Kadimah Preschool - 29/04/2013

1 Evaluation of the Service

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

Kadimah Preschool is very well placed to promote positive outcomes for children and to sustain high quality performance.

Context

Kadimah Preschool is located within the grounds of the Kadimah School in the Auckland central business district. Since the school’s integration into the state school system in January 2011 the centre has become independent. It is governed and managed by a separate trust board. The management committee was formed in 2010 to oversee the daily operation and administration of the preschool. The committee has supported the head teacher in her role and improved working conditions for staff and teachers. The preschool was recently relicensed under the 2008 Early Childhood Services regulations by the Ministry of Education.

The preschool’s special character is embedded in the curriculum which is aligned with Te Whāriki, the New Zealand early childhood curriculum. The Hebrew language is integrated throughout the daily programme. A Morah (teacher) provides specialist support and advice to the teaching team and teaches some aspects of the Hebrew curriculum

The preschool has a history of positive ERO reviews. This ERO review acknowledges the continued commitment of the teaching team to improving and promoting positive outcomes for children.

Review Findings

Children are confident and competent. A high level of engagement by children in the programme is evident. Children sustain their play interests for long periods, either independently or with others. Children initiate their learning and teachers support children’s play well.

Well resourced learning areas are clearly defined and encourage children’s learning as they explore the environment and resources. Good use of spaces enables children to extend and develop their imaginative play experiences. The nearby park is well utilised to extend the physical challenges provided for children.

Spirituality is embedded throughout the curriculum. Routines in the centre respectfully observe Jewish traditions and religious rituals. Teachers encourage children’s growing independence by promoting self-help and leadership skills. Teachers are skilled in modelling strategies that support children to build on their self-confidence and to cope with transitions into the centre and within the programme.

Teachers are committed to improving their practice and providing a stimulating curriculum for children. They use centre self-review findings and personal teaching reflections to review their practice and challenge their thinking. Teachers have a commitment to bicultural practices and use te reo me tikanga Māori frequently. Children benefit from teachers who speak more than one language.

Parents appreciate the whānau atmosphere at the centre and appreciate the support they receive from the teaching team and the management committee. Parents value the skills of the teaching team and have a strong sense of ownership in the centre.

Cultural diversity is valued and the depths of understanding teachers have regarding inclusive practice makes it an authentic feature in the programme. Children from Māori and Pacific heritages demonstrate a sense of belonging, as their cultures and languages are acknowledged in the programme.

The head teacher is an experienced leader and promotes effective practices to support self review. Teachers feel empowered and valued by management. Together, they use external professional development providers to enhance teaching practice.

The management committee has established a variety of efficient systems for the operation and administration of the preschool. The current management plan is providing clarity about the long-term strategic direction of the centre. The management committee could now consider providing other opportunities for their very capable head teacher to access professional learning and development that further enhances and challenges her practice.

The chairperson and teachers discussed with ERO their identified next steps for development and the benefits of continuing to strengthen:

  • self-review processes
  • documentation of programme planning and assessment to show children’s learning over time
  • learning experiences for children in the outdoors, and development of the outdoor area to provide access in all weathers
  • teachers' knowledge and use of te reo me ngā tikanga Māori.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Kadimah Preschool 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

29 April 2013

Information about the Early Childhood Service

Location

Auckland

Ministry of Education profile number

20335

Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2 years

Service roll

29

Gender composition

Boys 15

Girls 14

Ethnic composition

NZ European/Pākehā

Māori

Indian

Cook Island Māori

other

22

2

2

1

2

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

No children under 2 years

Choose an item.

 

Over 2

1:10

Meets minimum requirements

Review team on site

February 2013

Date of this report

29 April 2013

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

February 2010

September 2006

June 2005

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.