3 Ventry Street, Alexandra
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Alexandra is licensed for up to 40 children from 2-to-5 years. The roll has recently grown to its maximum number with a greater number of 2 year olds attending. Children come from a wide geographical area around Alexandra and many have flexible attendance patterns. They can attend for up to six hours a day, five days a week.
The kindergarten is led by an experienced head teacher supported by a team of four teachers, some of whom are part-time. The kindergarten is now governed by the Canterbury/Westland Kindergarten Association, trading as Kidsfirst Kindergartens. The kindergarten receives regular support from an Education Service Manager (ESM).
The good practices noted in the 2014 ERO report have continued to be sustained.
This review was part of a cluster of three kindergarten reviews in the Canterbury/Westland Kindergarten Association.
The kindergarten philosophy effectively guides teachers' decisions about what learning is important for children in this place. The key values of ako, manaakitanga, mana and whakapapa are evident in the way children and their families feel a sense of belonging to the kindergarten community. When the philosophy is next reviewed, teachers need to engage with parents to ensure that it reflects what the current community wants for its children's learning.
Children experience a rich and varied curriculum based on the principles and strands of Te Whāriki (the early childhood curriculum). Teachers help children make connections to the wider community through providing learning environments and experiences that reflect the local geography and history. Children have many opportunities to explore interests and projects over time.
Children's learning and wellbeing have benefited from recent changes that have removed the structure of some routines. Children who have diverse needs are well supported. Teachers acknowledge children's diverse backgrounds, and seek families' expertise to support children's learning.
Teachers give children opportunities to develop knowledge and an understanding of the cultural heritages of both parties of Te Tiriti o Waitangi. They deliberately build their own capabilities in te reo Māori and culturally responsive practice. Children learn te reo Māori, tikanga Māori, waiata, local legends and about important Māori role models.
Teachers are enriching the programme through individual inquiries into aspects of practice, for example how well children's mathematical learning is supported. The next step is for teachers to collaboratively embed the learning from these inquires and ensure that improved practices are sustained by all teachers over time.
Teachers have supported and are improving children's transitions to school by building meaningful partnerships with the local school and involvement in the wider education community.
Teachers have developed useful systems to plan for individual children and assess their learning over time. Teachers seek and respond well to parents' wishes for their children's learning. Records of learning show that teachers know children well, plan next steps for their learning, and show children making progress over time. They regularly monitor the overall quality of individual profiles. The next step is for the teachers to analyse emerging trends and patterns to identify what is working well and what should be further developed.
There is a new system in place for group planning based on children's and teachers' inquiries. The teachers and ESM identified that group planning continues to be a work in progress.
Teachers have continued to develop internal evaluation practices, including the use of an evaluative question as recommended in the 2014 ERO report. The next steps to improve internal evaluation are to:
refine and make better use of indicators to guide the evaluation
consistently evaluate to show how these have informed and enriched programmes and practices
continue to build the confidence and capability of the team in leading internal evaluation.
The kindergarten receives effective support from the Canterbury/Westland Kindergarten Association. The association provides a useful strategic and operational framework for the kindergarten management. The strategic plan contains a strong commitment to the Treaty of Waitangi and expectation for the kindergarten to enact this in practice. Kidsfirst Kindergartens Alexandra receives ongoing, targeted, well-planned professional learning and development and is well supported by the ESM.
The key next steps to promote positive outcomes for all children are for the head teacher and teachers, with the support of the ESM to:
refine and embed planning, assessment and evaluation in relation to new inquiry-based group learning
further develop and refine internal evaluation
continue to develop bicultural practices.
Before the review, the staff and management of Kidsfirst Kindergartens Alexandra 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 Kidsfirst Kindergartens Alexandra will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
9 May 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 |
Alexandra |
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Ministry of Education profile number |
5486 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys: 28 Girls: 26 |
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Ethnic composition |
Māori Pākehā Samoan Tongan |
11 38 3 2 |
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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 |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2017 |
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Date of this report |
9 May 2017 |
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Most recent ERO report(s)
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Education Review |
June 2014 |
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Education Review |
December 2010 |
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Education Review |
March 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.
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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.
Children at Alexandra Kindergarten receive high quality education and care in a well-resourced, purpose-built facility. The inside and outside areas are spacious and offer a variety of interesting spaces that stimulate creativity and learning. This is one of two kindergartens in the area. Children come from a large geographical area around Alexandra.
The kindergarten is licensed for up to 40 children at any one time. Some stay all day. Children are aged from 3 to 5 years old.
The kindergarten vision and philosophy of developing strong positive relationships, inspiring a passion for learning, and nurturing values of respect, integrity, thinking, independence and resilience drive the purpose of the daily programme.
The 2010 ERO review identified the need for the service to improve the quality of self review and further develop these records for individual children’s learning. A new head teacher has taken over the lead. Under her guidance these recommendations have been successfully addressed. A framework and process have been developed to support robust self review. The head teacher and teachers have in-depth, useful information to help them plan meaningful programmes and improve the way they support children’s learning.
This review was part of a cluster of seven kindergarten reviews in the Central Otago Kindergarten Association (COKA).
Relationships and interactions between children and teachers and amongst children are respectful and caring. Many children have close friendships with other children. Children and teachers have fun together and enjoy being at the kindergarten. Teachers and parents are in close contact through a variety of ways and parents are comfortable to stay on and play with their children.
Children play and learn in a very settled, calm environment. They are confident, able to ask for help and know that they will be listened to and supported in their learning. Children know the routines and expectations and are learning to take responsibility for their own wellbeing and for the good of the environment.
Teachers work well alongside children, listening to their ideas, and are skilled at knowing when to be part of their play and when to step back. Children have choices in how and where they play. They can revisit their learning and their work is respected. Teachers have very good questioning skills. They challenge children’s thinking and support children’s learning with a particular focus on developing their language and communication skills. They have a good understanding of current theory for high quality teaching practice. This is clearly evident in the way they organise the environment and plan for individual and group learning. Teachers pay special attention to helping children who need extra support in their learning, particularly in language development.
Teachers make the most of the geographical and historical features of the area to provide rich contexts for children's learning. For example, a sustained interest in gold mining led to the construction of a miner’s hut on the grounds, and children regularly go fossicking in the area to see what they can discover.
The kindergarten is a place of adventure. The well-designed inside and outside areas offer children a range of opportunities for experimentation and exploration and for challenging physical skills. Teachers develop spaces for children to ignite their imagination and provoke creativity, thinking and to foster a sense of wonder. Early literacy and numeracy learning is naturally interwoven throughout the programme.
Children and their parents are frequently asked about their ideas and interests. Teachers use this information and what they know about children’s strengths and abilities to plan interesting programmes for individuals and groups. Teachers have a clear understanding of planning and assessment which is evident in their stories about children’s learning. They have a system to ensure that all children are discussed and planned for over time. Children’s progress is well tracked through the learning stories that clearly show what learning is happening and what and how teachers are doing to support further learning.
Teachers incorporate Māori perspectives within their practices and in the environment. The routines and programme support children to develop a growing awareness of New Zealand’s bicultural heritage and as Māori children continue to develop their own culture language and identity as Māori.
The kindergarten benefits from the strong professional leadership of the head teacher. The head teacher guides self review and has sought professional development to strengthen teaching practice. The head teacher and teachers work well as a team. They have used the kindergarten philosophy and vision to develop very well-considered guidelines and systems that support all aspects of programmes and teaching practices.
Over the past three years the Central Otago Kindergarten Association has gone through an unsettled period. There has been a break down in governance, management and systems which has adversely affected the effectiveness and level of leadership provided to each kindergarten. This has led to the board contracting Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens) in 2012 to undertake an independent review of the management structure. Then in September 2013, Canterbury Westland Kindergarten Association was contacted again to provide management support and guidance in an effort to establish robust systems, competent leadership and management.
The process for redevelopment is still underway and new systems are being established and at the time of this review, ERO found it was too early to tell how well they would be implemented. Overall, there has been a substantial turnover of teachers within the Association. ERO also found that the appraisal process was not robust and needs further development.
ERO found an effective self-review system at Alexandra Kindergarten which is bringing about positive changes. To further enhance self review, teachers could modify some of their questions to make them more evaluative.
Before the review, the staff and management of Alexandra Kindergarten 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.
The next ERO review of Alexandra Kindergarten will be in three years.
Graham Randell
National Manager Review Services
Southern Region
26 June 2014
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.
|
Location |
Alexandra |
||
|
Ministry of Education profile number |
5486 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children |
||
|
Service roll |
55 |
||
|
Gender composition |
Boys 31 Girls 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other European |
6 47 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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|
Reported ratios of staff to children |
Under 2 |
Not Applicable |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
April 2014 |
||
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Date of this report |
26 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
December 2010 |
|
|
Education Review |
March 2008 |
||
|
Supplementary Review |
October 2005 |
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.
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.