff reflection on their practice. The diversity of culture in the kindergarten is embraced and celebrated. All children, including Māori, have their language, culture and identity affirmed and respected. This good practice can be extended further through relevant and significant local elements in the curriculum.
Each child’s learning journey is well planned, assessed and evaluated. Teachers meet regularly to share observations of children and their current interests, and to carefully evaluate the effectiveness of the programme. Individual and small group goals are set for children and these are shared with parents and whānau for their input and comment. Assessments are made available to whānau online, and hard copy portfolios are kept to allow children to revisit their learning experiences. As part of programme evaluation, it is now appropriate to review the implementation of the 'Be School Ready' programme at this centre. Effective assessment practice enables children and their parents to be well-informed about their learning and progress.
The newly appointed centre manager has established positive and trusting relationships throughout the community. She is providing well-informed professional leadership, and is building a collaborative team. Internal evaluation and appraisal processes are well established and focussed on continual development and improvement. She promotes equity of access to education and care through the effective use of equity funding to support the subsidy of transport and fees. Children and whānau are benefitting from efficient centre operations and quality teacher practice in line with centre philosophy.
The annual Quality Education and Compliance (QEC) report is a robust internal evaluation document. It effectively informs annual plans, and the setting of priorities for teacher professional learning and appraisal goals. Internal evaluation is focussed on sustaining and continuing to enhance positive learning outcomes for children.
Key Next Steps
ERO and the service have identified that key next steps for the service are to review and evaluate:
- learning opportunities in the outside play area
-
the inclusion of more local aspects of significance in the curriculum.
Management Assurance on Legal Requirements
Before the review, the staff and management of Community Kindy Jones 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 Community Kindy Jones will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
13 October 2017
2 Information about the Early Childhood Service
Location |
Hamilton |
||
Ministry of Education profile number |
30203 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including no children aged under 2 |
||
Service roll |
32 |
||
Gender composition |
Girls 18 Boys 14 |
||
Ethnic composition |
Māori |
8 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Over 2 |
1:8 |
Meets minimum requirements |
Review team on site |
August 2017 |
||
Date of this report |
13 October 2017 |
||
Most recent ERO report(s) |
Education Review |
July 2014 |
|
Supplementary Review |
May 2011 |
||
Education Review |
June 2010 |
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.
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.
Community Kindy Jones - 17/07/2014
1 Evaluation of Kids to Five Kindy on Jones
How well placed is Kids to Five Kindy on Jones 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
Kids to Five Kindy on Jones provides an all-day service for up to 30 children between two years and school age at any one time. The centre is located in a converted house close to Waikato Hospital in the Hamilton suburb of Melville. The centre has enrolled a total of 40 children from a variety of cultural backgrounds, including nine children identified as Māori, six children identified as Pacific and children from a variety of other cultural backgrounds.
The centre continues to operate under the umbrella of Kidicorp Ltd. The Hamilton regional office of Kidicorp Ltd was established in 2012 and provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self review and quality assurance processes, along with professional, administrative and business support by well-qualified and experienced personnel. These qualities are underpinned by a clear vision and values.
Since the 2011 ERO review, there have been considerable staff changes, including the appointment of a new centre manager in 2013. The outdoor playground has been redeveloped to provide children with extensive opportunities for active physical play and for exploring the natural world. Kidicorp Ltd and this service work in close partnership with the Ministry of Education to make equitable opportunities available for local families to access early childhood education. The service provides a participation vehicle for transport.
The centre philosophy promotes a learning environment that encourages children to develop independence, confidence and respectful relationships with others. Family and whānau contributions are valued and their culture is respected.
The Review Findings
Children at the centre show a strong sense of belonging and wellbeing. They enjoy being part of whole group activities and a wide variety of learning experiences. The environment motivates children to explore widely and engage in a play programme that caters for their emerging interests. Their experiences with sand, water play and the natural environment assists them to experiment and develop an understanding of science and nature. Children develop friendly relationships with other children, and learn to share equipment, play cooperatively, and help one another. Older children act as role models and leaders for younger children, who observe and learn from their actions. The inclusive culture supports all children to develop confidence, a love of learning, and good language skills. Children who come to the centre unable to speak English quickly learn to understand and then begin to communicate in English. Children of all ages have many opportunities to learn early literacy and mathematics in a well-designed and naturally integrated programme.
Teachers have a strong commitment to supporting children’s growth and development. They know children and their families well and form trusting and respectful relationships. Teachers plan the environment to reflect children’s interests and learning, and work alongside them to extend their understanding. Parents are kept well informed about their children’s development and progress informally, and through yearly interviews.
Individual portfolios contain a visual and written record of the children’s learning journey, often as members of a group activity. Teachers are beginning to include more examples of individual children’s learning. This needs to continue, so that the information can be used to show children’s progress over time. More attention is now needed to including parents’ contributions in portfolios, so that links are clearly made between home and centre. This will enable teachers to effectively support interests that connect with children’s home life and their cultural identity.
Parents participate in centre cultural and social events, trips and excursions, and make contributions to the programme. They are invited to share their aspirations for their children, and to identify important aspects of their culture for the centre to include in the programme and environment. The increasingly multicultural nature of the centre has prompted teachers to consider how the many different cultures are recognised in the programme and environment, and to develop ways to celebrate children’s diverse cultural identity and language.
Te reo and tikanga Māori are included through waiata, karakia and in conversations. Teachers work alongside parents to include celebrations such as Matariki. The centre has identified that its next step will be to continue to develop links with local iwi.
The enthusiastic centre manager is a highly effective leader of a collaborative team. Staff work together to be welcoming, inclusive, and supportive of parents, whānau and caregivers. They place children’s wellbeing and growth as their first priority. There are opportunities for teachers to take leadership responsibilities. With the assistance of Kidicorp managers, the centre manager has established a sound approach to self review, with a continuing emphasis on improvement.
The centre is well-supported by Kidicorp Ltd regional and area managers. Their close professional supervision has assisted programme development, relationships with parents, self review and the capability of the teaching team. Kidicorp Ltd personnel continue to provide appropriate leadership for the centre manager and teachers, with a strong focus on improving the quality of education and care.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kids to Five Kindy on Jones 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 Kids to Five Kindy on Jones will be in three years.
Dale Bailey National Manager Review Services Northern Region
17 July 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 |
Hamilton |
||
Ministry of Education profile number |
30203 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including up to 0 aged under 2 |
||
Service roll |
40 |
||
Gender composition |
Girls 22 Boys 18 |
||
Ethnic composition |
Māori NZ European/Pākehā Indian Samoan Tongan Chinese Fijian South East Asian Other Pacific |
9 11 9 2 2 1 1 4 1 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
Review team on site |
May 2014 |
||
Date of this report |
17 July 2014 |
||
Most recent ERO report(s) |
Supplementary Review |
May 2011 |
|
Education Review |
June 2010 |
||
Education Review |
June 2007 |
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.