Kidsfirst Kindergartens Diamond Harbour

1 Evaluation of Kidsfirst Diamond Harbour Early Learning Centre

How well placed is Kidsfirst Diamond Harbour Early Learning Centre to promote positive learning outcomes for children?

Diamond Harbour Early Learning Centre is very well placed to promote positive learning outcomes for children.

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

Background

Kidsfirst Diamond Harbour Early Learning Centre is one of 71 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens. The centre opened in March 2015 and operates under the Kidsfirst Kindergartens systems and processes. It was purpose built on the Diamond Harbour School grounds and provides education and care for young children from birth to six years old. This is the first ERO report for this early learning centre.

All teachers are qualified and certified early childhood education teachers. The association education service manager (ESM) provides consistent professional advice and guidance to support the effective operation of the service.

The Review Findings

The community, including the local school, was actively involved in the establishment of the centre. A strong, shared vision and values promotes a culture of care and respect, a curriculum that is personalised to the local context, and fosters a sense of belonging for children, parents and whānau.

Bicultural perspectives and practices are highly evident in all aspects of the operation of the service. The language, culture and identity of each child is valued and respected. Teachers provide learning experiences that are meaningful for children and respectful of the Māori culture.

Children with additional learning needs are well supported within an inclusive learning environment. Teachers work collaboratively with parents, whānau and external expertise to enable them to sensitively respond to the needs of children. The association provides additional support to ensure that each child has access to the full curriculum.

Leaders and teachers foster responsive and respectful relationships with children, parents, whānau, community and school. They actively promote learning partnerships through regular consultation and effective communication strategies. Transitions into the centre, between areas and on to school are well planned and responsive to the individual needs of the child.

Parents are regularly informed about their children's learning and participation through well written learning records. Teachers are making increasingly effective use of Te Whatu Pōkeka to support the assessment and learning for Māori children as Māori.

The child-led curriculum provides many opportunities for children to explore the natural world and learn about sustainable practices. Children are encouraged to take responsibility and to care for each other and the environment. Teachers take considerable time to listen to and help children to thoughtfully share their ideas. Oral language, literacy, numeracy and creativity are well integrated into the learning programme.

The wellbeing of children who are under two is actively promoted through sensitive and nurturing interactions. The individual needs and preferences of each child and their family is carefully considered and respectfully responded to. Children have easy access to an environment that is well resourced, and encourages curiosity and exploration.

Leaders are involved in evaluative inquires within the centre and as part of the wider education community. A comprehensive, systematic internal evaluation process focuses on improving children’s learning opportunities and teaching practices.

The Canterbury Westland Kindergarten Association has a well understood vision and targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. The teachers are well supported by association managers and leaders to achieve association and kindergarten objectives and vision, and to provide high quality learning outcomes for all children.

The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. It has high expectations for teaching and learning and equitable outcomes for all children. This includes a strong focus on promoting understandings of and respect for te ao Māori (the Māori world) at all levels of the organisation.

The Canterbury Westland Kindergarten Association is innovative in its approaches and regularly seeks opportunities to be involved in the wider educational and local communities to promote high quality learning outcomes for all children.

Key Next Steps

The education service manager and teaching team have identified, and ERO’s evaluation has confirmed, that the key next steps are to continue to strengthen:

• the focus on significant learning in the planning documentation to better reflect the best practice that is occurring

• understandings of culturally responsive practices in regard to Pacific children and families

• all teachers' confidence in leading in-depth internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Diamond Harbour Early Learning Centre 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 Diamond Harbour Early Learning Centre will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

28 July 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 

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.