36 Portsmouth Street, Wainoni, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergarten Portsmouth Street is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergarten Portsmouth Street is one of 69 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The kindergarten provides for the education and care of young children from two years to school age. All teachers/kaiako are qualified and certified early childhood education teachers/kaiako. The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service.
The kindergarten vision is to 'honour and develop effective relationships within their unique community of learners.' The key values are Manaakitanga, Tātau and Whakamana.
The curriculum priorities relate to supporting children to settle, be safe, grow, and manage their own learning at the kindergarten.
ERO's 2014 review report noted that there was further work required to strengthen programme planning and self-review practices. The team has made good progress in improving programme planning and implementation. Effective internal evaluation is an area that requires further development.
This review was part of a cluster of eight kindergartens governed and managed by the Canterbury Westland Kindergarten Association.
A sense of Manaakitanga is very evident in the kindergarten. Teachers have developed trusting and respectful relationships with children and their whānau. They are very responsive to children's and families' diverse backgrounds and needs. This is evident in the way they seek the help and involvement of community services and agencies, when necessary, and provide practical support to the whole family.
The programme is well designed to enable children to develop a sense of belonging, wellbeing and safety within the kindergarten. The cultural backgrounds of the predominantly Māori and Pacific families are reflected in the programme and learning environment. These contribute to children and their families being comfortable in the kindergarten environment. Teachers:
enable children to take ownership of their learning
foster children's learning of important life skills, such as caring for the kindergarten environment and self-help capabilities
celebrate children's big and small achievements
provide safe, yet challenging learning environments where children have choice and challenge
deliberately build children's communication and friendship skills.
Children of diverse and challenging learning needs are well provided for. Teachers, in collaboration with external expertise, plan and implement a range of suitable strategies to support learning. Teachers have a useful system to plan for all children over time.
The Canterbury Westland Kindergarten Association has a well-developed and clearly understood vision. It is underpinned by targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. The teachers are well supported by association managers and leaders to achieve the priorities of the kindergarten and to promote high quality learning outcomes for all children.
Since the last review, a restructure has enabled a key focus on educational excellence within the kindergartens, and innovation and collaboration within the association and in the wider early childhood community. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu / South Island.
The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. Association leaders have high expectations for teaching, learning and equitable outcomes for all children. This includes promoting understandings of and respect for te ao Māori at all levels of the organisation. The association's internal evaluation practices are being well used to inform decision making and support the strong focus on continuous improvement.
The key next steps for the future development and sustainability of good practice in the kindergarten are for the head teacher and teachers, with the support of the EM, to continue to:
build evaluative thinking and effectively use internal evaluation to know what makes the most difference to children's learning and wellbeing.
Teachers need to strengthen documentation of planning and assessment to:
show how parents' wishes for their children's learning are gathered and responded to
show how they celebrate the uniqueness of children's language, culture and identity.
Before the review, the staff and management of Kidsfirst Kindergarten Portsmouth Street 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.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
6 August 2019
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.
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Location |
Christchurch |
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Ministry of Education profile number |
5447 |
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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 |
40 children, two years of age and over |
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Service roll |
31 |
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Gender composition |
Boys 13, Girls 18 |
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Ethnic composition |
Māori |
13 |
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2019 |
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Date of this report |
6 August 2019 |
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Most recent ERO report(s) |
Education Review |
February 2014 |
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Education Review |
August 2010 |
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Education Review |
June 2005 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 |
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Portsmouth Street is located in east Christchurch. The kindergarten's roll dropped immediately after the Canterbury earthquakes. At the time of this review, the kindergarten’s roll was full with a waiting list in place. Many families are still facing uncertainty with accommodation and the likely merger of some local schools. Children and families come from a diverse range of cultures and backgrounds.
This review was a part of a cluster of 11 kindergartens governed and managed by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
Since the June 2010 review, there has been some changes to staff, with a new acting head teacher and educational services manager (ESM). Two permanent teachers have provided ongoing consistency and support to children and families attending the kindergarten. Teachers show strong commitment and empathy for the challenges that the local community face. They are focused on providing positive learning outcomes for children and their whānau.
The association reports that as a result of this initiative, children’s attendance at kindergarten has increased, particularly in areas where there are high numbers of priority learners. Kidsfirst Kindergartens Portsmouth has also responded to the needs of its community by extending its hours.
Leaders and teachers warmly welcome children and families into the kindergarten. Teachers have provided a comfortable place for whānau to meet, observe and discuss their children’s learning and transitions into, and out of, the kindergarten. Respectful and caring relationships are evident and children’s language, culture and identity are valued.
The teaching team recognises and makes good use of each other’s knowledge and strengths. They confidently share their professional knowledge and are building a team culture. Teachers are well supported by the association and ESM who encourages them to reflect on their practice and challenges their thinking.
Teachers help children to feel a strong sense of belonging and build their self esteem. They promote peaceful play when working with children to help create a calm and settled learning environment. Teachers work with an increasing number of people through support agencies to assist families and to meet children’s diverse range of needs. Parents comment on the way teachers support their children to have confidence to learn and get along with others.
The programme places emphasis on developing children’s social skills. Teachers and children have warm, respectful and trusting relationships. Teachers use effective ways to help children build friendships between children. Children trust their teachers and approach them confidently for help and to share their ideas.
Bicultural practices are highly evident in the programme. Teachers regularly use te reo Māori and provide useful resources to help children develop pride in and understanding of tikanga Māori. Parents’ knowledge and expertise is respected and included in the programme.
The centre is well organised with a wide range of accessible resources to support individual and small group-learning. Children know the routines and are supported to develop independence and self-management skills. Literacy and numeracy are appropriately included in the programme. Children’s learning is celebrated in attractive wall displays.
Teachers actively respond to children’s interests and respond in ways that extend their thinking and problem solving. Extensive outside areas provide space for different activities and opportunities for children to challenge themselves physically.
Teachers have made some recent positive changes to the way they assess and plan for children’s learning. The views of parents and children are valued and are now being included in assessment practices. Teachers have strengthened the ways they communicate with parents to gather their ideas and make learning more meaningful for children.
Professional development has had a positive impact on teacher practices, including ways to guide children’s learning and behaviour. The teaching team shows a strong commitment to the philosophy and vision of the kindergarten.
The association provides effective governance and management for all of its kindergartens. The long-term vision and goals for all kindergartens are determined by the governing board. Each individual kindergarten establishes its own plan incorporating the board's goals. The association responded appropriately to the circumstances of Canterbury and Westland communities by removing all fees.
Each kindergarten is supported by education support managers (ESMs) who make regular visits and provides well-targeted professional development. In particular, teachers are well supported in developing their understanding of te ao Māori and making this more evident in documentation and practices. This remains an area for further development in this kindergarten.
The association has high expectations for teaching and learning. The use of recently developed indicators of good practice is helping to identify and spread effective practice. Appraisal is used effectively to recognise areas of strength and where further developments may be necessary.
The leaders and teachers have identified, and ERO agrees, that the key next steps are to build on recent developments. This includes further strengthening programme planning and self review by:
using parents’ and children’s ideas when planning children’s next learning
continuing to develop and use the new planning model
linking children’s learning to the programme and self review
extending teaching practices to support children’s thinking and problem-solving skills
enhancing the team’s understanding of self review, to confirm how changes make a difference to children’s learning.
Before the review, the staff and management of Kidsfirst Kindergartens Portsmouth Street 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 Kidsfirst Kindergartens Portsmouth Street will be in three years.
Graham Randell
National Manager Review Services Southern Region
18 February 2014
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 |
Aranui, Christchurch |
||
|
Ministry of Education profile number |
5447 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, aged two years and over |
||
|
Service roll |
32 |
||
|
Gender composition |
Boys 18; Girls 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnicities |
12 15 4 1 |
|
|
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 |
November 2013 |
||
|
Date of this report |
18 February 2014 |
||
|
Most recent ERO reports |
Education Review |
August 2010 |
|
|
Education Review |
June 2005 |
||
|
Accountability Review |
December 2000 |
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.