55 High Street, Glenholme, Rotorua
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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.
Central Kids Kindergartens - Elstree operates under the umbrella of Central North Island Kindergarten Trust. The kindergarten is located in central Rotorua, and is licensed to cater for 40 children from two years to school age. At the time of this ERO review, 38 children were attending, including a high number of two year olds and 15 who are identified as Māori. To meet the needs of its community, the kindergarten is licensed to open from 8.00 am to 3.30 pm for five days a week, and remains open during term holidays.
There has been a recent change in leadership after a long-serving head teacher left, and an experienced teacher moved to another kindergarten. The playground has been improved, and the teaching team have developed an agreed set of values and beliefs about early childhood education. There has been a substantial increase in the roll during the year.
The kindergarten has a positive reporting history with ERO. The 2012 ERO review identified a need to strengthen self-review practices and take a planned approach to extending children’s interests. Reviews of curriculum areas are enabling teachers to identify gaps in their teaching practice and introduce improvements. Bicultural aspects of the programme are now more evident, and a variety of other cultures are now represented in the environment. The teachers, children and parents, supported by the trust's professional leaders, welcomed the ERO review team to the kindergarten with a whakatau that modelled tikanga Māori protocols.
The kindergarten is well supported by the Central North Island Kindergarten Trust. The trust’s strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust works positively to provide equitable opportunities to families by extending its hours of opening.
Professional leaders monitor the kindergarten’s compliance with policies and procedures to ensure it meets regulation requirements and management expectations. They work alongside head teachers to support and provide guidance, and to mentor teachers as part of the appraisal process. Kindergarten teachers have generous opportunities to attend professional development opportunities to grow their teaching and leadership skills.
The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. The trust has also responded effectively to the Vulnerable Children’s Act, and is well-placed to complete required changes to policies and practices for the protection of children.
This review was part of a cluster of eight kindergarten reviews within the Central North Island Kindergarten Trust.
Children are highly involved in play and learning. They independently explore their areas of interest choosing from a wide range of learning activities and experiences. Children are developing positive social and emotional skills. They are confident with adults, and approach them to share ideas and successes, or to ask for help when needed. Older children develop tuakana-teina relationships and relate thoughtfully with younger children, supporting their confidence and participation in play.
Children have free access to equipment and resources, so can develop their play to sustain and extend their interest, and challenge their skills and understandings. They play actively in the outdoor area, developing their physical strengths and sense of balance. Children enjoy planting, growing and harvesting fruit and vegetables. These experiences, together with their sensory exploration of mud, sand and water support their understanding and care of the physical and natural world.
Early aspects of literacy are naturally included in the daily programme. Children are interested in sharing books and also use them alongside teachers to research information. They make extensive use of creative materials and are developing their ability to express their ideas in drawings and paintings. Numeracy experiences are evident through puzzles, counting and measuring.
Teachers have positive, responsive and authentic relationships with children. They know children well and work at their level to support interests and extend learning. Teachers use consistent, well-designed interventions to give positive guidance that builds social skills and enables children to solve problems.
The attractive indoor and outdoor environments are set up to stimulate and inspire children’s curiosity. Centre routines are flexible so they do not interrupt children’s discoveries, and teachers do not intervene when they are assured that children can manage their play safely.
The curriculum reflects Te Whāriki and includes aspects of Māori culture in meaningful ways. Teachers are developing their knowledge of te reo, tikanga and Māori ways of learning to strengthen the identity of Māori learners, and have developed a strong partnership with parents. They acknowledge parents’ aspirations for their children and keep parents informed about their children’s progress through everyday conversations and individual portfolios. Parents can choose to receive learning stories through an on-line programme that allows them to give prompt feedback about their child's learning and progress.
Teachers use these records to identify children’s interests and plan future learning opportunities. They are beginning to keep track of individual children’s learning pathways and record their learning according to Te Whāriki strands.
Transitions into and out of the kindergarten are well managed. Parents are welcome to spend time in the kindergarten and contribute to the programme. Teachers are undertaking an in-depth self review about enhancing children’s confidence as they transition to school. This is identifying ways that the kindergarten can provide relevant support and information to ease the transition process.
The head teacher’s strong, positive leadership has developed a collaborative team culture and consistent practice. Teachers have a strong commitment to ongoing professional development. They share ideas and information freely, take on delegated responsibilities, and are committed to continuing growth and improvement. The head teacher is supported by a well-informed professional leader who offers experienced and positive guidance and support.
The head teacher has positive and respectful relationships with whānau. She is committed to enhancing contacts with local iwi and kaumātua, and to developing a fund of knowledge about the local environment, its history and local legends. She contributes her skills to trust initiatives for developing successful approaches to Māori children’s progress and development.
ERO and leaders agree that teachers should continue with current initiatives to maintain the kindergarten’s commitment and progress in enhancing the quality of education for children.
Before the review, the staff and management of Central Kids Kindergartens - Elstree 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.
The next ERO review of Central Kids Kindergartens - Elstree will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
22 December 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 | Rotorua | ||
| Ministry of Education profile number | 5170 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 0 aged under 2 | ||
| Service roll | 35 | ||
| Gender composition | Girls 22 Boys 13 | ||
| Ethnic composition | Māori Pākehā Indian Other Asian Other European South East Asian | 10 13 6 2 2 2 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | November 2015 | ||
| Date of this report | 22 December 2015 | ||
| Most recent ERO report(s) | Education Review | November 2009 | |
| Education Review | June 2006 | ||
| Education Review | May 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:
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.
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.
Elstree Kindergarten is developing its capacity to promote positive learning outcomes for children.
Elstree Kindergarten, Rotorua, provides education and care for 46 children, including 18 children identified as Māori. It operates under the umbrella organisation of the Central North Island Kindergarten Association (CNIKA) which provides support for governance, administration and personnel management. The kindergarten’s philosophy aims to provide a programme based on Te Whāriki, New Zealand’s Early Childhood Curriculum, that reflects the aspirations of parents and whānau.
Since the ERO report in November 2009 the head teacher has made some progress in responding to the recommendation about further developing her leadership. Teachers have benefited from recent, relevant and ongoing professional development. A professional leader was appointed by the association in 2010, and works in a positive partnership with teachers.
This review was conducted as part of a cluster approach to reviews in twelve early childhood education services within the Central North Island Kindergarten Association umbrella organisation.
Governance and management is supportive, the curriculum responds to children’s strengths and interests and teachers have established positive relationships with children and their families. Governance and management systems that contribute to the overall operation of this kindergarten include:
The long-serving head teacher provides stable and shared leadership for the kindergarten. She demonstrates a strong commitment to the kindergarten philosophy and maintains positive partnerships with families. The head teacher supports teachers to reflect on their practice, share professional learning and participate in professional development.
Elstree Kindergarten’s curriculum design and programme recognise and respond to children’s identified strengths, interests and learning dispositions. Teachers make good use of the local and wider community for trips and to extend children’s learning. Children are developing their social skills and competencies. They experience success in their learning through making decisions, exploring and investigating alongside their friends and teachers. Teachers know children and their families well and respond to children’s interests over time. Children are developing their early concepts of literacy and mathematics. There is an emphasis on learning about recycling and the natural world.
Families demonstrate a strong sense of belonging in the kindergarten. They contribute to the programme by sharing their knowledge with children and providing additional learning opportunities.
ERO observed examples of teaching practices that foster children’s confidence as capable learners.
Teachers have meaningful conversations that encourage children’s thinking skills, and support and extend their learning and development. They demonstrate respect for children’s questions and developing curiosity. Recent professional development has led to improvements in the individual profile books that record children’s learning experiences and development. Children make good use of these books to revisit and share learning with their parents and family, and with teachers when transitioning to school.
ERO, the professional leader from the association, and teachers agree that important next steps for ongoing improvement and development include:
ERO and kindergarten leadership agree there is a need for teachers to undertake ongoing professional development in self review and teaching practices that promote positive outcomes for all children.
Before the review, the staff and management of Elstree Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.
ERO identified the following area of non-compliance. Some equipment and furnishings were not well maintained or hygienic. To address this kindergarten leadership must:
ERO is likely to carry out the next review in three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
2 October 2012
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Location |
Rotorua |
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|
Ministry of Education profile number |
5170 |
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Licence type |
Kindergarten (All Day) |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 0 aged under 2 |
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Service roll |
46 |
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Gender composition |
Girls 26 Boys 20 |
|
|
Ethnic composition |
NZ European/Pākehā NZ Māori Indian Samoan South East Asian |
24 18 2 1 1 |
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Review team on site |
August 2012 |
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Date of this report |
2 October 2012 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2009 June 2006 May 2003 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
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:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
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.
Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.