221 Woodham Road, Linwood, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Niu is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Niu is one of 68 early learning services governed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
At the time of the ERO review in 2015, the centre was full-immersion Tongan with strong links to its Tongan community. It was governed by the Tongan Canterbury Community Trust (TCCT) operating as Niu Early Learning Centre. The centre was purchased by the Kindergarten Association in 2016, and its name was changed to Kidsfirst Kindergartens Niu.
The centre now provides for children from a number of cultures but retains its Tongan character. The new teaching team includes three teachers who speak fluent lea faka-Tonga (Tongan language) and understand anga faka-Tonga (Tongan culture). Two head teachers, one of whom is Tongan, have been sharing the leadership of the team for a short period.
Teachers have identified four Tongan values that support their work with children. These include loto-to (humility), faka'apa'apa (respect), mamahi'i me'a (loyalty) and tauhi vaha'a (maintaining good relationships). The Tongan way of being is founded in Christian faith and this is woven into the programme through lotu and hiva (prayer and singing). Ofa (love and grace), is the foundation of teachers' work with children and families.
The centre is a member of Tamai Community of Learning | Kāhui Ako (CoL).
Children are greeted warmly at the start of their day. They settle quickly to play and appear to enjoy the company of friends and cousins in the group. They look after each other, and tuakana/teina relationships are evident.
Teachers provide a range of resources and materials that support the energy and enthusiasm children bring to their play. They recognise children's immediate and ongoing needs for calm and caring interactions. As a result, children are trusting and have a strong sense of belonging at the centre.
Children demonstrate good understanding of teachers' use of Tongan words and phrases. Teachers' knowledge of waiata, karakia and tikanga Māori helps to further support children's understanding of te reo Māori. Several teachers are able to speak to children from Samoan families in their home language. This respect for children's cultural heritage, language and identity helps to foster children's language and sense of inclusion very well.
Children up to two years of age receive high levels of care and respectful acknowledgement of their play choices. They have a designated room and play space but generally play as a mixed age group. Meals for the younger children are shared times, while the older children are able to make decisions about when they will eat during the morning. They also come together for a shared meal and Lotu kai at lunchtime. This coming together as a family is an important part of Tongan culture and creates a slowing of the pace of the day while they eat.
Teachers also help parents/whānau to feel comfortable through conversations and by using greetings in their home language. Parents/whānau verbally share their aspirations for their children. It would be useful for teachers to record these conversations to add to their shared information about individual children. Parents/whānau are beginning to respond positively to the records of children's learning that teachers share on an online portal.
Teachers are making progress in recording their assessment of individual children's learning. Their shared planning to support children's learning and development is making a positive difference. Strengthening these processes is likely to contribute to improved curriculum provision for children.
The board that governs the organisation is highly skilled and committed with a strong focus on continuous improvement. The Canterbury Westland Kindergarten Association has a well-developed and clearly understood vision that is underpinned by targeted strategic and annual planning systems. There are close links between the kindergarten's plans, internal evaluation, appraisal and professional development. Teachers are well supported by association managers and leaders to focus on promoting positive quality learning outcomes for children.
The association has a very strong commitment to providing professional development that builds leadership and teacher capabilities. Association leaders have high expectations for teaching, learning and equitable outcomes for all children. This includes promoting understandings of, and respect for, te ao Māori at all levels of the organisation. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu/the South Island.
Key next steps include teachers continuing to:
improve information gathering in internal evaluation, to ensure teachers have enough evidence to answer the question posed at the start of the process
strengthen curriculum planning and include the evaluation of outcomes for children
support children's development of social competence and self-management skills
guide children in caring for the environment and resources.
Before the review, the staff and management of Kidsfirst Kindergartens Niu 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
4 June 2020
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 |
Linwood, Christchurch |
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Ministry of Education profile number |
65083 |
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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 |
50 children, including up to 10 aged under 2 years of age |
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Service roll |
40 |
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Gender composition |
Boys 26 Girls 14 |
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Ethnic composition |
Māori |
8 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2020 |
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Date of this report |
4 June 2020 |
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Most recent ERO report(s) |
Previously reviewed as Niu Early Learning Centre: |
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Education Review |
February 2015 |
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Education Review |
August 2010 |
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Supplementary Review |
January 2009 |
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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:
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Niu Early Learning Centre provides full day care and education in a total immersion Tongan setting. The centre is licensed for up to 50 children, including up to 10 under two years of age. The centre’s clear philosophy and vision focuses on promoting children’s learning and is highly evident in practice. It offers culturally appropriate early childhood experiences within a Tongan context.
Since the 2010 ERO review, the centre has undergone some significant changes. This has included a change of centre name from Tongan Kahau Ola Early Childhood Education to Niu Early Learning Centre. The centre has also relocated to new purpose-built premises on the grounds of Linwood North Primary School. The centre is governed by the board of the Tongan Canterbury Community Trust. This board is also involved in several other projects that focus on the social and economic wellbeing of the Tongan people living in the Canterbury region.
The centre employs 11 staff, including six registered teachers. The non-teaching staff includes a newly appointed office administrator, who supports the supervisor in managing the daily administrative aspects of the centre. The centre supervisor has responsibility for overseeing teachers’ professional practice and the curriculum provided for children.
The centre’s previous ERO report in 2010 identified some positive features of the centre which have been sustained. These include the continuing provision of high quality care, the positive relationships between staff and children and their families, and the ongoing nurturing of children’s Tongan culture, language and identity.
Extensive external professional learning and development for teachers has significantly improved teaching and learning practices, resulting in positive outcomes for children and their families. It has led to a more inclusive, child-centred programme with strong emphasis on affirming children’s cultural identity.
The programme’s strong focus on Tongan culture, language and identity has contributed to children’s strong sense of belonging and wellbeing. Children are happy, settled and show ownership of the centre. They are confident and competent in leading their play, particularly during routine group times. Children take on leadership roles when participating in cultural ta’ulunga (dance), hiva (music), and lotu (prayer). This practice supports and promotes language learning for children and non-Tongan speaking adults. Staff also acknowledge their responsibility for promoting children’s awareness of New Zealand’s bicultural heritage and recognise the need to further strengthen this element of the programme.
English and te reo Māori language development is also promoted in the programme. Children are confident communicators, and enjoy the conversations they have with each other and with adults. Children have some opportunities to develop early literacy and mathematics skills. Further work by teachers to extend their knowledge of practices that are most effective in promoting literacy and mathematics learning in preschool settings should enrich this aspect of the programme.
The learning environment is attractive and well presented. Resources include a range of natural materials that support children to explore and be creative in their play. Wall displays reflect children’s cultures and identity and encourage children’s conversations and revisiting of their play experiences.
Children up to two years of age have easy access to a separate indoor and outdoor space that is calm, supportive and encourages exploration. They also have opportunities to come together with older peers. This feature of the programme provides opportunities for tuakana-teina relationships to develop and grow. Older children demonstrate patience and tolerance with younger children, who learn from the positive role modelling of their older peers. To further enhance learning experiences for younger children, it is important that staff extend their professional knowledge of quality care and education practices for infants and toddlers.
Partnerships between parents, families and teachers are strong. The teaching team use a collaborative approach incorporating an effective talanoa process for working with fanau/families. This process is modelled well and ably led by the centre supervisor. Parents appreciate the clear and open communication by staff, and the contributions parents make to their children’s learning programmes are appreciated by teachers.
Parents interviewed by ERO highly value the cultural and inclusive programme teachers promote. Parents are particularly positive about the relocation of the centre to its current site in Linwood. The centre provides a community van to transport children to and from the centre. This has been successful in increasing participation and, as a result, attendance is more consistent.
The supervisor and staff are improvement focused. Centre practices are underpinned by a strong team culture where staff show commitment to their professional practice and to supporting each other. Teachers have benefited well from relevant professional learning and development. They make good use of assessment practices to identify children’s interests, progress and continuity of learning overtime. Self-review processes are proving useful in increasing children’s engagement in the learning programme and in improving learning outcomes. Teachers have identified the need to now strengthen centre self review processes and plan to further explore relevant literature on this topic to inform developments in their practice.
The board of trustees are becoming active in their role of supporting the centre and need professional support to promote good understandings of its role as a governance board. Trustees are working on finding ways that will enable the board to give more support to the centre supervisor and staff.
ERO recommends that the board give priority to:
It would be useful for trustees to access external support to further strengthen their understanding of their governance roles and responsibilities.
Before the review, the staff and management of Niu 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
During the review ERO found significant areas of non-compliance in the service related to governance and management systems and practices. In order to address these, the board of trustees must ensure that:
Education (Early Childhood Services) Regulations 2008, 47(1)
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 2-4, 5-9, 12.
The next ERO review of Niu Early Learning Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
25 February 2015
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 |
Linwood, Christchurch |
||
|
Ministry of Education profile number |
65083 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
37 |
||
|
Gender composition |
Boys 20 Girls 17 |
||
|
Ethnic composition |
Pākehā Tongan Samoan Indian |
3 27 6 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
25 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2010 |
|
|
Supplementary Review |
January 2009 |
||
|
Education Review |
November 2003 |
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.