Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
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:
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 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:
Key features of the kindergarten are:
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.
The education service manager, head teacher and the general manager agree that the following next steps for the kindergarten are to continue to:
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:
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 Frankton Kindergarten will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
28 July 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 |
Frankton - Queenstown |
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Ministry of Education profile number |
5642 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children from 2 to 5 years old |
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Service roll |
56 |
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Gender composition |
Girls: 29 Boys: 27 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1: 10 |
Meets minimum requirements |
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Review team on site |
June 2015 |
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Date of this report |
28 July 2015 |
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Most recent ERO report(s) |
Education Review |
July 2014 |
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Education Review |
February 2011 |
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Education Review |
February 2008 |
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.