Kidsfirst Kindergartens Richmond

Education institution number:
5451
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

41 North Avon Road, Richmond, Christchurch

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Kidsfirst Kindergartens Richmond - 18/02/2014

Here is the latest report for the Governing Organisation that this service is part of.

 

1. Evaluation of Kidsfirst Kindergartens Richmond

How well placed is Kidsfirst Kindergartens Richmond to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

The Kidsfirst Kindergartens Richmond, with the support of the association, is well placed to provide positive learning outcomes for children.

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

Background

Kidsfirst Kindergartens Richmond is located in east Christchurch. This review was a part of a cluster of 11 kindergartens governed and managed by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

The kindergarten was affected immediately after the Canterbury earthquakes by a drop in the roll. The roll has begun to slowly increase with the enrolment of many children under three years old. Teachers welcome children and families from many different cultures into their learning community.

A new teaching team started during Term 4, 2013. One teacher has remained from the previous team and provides some continuity for children and families. The new team is well supported by the education services manager (ESM) who has worked with the kindergarten since the beginning of 2012. The ESM provides ongoing modelling and coaching of appropriate teaching and learning practices to support young children.

Teachers are currently reviewing the kindergarten vision as a way of developing shared understandings and building a new team culture. They are focused on getting to know the children and families and building positive relationships.

The kindergarten has had some links with local schools. However, some of these schools have been affected by the education renewal plan and pending closures.

The Review Findings

During the review, the children were confident and showed a good sense of belonging at the kindergarten. Children played well together, enjoying each other’s company, and showing care for one another.

Teachers involved children in conversations that encourage oral language development and early literacy skills. Children displayed confidence in approaching teachers and asking questions. Teachers respond to children’s interests and ideas in calm and unhurried ways.

Children have good opportunities to explore the learning environment. They gather and work together on activities that interest them within a child-led programme. Teachers are keen to further promote children’s interests in music and creative experiences.

The kindergarten learning environment is well resourced with good quality resources and equipment, including information and communication technologies. Children have opportunities to develop their physical skills and to learn about the natural world. Excursions into the community enhance the learning programme offered to children and build a sense of community.

The teaching team is in the early stages of developing a shared understanding and approach to planning and assessment. However, there are useful models of assessment from the previous team that provide a good picture of each child and their learning. Parents and whānau are well informed of children’s interests and learning through attractive, informative learning stories and wall displays of children’s learning.

The association provides effective governance and management for all of its kindergartens. The long-term vision and goals for all kindergartens are determined by the governing board. Each individual kindergarten establishes its own plan incorporating the board's goals. The association responded appropriately to the circumstances of Canterbury and Westland communities by removing all fees. In addition, the association has funded an extra teacher until the end of 2013. This is to provide additional support in response to the increased number of younger children and children with diverse learning needs now enrolled.

Each kindergarten is supported by education support managers (ESMs) who make regular visits and provides well-targeted professional development. In particular, teachers are well supported in developing their understanding of te ao Māori and making this more evident in documentation and practices. This remains an area for further development in this kindergarten.

The association has high expectations for teaching and learning. The use of recently developed indicators of good practice is helping to identify and spread effective practice. Appraisal is used effectively to recognise areas of strength and where further developments may be necessary.

Key Next Steps

The ESM has identified, through internal quality assurance processes, and ERO agrees, that the key next steps for teachers are to further improve programme planning, self review, teaching practices and interactions. This includes developing a planned approach to practices that provide:

  • effective ways to work with children under three years of age
  • a focus on children’s language, culture and identity, and special education needs
  • children’s independence, thinking and problem-solving skills
  • an evaluation of the impact of teaching practices on children’s learning and engagement.

The ESM and the teaching team will develop an action plan showing how they will address the key areas they have identified for improvement. ERO requests a copy of this plan and a statement of progress by the end of 2014.

Management Assurance on Legal Requirements

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

Graham Randell National Manager Review Services Southern Region

18 February 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

LocationChristchurch  
Ministry of Education profile number5451  
Licence typeFree Kindergarten  
Licensed underEducation (Early Childhood Services) Regulations 2008  
Number licensed for40 children, two years and older  
Service roll33  
Gender compositionGirls 22; Boys 11  
Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

7

15

6

5

 
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates80%  
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteDecember 2013  
Date of this report18 February 2014  
Most recent ERO reportsEducation ReviewJune 2010 
 Education ReviewOctober 2005 
 Accountability ReviewFebruary 2001 

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 Richmond - 22/06/2010

1. The Education Review Office (ERO) Evaluation

Kidsfirst Kindergartens Richmond is one of 63 kindergartens (including on early learning centre) administered by Canterbury Westland Kindergarten Association trading as Kidsfirst Kindergartens. The kindergarten has changed its hours of operation. It is open from 8.45 am to 2.45 pm five days a week, to better meet the needs of the community. The kindergarten is licensed for 40 children over the age of two years.

The kindergarten is well supported by the association and the education service manager. The head teacher provides strong leadership to a team of dedicated teachers. Together, they deliver high quality education and care for children.

The teaching team, with association support, has made significant progress in addressing the recommendations from the 2005 ERO review. Bicultural practices have been a focus of the team’s self review and professional development. Children are benefiting from the inclusion of more te reo and tikanga Māori in the programme. Multicultural practices have also improved. Teachers have introduced a number of initiatives that sensitively acknowledge and celebrate the children’s cultural backgrounds.

With the ongoing support of the association, self review is developing well as a means of improving teaching and learning. Teachers are developing a culture of reflective practice. They work together for the benefit of children.

Children play and learn in a well-organised environment. Children and adults relate warmly and positively to each other. Teachers interact effectively with children to engage them in their learning and to promote their social skills.

A particular strength of the kindergarten, is the way teachers promote children’s ownership of their learning through their play. The children are encouraged to share responsibility for the direction of the programme. They have many leadership opportunities. As a result, they are becoming confident communicators who are highly engaged in their learning programme. This programme incorporates a variety of rich experiences across the curriculum. The children’s ongoing learning and development are well captured in the detailed records and displays produced at the kindergarten.

Other noteworthy features of the kindergarten include:

  • a strong focus on the development of children’s literacy skills;
  • the children’s confident use of a wide range of information and communication technologies (ICT) to support their learning;
  • the many opportunities available to parents to be partners in their children’s learning; and
  • the effective use of community resources to enrich the children’s learning within and outside the kindergarten.

There is scope for the kindergarten to develop more effective professional links with local schools to support children’s transition to school. The knowledge and skills the children will bring to their ongoing education could usefully be shared with a wider audience.

During the course of the review, ERO identified no areas of non compliance. The teaching team makes good use of the association’s systems to provide a healthy and safe environment for children.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of Kidsfirst Kindergartens Richmond was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens Richmond.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

The kindergartens’ programme philosophy states that teachers will provide a rich learning environment, based on children’s interests, where they will develop skills, knowledge, independence and respect for others. Teachers encourage children to learn through play within a programme that has an emphasis on literacy and ICT.

Areas of strength

Environment

Children benefit from a well-resourced and organised homely environment. They are actively involved in learning through play in a stimulating and challenging learning programme that includes a range of information and communication technologies (ICT).

An attractive, natural outdoor area provides many opportunities for children to extend on their physical skills and learn about the natural world.

Interactions and relationships

Positive and reciprocal relationships between adults and children foster a strong sense of belonging for the children. Teachers know the children and families well. They provide a relaxed and inclusive atmosphere which encourages parents to spend time at the kindergarten.

Children are confident to initiate interactions with adults and other children. They are cooperative and enjoy the company of others.

Teachers take an interest in children and respond to them with warmth and affection. They focus on supporting children’s learning through effective interactions that engage children in their learning.

Fostering links with the community is an integral feature of the programme. Teachers plan purposeful activities and trips into the local area. They involve community volunteers and secondary school students regularly in the programme.

Teachers actively encourage parents to participate in the life of the kindergarten. They provide many opportunities for families to share their views, skills and experiences to the programme. Teachers value parents’ contributions to children’s understandings of different cultures.

Learning programme

Children demonstrate high levels of engagement in the programme and ownership of their own learning. Children’s opinions are respected and their ideas are valued. Teachers provide timely responses to children’s interests to enable them to take on leadership roles in the programme, such as planning and leading group times.

Children are confident communicators who demonstrate high levels of self esteem. Teachers empower children to be independent, to take responsibility and share their knowledge with others. Teachers foster an inquiry approach to learning that involves children asking questions and seeking solutions in a variety of ways.

Teachers promote a strong focus on literacy in the programme. Literacy is purposefully integrated across the curriculum in ways that are meaningful to children. The use of ICT is a key feature that guides the organisation, planning and delivery of the programme. Teachers empower children to develop new understandings, knowledge, skills and the ability to use a wide range of ICT resources to communicate their learning.

Children and parents/whānua have many opportunties to revisit and discuss children’s current interests and involvement in the programme:

Children benefit from the provision of a variety of rich learning experiences across the curriculum that enable them to develop their knowledge and skills. These experiences are supported by initiatives that foster children’s learning in literacy and ICT and make strong links to Te Whāriki, the New Zealand Early Childhood Curriculum.

Area for development

Teachers have identified, and ERO agrees, that the next step to further improve learning outcomes for children is to make stronger professional links with local schools. This relationship is likely to better support the development of a transition-to-school process that has yet to be formalised. There is scope for the teachers to share some good early childhood practices that could benefit local schools’ understanding of prospective new entrants’ knowledge and skills, particularly in relation to literacy and ICT.

3. National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long-term and systemic educational improvement.

Literacy Teaching and Learning

When children understand, enjoy, engage with, and use language and symbols they are better able to express their individual identity and become active participants in a literate society. As part of this review, ERO looked at literacy practices, particularly the opportunities provided for children to develop strong literacy learning foundations.

In this service, children’s literacy learning included regular, planned and spontaneous opportunities for developing:

  • listening and speaking skills, through a programme focus on inquiring into their learning, sharing and revisiting this in one-to-one, small group and whole-group situations;
  • reading skills, through easy access to a wide range of reading material ,including participation in a library outreach programme, and a story reading programme staffed by volunteers;
  • early writing skills, through the use of a range of writing tools and opportunities to be involved in meaningful activities, for example, children developing plans for group times and documenting their own ideas on their work;
  • visual skills, through a wide range of photos and texts including other languages enable children to revisit significant happenings;
  • technological skills, through supported involvement in making their own books, slide shows and movies; and
  • collaborative partnerships between teachers, children, and families to encourage children to become competent and confident literacy learners.

4. Management Assurance on Legal Requirements

Before the review, the staff of Kidsfirst Kindergartens Richmond completed an ERO Centre Assurance Statement andSelf-Audit Checklist. In these documents they have attested that they have taken all reasonable steps to meet their legislative obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

During the course of the review, ERO identified no areas of concern. The teaching team makes good use of the association systems to provide a healthy and safe environment for children.

5. Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.

Graham Randell

National Manager Review Services

Southern Region

About the Centre

Type

Kindergarten

Number licensed for

40 children, over the age of two years old

Roll number

36

Gender composition

Girls 19;

Boys 17

Ethnic composition

New Zealand European/Pākehā 20;

Māori 7;

Samoan 1;

Other Pacific 1;

Asian 2;

Middle Eastern 2;

Indian 1;

European 2

Review team on site

April 2010

Date of this report

22 June 2010

Previous three ERO reports

Education Review October 2005

Accountability Review February 2001

Assurance Audit December 1996 Review Report July 1991

To the Parents and Community of Kidsfirst Kindergartens Richmond

These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Richmond.

Kidsfirst Kindergartens Richmond is one of 63 kindergartens (including on early learning centre) administered by Canterbury Westland Kindergarten Association trading as Kidsfirst Kindergartens. The kindergarten has changed its hours of operation. It is open from 8.45 am to 2.45 pm five days a week, to better meet the needs of the community. The kindergarten is licensed for 40 children over the age of two years.

The kindergarten is well supported by the association and the education service manager. The head teacher provides strong leadership to a team of dedicated teachers. Together, they deliver high quality education and care for children.

The teaching team, with association support, has made significant progress in addressing the recommendations from the 2005 ERO review. Bicultural practices have been a focus of the team’s self review and professional development. Children are benefiting from the inclusion of more te reo and tikanga Māori in the programme. Multicultural practices have also improved. Teachers have introduced a number of initiatives that sensitively acknowledge and celebrate the children’s cultural backgrounds.

With the ongoing support of the association, self review is developing well as a means of improving teaching and learning. Teachers are developing a culture of reflective practice. They work together for the benefit of children.

Children play and learn in a well-organised environment. Children and adults relate warmly and positively to each other. Teachers interact effectively with children to engage them in their learning and to promote their social skills.

A particular strength of the kindergarten, is the way teachers promote children’s ownership of their learning through their play. The children are encouraged to share responsibility for the direction of the programme. They have many leadership opportunities. As a result, they are becoming confident communicators who are highly engaged in their learning programme. This programme incorporates a variety of rich experiences across the curriculum. The children’s ongoing learning and development are well captured in the detailed records and displays produced at the kindergarten.

Other noteworthy features of the kindergarten include:

  • a strong focus on the development of children’s literacy skills;
  • the children’s confident use of a wide range of information and communication technologies (ICT) to support their learning;
  • the many opportunities available to parents to be partners in their children’s learning; and
  • the effective use of community resources to enrich the children’s learning within and outside the kindergarten.

There is scope for the kindergarten to develop more effective professional links with local schools to support children’s transition to school. The knowledge and skills the children will bring to their ongoing education could usefully be shared with a wider audience.

During the course of the review, ERO identified no areas of non compliance. The teaching team makes good use of the association’s systems to provide a healthy and safe environment for children.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Graham Randell

National Manager Review Services

Southern Region