Whanganui Central Baptist Kindergarten (CBK)

1 Evaluation of Whanganui Central Baptist Kindergarten (CBK)

How well placed is Whanganui Central Baptist Kindergarten (CBK) 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

Whanganui Central Baptist Kindergarten is one of two Central Baptist Kindergarten (CBK) services located in Whanganui. It is licensed to provide all day education and care for 84 children including four aged up to two years. Of the 117 children currently enrolled, 27 are Māori.

The service philosophy is to 'celebrate awesomeness alongside children, whānau and community through nurture and learning from a Christian kaupapa'. The values of manaakitanga, whanaungatanga, wairuatanga and respect provide the foundation of expected outcomes for children. A peaceful and respectful approach is intentionally practiced to cater for the specific needs of infants and toddlers.

This ERO evaluation is one of two reviews of services owned and governed by The Whanganui Central Baptist Kindergarten and Crèche Trust. Two CBK managers have oversight of the day-to-day operation of the centres. The team leader is the curriculum lead. All staff are fully qualified.

Key next steps identified in the October 2013 ERO report were to continue to strengthen teacher response to children’s ways of learning and partnerships with parents. Progress is ongoing.

The Review Findings

Children lead their own learning supported by responsive teachers. Opportunities are available for them to learn about the wider curriculum. Literacy and science are evident within the programme. The literacy programme offered to four year olds should be evaluated to better determine the purpose and learning outcomes for children.

Teachers effectively support children's problem solving and exploration. Routines are consistently implemented. Teaching teams use a wide range of strategies to support children's social and emotional competence.

Toddlers are well supported within a calm settled environment. Their teachers effectively respond to their strengths, interests and needs.

Teachers have highly respectful and responsive relationships with children. Routines are used as an opportunity to nurture and connect with children. Their independence and self-care skills are fostered. Consistent caregiving promotes children’s sense of security.

Children with diverse needs are well supported in an inclusive environment. Teachers work with external agencies and parents to identify, progress and monitor learning goals for these children.

The bicultural curriculum is developing. Children participate in waiata and karakia. Recent professional learning has increased teacher confidence to engage with te āo Māori resources. This should continue to strengthen their use of te reo Māori in meaningful contexts.

A well-considered transition process supports children’s sense of belonging as they move through CBK learning environments. Teaching teams share important information and regularly review the support needs of transitioning children and their families.

How well teachers respond to children’s culture, language and identity is the focus of a current service wide internal evaluation. Acting on the findings of this review is necessary to more effectively promote connection to children’s diverse cultures. In particular, staff should consider how to better reflect these aspects through assessment, planning and the daily programme.

Leaders have identified that developing a deeper understanding of strategies that foster educational success for Māori is a next step. ERO’s external evaluation affirms this. As the relationship with local iwi grows added learning and understanding should enhance teacher confidence in te ao Māori.

Teachers are yet to fully explore teaching strategies to respond to Pacific learners.

The recently revised assessment, planning and evaluation framework is yet to be fully embedded. Group planning supports children's ongoing learning through specific focus themes. Teachers identify learning goals and plan for individual children based on their interests, needs and developing skills. Leaders have acknowledged that more consistently identifying children's learning will better support evaluation of their outcomes.

Strong relationships with parents and whānau are evident. Daily communication between teachers and parents supports continuity of care and information sharing. Leaders and teachers are exploring ways to build on these relationships to strengthen learning partnerships. This should promote a more meaningful response to parent aspirations.

Internal evaluation is becoming established across the service. Leaders are purposefully progressing teacher understanding and use to better show learner focused outcomes. Teachers and leaders actively engage in a range of reviews, including teacher inquiry, to inform decision making and ongoing improvement. A next step is to identify indicators of high quality practice to allow effective monitoring and evaluation of changes made.

Leaders are committed to supporting ongoing professional development of the teaching team. They provide useful advice and guidance for them to effectively implement the curriculum. Regular opportunities are offered to build capability and stimulate teacher reflection. The recently revised appraisal process should effectively support teachers to strengthen their practice.

A clear vision assists managers and staff set the strategic direction for the service. The recently revised philosophy is underpinned by shared values and beliefs of governance, management, teachers and parents. Trustees are well informed of progress towards strategic goals.

Key Next Steps

ERO and leaders agree that the key next steps are to:

• further strengthen the bicultural curriculum

• identify and implement strategies to maintain children's connections to their culture language and identity, including those that promote educational success for Māori and for Pacific children

• continue to develop shared understanding and use of internal evaluation for improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Whanganui Central Baptist Kindergarten (CBK) 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 Whanganui Central Baptist Kindergarten (CBK) will be in three years.

Patricia Davey Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

7 June 2018

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		Whanganui
Ministry of Education profile number		51501
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		84 children, including up to 4 aged under 2
Service roll		117
Gender composition		Girls 59, Boys 58
Ethnic composition		Māori Pākehā Other ethnic groups	27 64 26
Percentage of qualified teachers		80% +
Reported ratios of staff to children	Under 2	1:4	Better than minimum requirements
	Over 2	1:6	Better than minimum requirements
Review team on site		April 2018
Date of this report		7 June 2018
Most recent ERO report(s)		Education Review	October 2013
		Education Review	April 2010

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.

1 Evaluation of Whanganui Central Baptist Kindergarten (CBK)

How well placed is Whanganui Central Baptist Kindergarten (CBK) 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

Whanganui Central Baptist Kindergarten (CBK) provides three separate spaces for children aged from two to three (Crèche), three to four (Kindergarten) and four to five years of age (Kindy House). These three centres now operate under one licence. The amalgamation of the kindergarten and Kindy House occurred in 2013. The Wanganui Central Baptist Kindergarten and Crèche Trust (the Trust) own and govern the service. A strong Christian philosophy and Te Whāriki, the national early childhood curriculum, guide practice.

The teaching and nurture of children is influenced by the Pikler and Reggio Emilia approaches. The attractive learning environment is thoughtfully set up to reflect centre philosophy and include specific and age-appropriate furniture and resources. When two-year-olds transition into the Crèche, usually from the neighbouring KIDZ @ 303, also owned and operated by the Trust, they do so with primary caregiver support. The continuation of secure attachments for young children is at the heart of practice and provision.

This review was one of two reviews of services owned and governed by the Wanganui Central Baptist Kindergarten and Crèche Trust.

The Review Findings

The curriculum is well planned to meet the specific needs of infants, toddlers and young children. Environments are organised in ways to foster social play and support independent and facilitated relationship-building. Individual and group planning formats are used to suitably:

• recognise children’s interests and development, relevant to this age group
• make home links through family and whānau, and
• identify the qualities and attitudes children bring to their learning.

Children’s learning and social and emotional competency are appropriately catered for.

Centre practices, including appraisal and discussion between staff, promote a shared understanding of desired educator practice. Participation in professional learning and development is thoughtfully considered.

Self review is used effectively to determine how well the service promotes positive outcomes for children. Information from self review and research are used to inform the strategic and philosophical direction of the centre. Reviews are well documented and outcomes are shared with all those involved in the service. There is evidence that self review leads to improved outcomes for children.

Teachers provide meaningful learning opportunities for children to develop their skills and knowledge. Inclusive relationships promote positive relationships and attitudes in the centre.

Infants, toddlers and young children are gaining awareness that literacy is a means for sharing ideas, thoughts, feelings and amusement. They are positively supported in their introduction to mathematical concepts.

Comprehensive review has been undertaken by leaders and educators to promote a clear and shared understanding of planning, assessment and evaluation.

Leaders and teachers share a philosophy and commitment to biculturalism. The principles of the Treaty of Waitangi (partnership, protection and participation) are acknowledged in strategic decision making. Staff are involved in relevant professional learning and development. Leaders and teachers are committed to delivering a culturally responsive curriculum and promoting bicultural partnerships. The significant iwi support planned is likely to help enhance teachers’ knowledge and confidence in things Māori.

Children’s sense of belonging is nurtured as they transition into and within the service and when moving to school. Transitions are successfully guided by families, the centre and schools. Useful information is shared to support continuity in their learning. Review of this process has been undertaken to continually inform practice.

Leadership is shared and collaborative. The senior teacher provides mentoring, advice and guidance for teachers' registration and appraisal. Team leaders model good practice. All staff have opportunities to take responsibility and initiate ideas. Whānau willingly share their knowledge and link home experiences and routines to centre practice. Children lead their learning by following their interests and making choices about their learning.

The centre manager is responsible for overseeing provision for infants, toddlers and young children and the initiatives to assist families as partners in teaching and learning. She is supported by the Trust to implement a vision that reflects a commitment to high quality education and care for all children. She liaises across local and national networks and participates in research to ensure high quality in those centres she has direct responsibility for and in the wider early childhood community.

Key Next Steps

Centre leaders and ERO agree that leaders and teachers should continue to use:

• current planning, assessment and evaluation processes and curriculum leaders to strengthen teaching responses to children’s ways of learning, interests and whānau
• investigation and research to further enhance parent participation and contribution to children’s learning, including success for Māori as Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Whanganui Central Baptist Kindergarten (CBK) 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 Whanganui Central Baptist Kindergarten (CBK) will be in four years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

3 October 2013

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	Whanganui
Ministry of Education profile number	51501
Licence type	Education and Care Service
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	84 children, including 4 aged up to 2
Service roll	151
Gender composition	Boys 78 Girls 73
Ethnic composition	Māori NZ European/Pākehā Samoan Other ethnic groups	32 107 2 10
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates	80%
Reported ratios of staff to children	Under 2	1:4	Better than minimum requirements
	Over 2	1:6	Better than minimum requirements
Review team on site	August 2013
Date of this report	3 October 2013
Most recent ERO report(s)	This is the first review under the new licence. Previous Education Review reports: Central Baptist Creche, Central Baptist Kindy House, Central Baptist Kindergarten	April 2010

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.