15 Pensacola Crescent, Broomfield, Christchurch
View on mapNot well placed | Requires further development | Well placed | Very well placed |
Kidsfirst Kindergartens Broomfield is well placed to provide positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Broomfield is one of 71 early learning services governed and managed by Canterbury Westland Free Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
All teachers are fully qualified and certified in early childhood education. The kindergarten provides an extra support teacher each morning to assist children with additional needs.
There have been some recent changes to the leadership of the kindergarten. The previous long-serving head teacher retired in 2015. A permanent head teacher was appointed in Term 3 2016. The association education support manager has managed the kindergarten for four years and has continued to provide consistent professional advice and guidance.
During this ERO review, the kindergarten was hosting one teacher and six children from Kidsfirst Kindergartens Wigram for one term as the association was undertaking structural and major enhancement work at their building. This group was well integrated into the inclusive whānau culture of the kindergarten.
Teachers are establishing purposeful links to the local community. This includes being part of the Hornby Learning Cluster of schools and other early learning services that are focused on supporting the children within the local area.
This review was part of a cluster of nine kindergartens governed and managed by the Canterbury Westland Free Kindergarten Association.
The kindergarten vision and values are closely linked to tikanga Māori principles of respect, growth, partnerships, and enrichment to promote success for all learners. These values are well evident in practice.
The teaching team foster positive and reciprocal relationships with children, parents and whānau in a calm and inclusive learning environment. They warmly welcome families and help them to settle into the kindergarten and to develop a good sense of belonging and wellbeing. The culture, language and identity of each family is acknowledged, respected and valued.
Teachers carefully consider the needs of children and are responsive to individual strengths and capabilities. They provide flexible routines and long periods of uninterrupted time for children to make choices and to develop their ideas.
Spacious and purposefully-resourced learning areas that reflect children's interests encourage curiosity and exploration. Literacy, numeracy, science and music are well integrated into the programme.
The outdoor environment is well presented and used by teachers to provide many opportunities for children to be involved in physical challenges and to learn about sustainable practices. Teachers model care and respect for one another and for children. They work effectively together to promote a strong focus on building children's social skills, the ability to care for themselves, and to develop positive relationships with others. Teachers communicate with children in ways that help children develop oral language skills and the confidence to express ideas and engage in conversations.
Parents are well informed about their children’s learning and participation in a wide range of experiences through well-written learning records, informative wall displays, regular newsletters, informal conversations with teachers, and through the use of digital technologies. Parents' and children’s comments are increasingly sought to strengthen partnerships in learning.
The kindergarten's new leaders are making good use of teachers' strengths and are building a reflective team culture. The teaching team are committed to ongoing improvements to practices and the development of processes to sustain and build on the operation of the kindergarten.
The Canterbury Westland Free Kindergarten Association is well supported by an experienced, professional board. The association has a well understood vision and targeted strategic and annual planning systems. There are close links between the kindergarten's plans, internal evaluation, appraisal and professional development. Teachers are well supported by association managers and leaders to achieve the priorities of the association and their own kindergarten objectives and vision, to provide high quality learning outcomes for all children.
The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. It has high expectations for teaching and learning and equitable outcomes for all children. This includes the appointment of a kaitautoko to further promote a strong focus on Tiriti aspirations at all levels of the organisation.
The Canterbury Westland Free Kindergarten Association is innovative in its approaches and regularly seeks opportunities to be involved in wider educational and local communities to promote high quality learning outcomes for all children.
The leaders and teaching team have identified, and ERO’s evaluation has confirmed, that the key next steps are to continue to:
The chief executive of the association has identified and ERO’s evaluation has confirmed, that the key next step for the association is to continue its property improvement long-term plan ensuring that enhancements to its buildings reflect the changing needs of its communities.
Before the review, the staff and management of Kidsfirst Kindergartens Broomfield 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 Kidsfirst Kindergartens Broomfield will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer, Southern - Te Waipounamu
21 March 2017
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 | Christchurch | ||
| Ministry of Education profile number | 5549 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, over the age of two years old | ||
| Service roll | 36 | ||
| Gender composition | Boys 17; Girls 19 | ||
| Ethnic composition | Māori Pākehā Pacific Other Ethnicities | 7 20 5 4 | |
| 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 | October 2016 | ||
| Date of this report | 21 March 2017 | ||
| Most recent ERO reports | Education Review | June 2012 | |
| Education Review | September 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.
Kidsfirst Kindergartens Broomfield is open from 8.30am and 2.30 pm on weekdays and has up to 30 children over the age of two years at any one time. It is licensed to take up to 40 children.
All teachers at the kindergarten are fully registered and early childhood trained.
This Kindergarten is one of 62 kindergartens administered by the Kidsfirst Kindergartens-Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
This review occurred at a time when the association and its kindergartens were responding to issues associated with the Canterbury earthquakes. They have been proactive in addressing these challenges.
Since the kindergarten’s September 2008 ERO review there has been a significant number of changes in staff and to the roll. Currently the kindergarten is trialling a no fees policy for parents.
Teachers provide children with experiences that successfully enrich their learning and development. Children display confidence and appropriate levels of independence.
Particular strengths of this kindergarten include:
ERO observed children happily taking part in a wide variety of purposeful play for prolonged periods.
The kindergarten is well managed and led. The head teacher, with the support of current staff, has played a key role in promoting improvements and developing an effective team culture. Teachers work in ways that foster positive working partnerships with parents.
The next steps for the kindergarten, identified by staff and ERO, include extending some programme planning, assessment and self-review practices.
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.
Before the review, the management of Kidsfirst Kindergartens Broomfield was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kindergarten to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the kindergarten (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens Broomfield.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The kindergarten’s new head teacher and teachers have focused on bringing about improvements to the quality of education and care they provide for children.
Teachers provide a programme that successfully enriches children’s learning and development. Particular features of the programme include:
ERO observed children happily and purposefully taking part in a wide variety of exploratory play for prolonged periods.
Teachers know the children and their interests well. They have regular conversations with children, parents and among themselves. These discussions, along with observations and the information they gather for attractively presented children’s profiles, help teachers to notice and recognise key aspects of children’s learning.
Teachers are observant, supportive and responsive to children. They regard children as capable, life-long learners. This attitude fosters children’s confidence. Teachers give children the time and space they need to learn at their own pace.
Teachers skilfully support children’s play by using a variety of appropriate teaching approaches. For example they:
Teachers are sensitive and responsive to children’s immediate needs. Supportive relationships exist between teachers and children and among children. These relationships, along with predictable routines, foster children’s sense of well-being and belonging.
Children are provided with a positive learning-focused environment. Strengths of the kindergarten’s environment include:
The kindergarten is well managed and led. The head teacher, with the support of staff, has played a key role in promoting improvement and developing a positive team culture. He has responded well to staff changes and emerging situations. Increasingly reflective practices, and openness to new ideas among teachers, support informed decision making and innovation.
Teachers actively promote positive working partnerships with parents. They take the time necessary to create in-depth relationships and seek information about children and their families. Teachers look for opportunities to include parents in the programme and mix socially. Special events celebrating children’s learning are well attended by parents and families.
In an effort to boost the roll and be responsive to children’s and parents’ needs, the kindergarten, with the support of its association, is trialling a no fees policy. This trial has resulted in more children being involved with the kindergarten and improved attendance.
Kindergarten personnel and ERO agree that it is timely to further develop some practices. Programme planning should be extended to include more specific details about intended outcomes and teaching practices. Children’s profile assessments would be enhanced by including more parent and children’s ideas to show children’s progress more clearly.
The quality and usefulness of the kindergarten’s self-review programme and practices should be enhanced by:
Before the review, the staff of Kidsfirst Kindergartens Broomfield completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they have attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.
Graham Randell
National Manager Review Services
Southern Region
|
Type |
All Day Kindergarten |
|
Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
|
Number licensed for |
40 children |
|
Roll number |
34 |
|
Gender composition |
Girls 18 Boys 16 |
|
Ethnic composition |
NZ European/Pākehā 25, Māori 4; Samoan 3; Cook Island 1; Other Ethnicities 1 |
|
Review team on site |
April 2012 |
|
Date of this report |
11 June 2012 |
|
Previous three ERO reports |
Education Review September 2008 Education Review November 2004 Accountability Review May 2000 |
11 June 2012
These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Broomfield.
Kidsfirst Kindergartens Broomfield is open from 8.30am and 2.30 pm on weekdays and has up to 30 children over the age of two years at any one time. It is licensed to take up to 40 children.
All teachers at the kindergarten are fully registered and early childhood trained.
This Kindergarten is one of 62 kindergartens administered by the Kidsfirst Kindergartens-Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
This review occurred at a time when the association and its kindergartens were responding to issues associated with the Canterbury earthquakes. They have been proactive in addressing these challenges.
Since the kindergarten’s September 2008 ERO review there has been a significant number of changes in staff and to the roll. Currently the kindergarten is trialling a no fees policy for parents.
Teachers provide children with experiences that successfully enrich their learning and development. Children display confidence and appropriate levels of independence.
Particular strengths of this kindergarten include:
The kindergarten is well managed and led. The head teacher, with the support of current staff, has played a key role in promoting improvements and developing an effective team culture. Teachers work in ways that foster positive working partnerships with parents.
The next steps for the kindergarten, identified by staff and ERO, include extending some programme planning, assessment and self-review practices.
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Graham Randell
National Manager Review Services
Southern Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.