Central Kids Kindergartens - Kihikihi - 13/05/2013

1 Evaluation of the Service

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

Central Kids Kindergartens - Kihikihi is very well placed to promote positive outcomes for children.

Context

Central Kids Kindergartens - Kihikihi is located in Kihikihi just south of Te Awamutu. It operates under the umbrella of the Central Kids Kindergarten Trust (Trust), formerly known as Central North Island Kindergarten Association. Currently, 40 children are enrolled, of whom 8 are identified as Māori.

Since the previous ERO review, there has been one new appointment to the teaching staff. The head teacher and teaching team continue to provide a welcoming and inclusive learning culture for children, their families and whānau. Considerable upgrades to the kindergarten environment include the addition of a teachers’ office and resource room, and a kitchenette for the children’s kai area.

Teachers have recently reviewed the kindergarten’s philosophy in consultation with parents and whānau. They have developed a whakatauākī that aims to encompass all that the teachers believe and do.

‘Ma te ako, ma te tipu, ka neke whakamua tatou.

As we grow, and as we learn, we move forward together.’

This review was conducted as part of a cluster approach to reviews in eleven early childhood education services within the Central North Island Kindergarten Trust umbrella organisation.

Review Findings

Children learn and play in a welcoming, well-resourced environment that is focused on their wellbeing, and recognises their individual strengths and interests. Teachers provide children with extensive learning opportunities through the design and preparation of the kindergarten environment. They listen, and ask children open questions that prompt thought and investigation. Children are able to explore their ideas, increase their knowledge and confidence, and recognise their success. Teachers support and empower children to:

  • make sense of the natural and physical worlds
  • engage in creative and imaginative play
  • participate in music, and singing
  • experience many opportunities to extend their literacy and mathematics knowledge and skills.

Teachers develop close relationships with children and their families, and are able to use their understanding of children’s interests and parents’ aspirations to inform their planning. They take care to recognise, and respond to opportunities to engage in and extend children’s learning. This learning is recorded in well-presented portfolios and displayed on the kindergarten walls for children, parents/whānau and teachers to revisit. Teachers discuss the learning stories with children and their families.

A recent focus for teacher professional development and learning has been to review and extend the integration of bicultural perspectives in the kindergarten programme. Teachers value the cultural context by acknowledging and respecting whakapapa, tikanga and te reo Māori. Children are enjoying opportunities to sing waiata, use te reo, poi and harakeke, and explore the history of the local environment and the features significant to iwi.

Leaders and teachers place strong priority on contributing to positive outcomes for children in a high quality, inclusive environment. The head teacher encourages teachers to share leadership roles and further their professional learning. Teachers reflect deeply on their teaching practice and are informed by current research and best practice in early childhood education. Self review follows a planned process that is focused on improving outcomes for children, their families and whānau.

The kindergarten is well supported by the Central North Island Kindergarten Trust. The professional leader provides informative feedback, support and encouragement to the head teacher and staff. The kindergarten identifies annual goals for development that are linked to the Trust’s strategic priorities, self review, and teachers’ professional development and appraisal.

Key Next Steps

Teachers have developed productive partnerships with parents and whānau and include culturally important contexts in the programme. Kindergarten leaders and teachers agree that the next step is to increase the Māori world view in assessments of children’s learning.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Kihikihi 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.

Dale Bailey

National Manager Review Services

Northern Region

13 May 2013

Information about the Early Childhood Service

Location

south of Te Awamutu

Ministry of Education profile number

5183

Licence type

All-day Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

40

Gender composition

Boys 25

Girls 15

Ethnic composition

NZ European/Pākehā

Māori

Other

31

8

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Exceeds minimum requirements

Review team on site

February 2013

Date of this report

13 May 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

June 2006

October 2002

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.