Kidsfirst Kindergartens Hei Hei

Education institution number:
5422
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

10 Wycola Avenue, Hei Hei, Christchurch

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Kidsfirst Kindergartens Hei Hei - 21/03/2017

Here is the latest report for the Governing Organisation that this service is part of.

 

1 Evaluation of Kidsfirst Kindergartens Hei Hei

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

Not well placed

Requires further development

Well placed

Very well placed

Kidsfirst Kindergartens Hei Hei is well placed to provide positive learning outcomes for children.

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

Background

Kidsfirst Kindergartens Hei Hei is one of 71 early learning services governed and managed by Canterbury Westland Free Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

This kindergarten has undergone significant changes to leadership and the teaching team in the last six months. During this review, there was an acting education services manager (ESM), an acting head teacher, and two new teachers. All teachers are fully qualified in early childhood education.

The children and their families come from diverse cultural backgrounds. The staff were hosting a teacher and seven children from the Kidsfirst Kindergartens Wigram for Term 1 as the association undertook structural and major enhancement work of their building.

The kindergarten staff have made changes to assessment, planning and internal evaluation as a result of the recommendations outlined in the ERO 2012 report. Assessment remains an area for further development.

This review was part of a cluster of nine kindergartens governed and managed by the Canterbury Westland Free Kindergarten Association.

The Review Findings

The kindergarten managers and teachers have respectfully built positive and inclusive relationships with children and their families over time. Families are warmly welcomed and encouraged to be involved in the life of the kindergarten.

Children learn and play in a secure and calm environment. Teachers have appropriately focused on developing children's social skills, positive relationships and friendships with others. They use a range of practices that engage children in learning and support children who speak languages other than English. Literacy, numeracy and creative experiences are well integrated into the programme.

Teachers have made significant improvements to the spacious outdoor learning areas, including making use of the natural resources. Children have good opportunities to be actively involved in a range of physical challenges. They learn about sustainable practices and how to care for the natural world (kaitiakitanga).

Teachers value and celebrate the languages, cultures and identities of all children and their families. They make meaningful links with Pacific and Māori families. This strengthens the ways they respond to children's cultural backgrounds. Children are able to hear and use te reo Māori and experience tikanga Māori in authentic contexts. The formal opening ceremony for installing the waharoa is an example of this.

Parents are well informed of their children’s learning and participation in the programme. Teachers consider ways to effectively communicate with families with English as a second language. This includes face-to-face conversations, using visual images, and the support of an interpreter.

Teachers have built purposeful links with local schools to foster positive transitions for children and families into school. Visitors to the kindergarten enhance the curriculum offered to children. The kindergarten's internal evaluation process is clearly focused on outcomes for children.

Strong association processes, internal expertise and experienced leadership, including professional and useful balanced feedback and feedforward from the ESM, has helped to manage changes well and sustain a positive learning environment for children and families.

The ESM and head teacher provide professional learning to assist others. The teaching team have developed a positive team culture. They communicate effectively and work well together, making the most of individual teacher strengths. Teachers are encouraged to reflect to improve the consistency of their teaching practice. They are also well focused on strengthening their understanding of self review. There is a systematic approach to annual action planning and the evaluation of the priorities that are aligned to self review, the kindergarten vision and values, and the association's strategic plan.

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 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.

Key Next Steps

The acting ESM, and ERO agree, that priority should be given to:

  • building teachers' capacity to lead self review including the evaluation of their teaching on children's learning
  • making children's cultural backgrounds and parent aspirations more evident in learning stories.

The chief executive 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 the enhancements to its buildings reflect the changing needs of its communities.

Management Assurance on Legal Requirements

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

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kidsfirst Kindergartens Hei Hei will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer, Southern - Te Waipounamu

21 March 2017

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

LocationChristchurch
Ministry of Education profile number5422
Licence typeFree Kindergarten
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for39 children over the age of two years old
Service roll32
Gender compositionBoys 17; Girls 15
Ethnic composition

Māori

Pākehā

Pacific

Other

8

15

5

4

Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates80% +
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteNovember 2016
Date of this report21 March 2017
Most recent ERO reports Education ReviewFebruary 2013
Education ReviewMay 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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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 Hei Hei - 21/02/2013

1 Evaluation of the Service

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

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

Context

Kidsfirst Kindergartens administers 62 kindergartens and one early learning centre in Canterbury and the West Coast. An education services manager works with each kindergarten giving feedback and professional support. Families from a diverse range of cultures attend this kindergarten.

Since the May 2009 ERO review this kindergarten has changed its operating hours and had some changes in teaching and support staff. The long serving head teacher has provided continuity during these changes. There are strong links with parents and families, including parents who have previously attended the kindergarten.

This review was conducted as part of a cluster approach to reviews in nine kindergartens within the Kidsfirst Kindergartens umbrella organisation

The Review Findings

Teachers give priority to supporting children and their families. They build effective relationships with parents by regularly sharing information and providing additional support when needed. Parents are having increasing opportunities to contribute to decisions about the programme and childrens' learning.

Children’s confidence, and especially sense of belonging in the kindergarten, is actively fostered in an inclusive environment for children with diverse learning strengths and needs.

Teachers:

  • are welcoming, sensitive and caring towards children and their families
  • have fun with children
  • make good use of conversations with children to learn more about their lives
  • recognise and celebrate children’s achievements.

Children:

  • are friendly, curious and confident learners
  • play happily alone and together and are increasingly learning the skills for successfully managing their relationships with each other.

Teachers use a range of effective ways to promote children’s learning. These approaches include:

  • encouraging children to solve their own problems
  • asking questions that help children explain and expand on their ideas
  • making suggestions and modelling different ways to use resources
  • giving children good opportunities to make decisions and take the lead in their play.

Positive features of the programme include:

  • a good range of accessible resources to motivate children to develop their interests and inquiry
  • developing children’s awareness and understanding of science and the natural world
  • recognition of the Māori culture and other children’s cultural backgrounds
  • the regular use of visitors from the wider community to extend children’s learning experiences.

Teachers have recently made some changes to improve the way they plan the programme. They are now more focused on identifying what children could learn and how they will support this. Parents and children have more opportunities to say what learning activities they would like included in the programme. Wall displays show children’s involvement in the programme making this more clearly known to the children and parents.

The teachers with support from the ESM make good use of appropriate professional development to extend their knowledge and teaching expertise. The head teacher is suitably focused on supporting ongoing improvements to the programme and practices. Teachers use team discussions effectively to consider ways to improve the programme. They receive specific and useful feedback from the education service manager (ESM). Aspects of self review have been strengthened.

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

Teachers and the ESM have reliably identified, and ERO agrees, that the next steps are to strengthen and build on recent initiatives in planning, assessment and self review.

Teachers are in the early stages of changing planning practices. Planning could be improved by:

making clearer links between planning and children’s assessment information

developing a process to evaluate the success of teaching strategies and outcomes for children.

The next steps for assessment are to:

  • develop greater consistency in the way teachers assess children’s learning
  • make clearer the next steps for children’s learning and teaching strategies to support these
  • make sure teachers are revisiting children’s learning and showing their progress over time
  • ensure profile books have a better balance between stories about individual children’s learning and programme events
  • show how parents' aspirations are responded to in planning and assessment.

Teachers are developing a better understanding of self review. They now need to use this learning to successfully complete and document the impact of any changes they have made as a result of self review against their goals.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Kidsfirst Kindergartens Hei Hei 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

5422

Licence type

Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children, including up to 0 aged under 2

Service roll

33

Gender composition

Girls 19 Boys 14

Ethnic composition

New Zealand European/Pākehā

Māori

Samoan

Other Pacific

20

9

1

3

Percentage of qualified teachers

80%

Reported ratios of staff to children

   
 

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

May 2009

May 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.