Kidsfirst Kindergartens Bromley

Education institution number:
5428
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
23
Telephone:
Address:

33 Keighleys Road, Bromley, Christchurch

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Kidsfirst Kindergartens Bromley - 15/06/2020

1 Evaluation of Kidsfirst Kindergartens Bromley

How well placed is Kidsfirst Kindergartens Bromley to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kidsfirst Kindergartens Bromley is well placed to promote positive learning outcomes for children.

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

Background

Kidsfirst Kindergartens Bromley is one of 68 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, (the association), trading as Kidsfirst Kindergartens.

The kindergarten is located next to Bromley School and caters for families from increasingly diverse cultures. It is licensed to provide education and care of up to 30 children, from two years to school age. All teachers are qualified and certified early childhood education teachers.

Since the February 2013 ERO review there have been some changes to staffing, including in the leadership of the service. Leaders and teachers have improved the areas identified in the 2013 review report. These related to assessment, planning and evaluation, and self review. The learning environment has recently been renovated and upgraded.

A Ministry of Education Hub initiative at the kindergarten, involving Kaiawhina, provides an external layer of support for parents and whānau. Breakfast is provided to support readiness for learning.

All Kidsfirst Kindergartens share a common strategic purpose, vision and objectives. This kindergarten's vision is to:

  • encourage children's contributions and resilience

  • value and affirm children's identity, language and culture

  • have te ao Māori as a guiding principle in values, learning programmes and work with whānau

  • foster children's dispositions for learning through exploration, problem solving and experimentation.

Curriculum priorities are to reflect whānaungatanga (relationships), and promote children's independence, social competencies and opportunities for exploration.

The kindergarten is part of the Aupaki Kāhui Ako | Community of Learning that includes local schools.

This review was part of a cluster of four kindergarten reviews in the Canterbury Westland Kindergarten Association Inc.

The Review Findings

Leaders and teachers promote a strong sense of whānaungatanga amongst the kindergarten community. Teachers have developed a cohesive team that is driven by a shared vision and agreed ways of responding to children, families and community needs. Respectful and responsive relationships formed with children, parents and whānau support a positive sense of belonging. Purposeful links to the local school, including regular visits, support children to make meaningful connections and transitions.

Leaders and teachers encourage collaboration and collective responsibility for children's learning and wellbeing. They work in partnership with parents, whānau, community groups and specialist agencies to enhance positive learning outcomes for all children, including those children with additional needs.

The service provides a calm and welcoming environment. Children play and learn in thoughtfully presented, homely learning areas. Well-considered resources inspire children's curiosity and involvement in a range of art, creativity and sensory experiences. Children actively explore the spacious, natural, outdoor area that provides many opportunities for physical challenges.

The curriculum and teaching practices place a strong emphasis on developing children's social competence, emotional wellbeing, and oral language skills. The curriculum could be further deepened by placing more emphasis on developing children’s working theories and other learning dispositions. The bicultural curriculum needs strengthening to foster new understandings of te ao Māori, and leaders and teachers need to explore ways to promote success for Māori children as Māori.

Parents and whānau are regularly informed of children's interests and progress in learning through well-written learning records and daily conversations with teachers. The 'hopes and dreams' that parents have for their children are valued and reflected in the stories teachers write about children's learning. A next step is for teachers to show in the records how they value and make visible, children’s language, culture and identity, including for children of Pacific heritage.

Leaders and teachers are reflective and intentional in their teaching practices. They take a systematic and collaborative approach to internal evaluation. This is focused on continuous improvement and positive outcomes for all children.

The Kidsfirst Kindergartens' board provides an effective governance and management structure and is actively focused on promoting positive outcomes for children. The association provides a comprehensive policy and procedure framework that sets clear expectations and guides teachers’ practice. It has developed relevant appraisal and teacher inquiry processes that reflect the Teaching Council’s guidelines.

A team of association professional leaders provide regular and specific support, and curriculum guidance to teaching teams. They use their collective strengths to help ensure consistency of association-wide processes and practices.

Each kindergarten’s annual plan aligns to the association’s strategic purpose, vision and objectives. Leaders and teachers recognise that internal evaluation processes could more clearly show how effectively changes impact on outcomes for children.

Key Next Steps

ERO and the Kidsfirst Bromley leaders and teachers agree that the key next steps are to:

  • build on bicultural practices to foster new understandings of te ao Māori and develop success for Māori children as Māori

  • make the language, culture and identity of children visible in learning records

  • extend the depth of the curriculum to further develop children's working theories, dispositions and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Kindergartens Bromley 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

15 June 2020

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

Location

Christchurch

Ministry of Education profile number

5428

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over the age of 2

Service roll

34

Gender composition

Boys 22, Girls 12

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

17
9
2
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Better than minimum requirements

Review team on site

March 2020

Date of this report

15 June 2020

Most recent ERO report(s)

Education Review

February 2013

Education Review

April 2009

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

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.

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.

Kidsfirst Kindergartens Bromley - 21/02/2013

1 Evaluation of the Service

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

Kidsfirst Kindergartens Bromley is well placed to promote positive outcomes for children’s wellbeing and sense of belonging. The kindergarten is building its capacity in aspects of assessment, planning, and self review with the continuing support of the Kidsfirst Kindergartens association.

Context

Kidsfirst Kindergartens administers 62 kindergartens and one early learning centre in Canterbury and West Coast. An education services manager (ESM) works with each kindergarten giving feedback and professional support. All teachers are registered and fully qualified. A diverse community uses the kindergarten. This includes children from a range of cultures and learning needs.

Since the April 2009 ERO review this kindergarten has had some changes in teaching and support staff. Improvements have been made to some bicultural aspects of the programme such as greater use of te reo Māori. Teachers have recently changed the programme so that it has more opportunities for children to make choices, develop independence, and lead their play.

This review was conducted as part of a cluster approach to reviews in nine early childhood education services within the Kidsfirst Kindergartens umbrella organisation.

The Review Findings

Teachers have effective relationships with children and their families. They are welcoming, sensitive and caring towards children. Teachers promote children’s wellbeing and sense of belonging.

Teachers support children’s families. They regularly share information with parents and provide additional support when needed. Teachers are increasing the ways parents can contribute information to inform decisions about the programme.

Teachers have positive and supportive interactions with children. They:

  • make good use of their regular conversations with children to learn more about their lives
  • support children who need extra support to settle into the programme
  • recognise and respond to children’s interests and strengths
  • help children learn about their emotions and how to play successfully with others.

The association Education Services Manager (ESM) is a good role model in the kindergarten for supporting and extending children’s learning. She is providing specific and useful feedback to the teaching team about their practices.

The interesting and attractive outdoor environment is a feature of this kindergarten. Play areas encourage children to explore and learn about the natural world and New Zealand plants. There is a good range of equipment to support children’s physical play. Aspects of the cultures of children who attend, such as Māori culture, are prominent in the outdoor environment.

The kindergarten has strong links with the local school. Teachers make good use of their location on school grounds to take part in the school programmes and events. The kindergarten shares useful information with the school. This information is helping children to experience a smooth transition to school.

Children’s involvement in a wide range of activities and experiences is visible through informative displays and books about children’s learning.

The teachers have developed the way they make changes to the programme and their practices. They are beginning to look more deeply at the quality of what they are doing and how they can provide more opportunities for parents and children to contribute to self review.

Kidsfirst Kindergartens Association has a well developed policy and practice framework to support the daily and long term operation of the kindergarten. The association is kept well informed about the work of the kindergarten by the ESM and head teacher. Kidsfirst managers have recently developed a new process for reviewing and reporting kindergarten information. This process is likely to help them further target their support to improve learning outcomes for children.

Areas for development and review

Ongoing professional development from the ESM should help teachers better support children's learning. The Kidsfirst Kindergarten managers and the teaching team have reliably identified the next steps for improvement.

Assessment

Teachers are at the early stages of improving aspects of children’s assessment identified in the last ERO review. Priority should be given to:

  • helping children become more involved in planning the direction of their learning
  • including and responding to parent aspirations for children’s learning within the planning for individual children
  • strengthening ways of writing about children’s cultural backgrounds in learning stories
  • showing how the next steps for children’s learning will add value and progress.

Planning

Teachers have been working on developing programme planning. The next steps are to:

  • make better use of children’s individual assessment information to inform programme planning
  • clearly identify teaching strategies to extend on the learning
  • evaluate the effectiveness of teaching strategies on children’s learning.
Self Review

Teachers are yet to complete a full cycle of the new in-depth self-review processes. The next steps are to evaluate the impact of changes made over time.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Kidsfirst Kindergartens Bromley completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ taken all reasonable steps to meet their legal obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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.Click here to enter text.

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.

Graham Randell

National Manager Review Services Southern Region

21 February 2013

Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

5428

Licence type

Full Day Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children, including up to 0 aged under 2

Service roll

31

Gender composition

Boys 19 Girls 12

Ethnic composition

New Zealand European/Pākehā

Māori

Other Ethnicities

18

10

3

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

   
 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2012

Date of this report

21 February 2013

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

April 2009

April 2005

December 2000

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.