|
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 - Laughton is located in a residential area of Taupō. It is licenced for 44 children from two years to school age and operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). At the time of this review 51 children are enrolled and 24 identify as Māori.
Central Kids Kindergartens' philosophy aligns with the principles and strands of the early childhood education curriculum, Te Whāriki. The managerial and administrative support is provided by the head office team and includes aspects such as human resources, policy development, finance and cultural support. CNIKT provides significant professional learning and development for the early childhood education sector on a national basis.
The kindergarten philosophy states that quality learning opportunities for children are best achieved where the foundation for children’s learning is play based in a resource rich environment and their preferences are respected so they are involved in decisions about their learning. Children are encouraged to be confident in their own culture and develop respect and understanding of other cultures, and the dual heritage of Aotearoa, New Zealand.
Since the 2013 review the kindergarten has undergone a complete refurbishment, moved to a six hour day model, including new teachers going from a three to a four teacher team.
This review is part of a cluster of seven kindergartens reviewed in the Central North Island Kindergarten Trust.
Children are well supported by high-quality teaching and learning experiences. Teachers know children well and what they bring with them to the service. Intentional teaching that extends and builds on learning, ensures equitable opportunities are available to all. Children's critical and high level thinking such as problem solving, imagination, and creativity is strongly fostered through exploration. Teachers' reflective practice supports acknowledgement of children’s passions, patterns and how to extend these. Children are encouraged to become confident and competent learners.
Relationships between teachers, children and their parents are strongly focussed on trust and respect. Teachers work in partnerships with parents and children to personalise, improve and enhance children’s learning. Children are effectively guided through coaching which supports communication and social competence. They are encouraged to take responsibility for people, places and resources. Transition into and out of the service follows a strong process that promotes children’s sense of self worth and belonging. Trips and excursions are a feature of the programme, as children connect with the wider community where they experience intergenerational learning at the nearby St John's Wood Retirement Village, and physical movement at the local gym, and horse riding.
Children experience a rich, authentic and highly responsive curriculum. It strongly reflects their culture, family, interests, strengths and needs. Children direct their own learning, making decisions and choices that build and promote self responsibility. Literacy and numeracy are continually promoted throughout the environment. Assessment effectively identifies children's interests, strengths and sense of their own identity. Progress of learning over time is evident and built on. There are many opportunities for children to be engaged in meaningful learning.
The programme is underpinned by the concepts of manaakitanga, whanaungatanga, and all aspects of kaitiakitanga. The curriculum enhances the mana wairua of Māori children validating their ways of knowing, being and doing, underpinned by Te Whāriki, and the principles of Te Tiriti o Waitangi. Teacher’s knowledge of Te ao Māori, including waiata, karakia, and cultural responsiveness is strong and effectively supports children to develop an understanding of the bicultural nature of Aotearoa, New Zealand.
Internal evaluation follows inquiry and action research that focusses on change and improvement. This is supporting ongoing improvement to systems processes and practices throughout the kindergarten. Teachers' appraisal goals and inquiry are embedded throughout the service through internal evaluation. This supports them to identify areas of personal learning that impacts on their practice in order to grow their capability and capacity. Teachers' reflective practice is contributing to ongoing positive learning experiences for children.
Leadership is highly effective in promoting positive outcomes for children. Leaders and teachers show a strong commitment to the goals and vision of the service. Leadership is collaborative and strengths within the teaching team are utilised, valued and celebrated. The high level of professional trust in the team has resulted in reflective and high-quality teaching practices. Children benefit from leadership that places them at the forefront of decision making.
CNIKT provides effective governance. The kindergarten is effectively supported by a professional leader. She provides regular and detailed reporting and feedback to the head teacher and teaching teams. This supports the centre to meet legislative requirements, and to ensure that this practise aligns with the CNIKT philosophy. The organisation has created comprehensive systems and processes that effectively promote positive outcomes for all children. The trust has a strong commitment to empowering emerging leaders and also provides generous professional development for teachers.
ERO has confidence that kindergarten leaders and the teaching team have the systems and capability to identify, progress and sustain high-quality practices and programmes. Robust and evidence-based internal evaluation, ensures the teaching team have a strategic and reflective approach to kindergarten development. This is clearly linked to community aspirations, research, current theories and teaching practice in early childhood education.
Before the review, the staff and management of Central Kids Kindergartens - Laughton 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 Central Kids Kindergartens - Laughton will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Te Tai Miringa - Waikato / Bay of Plenty Region
31 October 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.
|
Location |
Taupō |
||
|
Ministry of Education profile number |
5185 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
44 children, aged over 2 years |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 32 Girls 19 |
||
|
Ethnic composition |
Māori |
24 |
|
|
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 |
September 2017 |
||
|
Date of this report |
31 October 2017 |
||
|
Most recent ERO report(s) |
Education Review |
July 2013 |
|
|
Education Review |
December 2009 |
||
|
Education Review |
August 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Central Kids Kindergartens - Laughton is very well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens – Laughton provides high quality education and care for children from two years to school age. The kindergarten operates a sessional programme. The morning session caters for children from four to school age while the afternoon session is for younger children. Each session is licensed for 44 children and at the time of this ERO review had a combined roll of 87. A significant majority of the 29 children who identify as Māori whakapapa to Ngati Tuwharetoa. The kindergarten operates under the umbrella of the Central North Island Kindergarten Trust, (known as Central Kids).
Since the previous ERO report in December 2009 teaching staff at the kindergarten have remained the same. Teachers have undertaken extensive professional development to strengthen aspects of their teaching practices. There has been a major redevelopment of the outdoor play areas which was jointly funded by Central Kids and the local community. The head teacher and teachers have responded very positively to the area for development in the previous ERO report about strengthening self review.
The kindergarten’s philosophy makes a total commitment to providing a holistic quality programme and environment for children and their families.
This review was part of a cluster of 13 reviews in the Central Kids umbrella organisation.
Respectful and responsive relationships are a feature of the kindergarten and underpin all aspects of its operations. Children and their whānau are warmly welcomed into the kindergarten. Parents have many opportunities to participate in the programme and willingly take on leadership roles as part of the kindergarten committee. Teachers acknowledge and respond to children as unique learners. Maori children’s sense of belonging and identity has been supported by including the tikanga of Ngāti Tuwharetoa practices into the programme. Teachers are continuing to strengthen their confidence in using te reo Māori in their interactions with children. They actively engage children in play and are always responsive to each child’s emerging interests.
Children benefit from participating in a programme that allows them to:
The kindergarten’s well-presented environment and rich range of high-quality resources motivate and stimulate children’s play and creativity. A feature of the kindergarten is the highly respectful way that teachers value and support the unique abilities of children with diverse needs.
Children’s individual learning profile books are thoughtfully presented to promote children’s sense of identity and provide opportunities for children and their whānau to celebrate their progress and achievement. Teachers are continuing to refine their assessment and planning processes. They use learning stories and their ongoing observations of children to inform their planning and respond effectively to children’s learning and development. Teachers have developed comprehensive and well-managed transition- to-school processes that support children and their families as they prepare to move on to their local primary schools. The programme is enhanced by regular trips into the local and wider community including participation in the annual Ngāti Tuwharetoa Kapa Haka Festival.
The experienced head teacher provides high-quality leadership for teachers, children and whānau. She sets high expectations for all aspects of the kindergarten’s operations and models effective teaching and learning strategies. Her reflective approach to leadership contributes to an ongoing focus on kindergarten improvement. The head teacher successfully promotes shared leadership opportunities that build high levels of confidence and capability in parents and teachers.
Well established and embedded self-review practices are supported by current research and recognised best practice in early childhood education and care. There are strong links between self review and teachers’ professional learning and development. Self review is contributing to very positive outcomes for children and kindergarten sustainability. The head teacher, staff and whānau work collaboratively to ensure positive outcomes for children and their whānau.
The kindergarten continues to receive good quality support from Central Kids. The newly appointed Central Kids’ professional leader has established a positive and supportive relationship with the head teacher and staff. Comprehensive policy guidelines assist staff to meet regulatory requirements and Central Kids’ high standards and expectations.
As part of this review ERO evaluated the effectiveness of the kindergarten’s responsibilities for employment and management of staff. Central Kids have developed and implemented highly effective processes to appoint and support staff at the kindergarten.
ERO and kindergarten leaders agree that the key next step for the kindergarten to maintain its high-level of performance is to continue to identify, share and embed high-quality teaching practices.
Before the review, the staff and management of Central Kids Kindergartens - Laughton 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 Central Kids Kindergartens - Laughton will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
4 July 2013
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 |
Taupo |
||
|
Ministry of Education profile number |
5185 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
44 children, including up to 0 aged under 2 |
||
|
Service roll |
87 |
||
|
Gender composition |
Boys 46 Girls 41 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other |
29 47 11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:15 |
Meets minimum requirements |
|
Review team on site |
May 2013 |
||
|
Date of this report |
4 July 2013 |
||
|
Most recent ERO report(s) |
Education Review |
December 2009 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
August 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.