Frankton Kindergarten - 28/07/2015

• On this page:

• 1 Evaluation of Frankton Kindergarten
• 2 Information about the Early Childhood Service 
• 3 General Information about Early Childhood Reviews

How well placed is Frankton Kindergarten to promote positive learning outcomes for children?

ERO's findings that support this overall judgement are summarised below.

Background

Frankton Kindergarten is licensed for 50 children. The kindergarten provides for children aged from two to five years. Children are able to attend for full-day sessions or for morning and afternoon sessions.

The 2014 ERO report identified several areas for review and development. These areas included:

• reviewing the kindergarten philosophy to ensure a focus on learning
• developing  guidelines for planning and assessment
• developing a shared understanding of robust self review
• strengthening leadership.

This review evaluates how effectively the kindergarten has addressed these areas. There have been staff changes since the 2014 ERO review and there have been two relieving head teachers. The permanent head teacher’s position is currently being advertised.

The teachers have made good progress in addressing these recommendations. They continue to receive effective support from Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens). This support includes targeted and well-planned professional learning and development, and regular support from the education service manager (ESM). Areas of governance and management within the Association have also been well supported by personnel from Kidsfirst. This has led to positive outcomes for children, their families and teachers. 

The Review Findings

The acting head teachers and teachers have developed useful systems for assessment, planning and evaluation.  Teachers meet regularly to discuss children’s interests and needs. They have begun to work with children to identify children’s next learning steps. The teachers are more aware of the teaching strategies they need to use to support children’s learning and development.

The philosophy is highly evident in the daily programme. This is shown by the:

• reciprocal and responsive relationships between children, teachers and parents
• many opportunities children have to develop skills to support their creativity
• collaborative partnerships for learning where children and teachers learn together.

Key features of the kindergarten are:

• children’s strong friendships and sense of belonging
• the settled and welcoming environment where parents are encouraged to stay and learn alongside their child
• the well-resourced areas that allow children to play and increase the complexity of their learning over time.

The teachers have developed a shared understanding of the purpose of self review. They have begun to use self review to improve aspects of teaching and learning.

The ESM has worked with teachers to ensure a more shared leadership model that takes into account the teachers' interests, strengths and skills. This approach is leading to improvements in teaching and learning.

Key Next Steps

The education service manager, head teacher and the general manager agree that the following next steps for the kindergarten are to continue to:

• carry out robust self review of teaching and learning
• maintain the levels and quality of ongoing support for teachers
• build on and find ways to celebrate the cultures of the children attending the kindergarten
• embed processes and practices for effective assessment, planning and evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Frankton 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Frankton Kindergarten will be in three years. 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

28 July 2015 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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.

Review Coverage

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.