Bette Christie Kindergarten - 26/09/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Bette Christie Kindergarten is well placed to promote positive outcomes for children. Teachers focus on building meaningful relationships with parents and whānau so that children experience the best possible education and care.

Context

Bette Christie Kindergarten is located in the Napier suburb of Maraenui. It offers five daily sessions, for up to 40 children over two years of age. The roll is predominantly Māori. The kindergarten has a positive reporting history with ERO. Since the 2009 ERO report, a new head teacher and two teachers have been appointed.

A philosophy of caring respectfully for children, their parents, families, whānau and aiga is clearly evident in the learning programme, interactions and environment. Partnerships with community agencies provide families with access to networks to support their needs. Teachers have a strong focus on involving children, parents, families, whānau and aiga in programme planning. Teachers’ professional learning and development (PLD) reflects the kindergarten’s goals, in particular to build their expertise in te reo me ngā tikanga Māori. The management plan has clear links with the Napier Kindergarten Association’s strategic goals and priorities to guide development.

This review was conducted as part of a cluster approach to reviews in fifteen early childhood education services within the Napier Kindergarten Association umbrella organisation.

The Review Findings

Children at Bette Christie Kindergarten are empowered to develop as individuals through their strengths and interests. The inclusion of children’s cultures in the programme promotes an environment that values everyone’s strengths. The principles of Te Whāriki, the early childhood curriculum, are woven into the programme and assessment of learning. Teachers promote partnerships with families by making children’s learning visible. This encourages parents and whānau to ask questions. Their contributions influence decisions about review and development of the programme and routines.

Children engage confidently with each other and adults. The spacious and attractive environment allows children to work in groups or independently. Teachers are guided by children’s interests and participate in child-led learning. Te reo Māori is an integral part of the programme. Tikanga Māori is evident in ongoing relationships amongst teachers, children and whānau.

Respectful care is demonstrated to children and whānau to promote a sense of family. A Pacific liaison person is guiding staff in ways they can work with Pacific families to build understanding of hopes they have for their children’s education. This should foster collaborative partnerships and provide opportunities for aiga to contribute to the programme in meaningful ways.

Children with special needs, and their families, are well supported by teachers who ensure they have good access to a wide range of learning opportunities. Regular meetings with the local school’s new entrant teacher help plan their and other children’s transitions to school.

Well-documented assessment identifies children’s developing knowledge, skills and social interactions. Teachers use these assessments to discuss and implement activities and experiences that can extend children’s interests and learning.

The head teacher respects the skills and experiences staff members bring to teaching and learning. Teachers share their strengths and knowledge. The teacher appraisal system provides staff with useful feedback to develop their teaching practice and improve outcomes for children. Teachers’ PLD is based on appraisal goals, identified needs and the community’s aspirations for children’s learning.

Self review is well planned, with a focus on improvement and building sustainable systems and practices. It considers each child’s environment, needs and strengths and is responsive to this diversity. Children, parents and whānau are important contributors to reviews. ERO and teachers agree that self-review and reflection should continue to be used to:

  • provide positive outcomes for all children, their parents and whānau, in particular, the ongoing development of partnerships with whānau and aiga.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Bette Christie 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

26 September 2012

Information about the Early Childhood Service

Location

Napier

Ministry of Education profile number

5277

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2 years

Service roll

32

Gender composition

Female 19

Male 13

Ethnic composition

Māori

NZ European/Pākehā

Cook Island Māori

Tokelauan

Other ethnic groups

23

6

1

1

1

Review team on site

August 2012

Date of this report

26 September 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

April 2006

November 2001

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.