Kidsfirst Kindergartens Hokitika

Education institution number:
5424
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

77 Hall Street, Hokitika

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Kidsfirst Kindergartens Hokitika - 15/05/2019

1 Evaluation of Kidsfirst Kindergartens Hokitika

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Kidsfirst Kindergartens Hokitika 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 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 “At this place we are a whānau that respects and celebrates the diversity of capable and empowered children in a rich and sustainable environment”. The kindergarten is a participant in Enviroschools.

The curriculum priorities are:

  • Whānaungatanga - tamariki are surrounded by close collaboration between kaiako, parents/whānau, iwi and hapu.

  • Manaakitanga – tamariki will develop caring and respect for each other and all cultures keeping themselves healthy in body, mind and spirit.

  • Whakamana – tamaariki will walk with mana, empowered to be successful as learners make decisions and set their own goals.

  • Mana Tiaki – tamariki look after the kindergarten environment and wider community.

  • Rangatiratanga – tamariki experience opportunities for leadership, social corporation, social competency, ako and tuakana teina.

ERO's June 2012 report noted that teachers needed to refine and consolidate new initiatives in assessment and programme planning and evaluation. The teaching team has made considerable progress in these areas.

This review was one of seven in the Canterbury Westland Kindergarten Association.

The Review Findings

Children are empowered to lead their learning. They take an active part in decision-making during the day, and take on leadership roles within the kindergarten. They are able to follow their interests and are encouraged to carry out their own investigations. Children are seen as capable learners. They support each other in their learning. The concepts of tuakana teina and ako are evident in the programme. Teachers carefully plan and resource the wide variety of spaces. Creativity is fostered through learning activities so children can be creative and enjoy art and music.

Māori perspectives are intentionally woven into many aspects of the programme. Te ao and tikanga Māori are highly evident in teachers' practice and in the environment. Children use Māori language and concepts in their every-day activities. The place of tangata whenua is acknowledged and respected. Teachers have established, and continue to build, strong links with the local rūnaka.

Children play and learn in an environment that strongly reflects their community and develops their sense of belonging. Teaching and learning is focused on the people, places and things that matter to parents, whānau and the community. Children learn about and use sustainable practices. The curriculum priority of mana kaitiaki is evident in what children and teachers say and do. The vision, curriculum priorities, and mātāpono are well aligned and visible in the programme.

The teaching team is skilled and experienced in providing a rich learning environment for children. Teachers effectively evaluate their work. Teachers have undertaken high quality evaluations to investigate how successful they are at achieving their goals. Their personal and collective inquiries are based on what matters for children. They are comprehensive and rigorous.

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 education 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. It has high expectations for teaching and 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.

Key Next Steps

The teaching team has identified, and ERO agreed, that the key next steps for the teaching team are to:

  • deepen their understanding and use of Te Whāriki 2017: Early childhood curriculum. This will involve reviewing curriculum priorities and continuing to build learning partnerships with whānau.

Management Assurance on Legal Requirements

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

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

15 May 2019

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

Hokitika

Ministry of Education profile number

5424

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll

32

Gender composition

Boys 16, Girls 16

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

4
27
1

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

March 2019

Date of this report

15 May 2019

Most recent ERO report(s)

Education Review

June 2012

Education Review

September 2008

Education Review

June 2005

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 Hokitika - 29/06/2012

1 The Education Review Office (ERO) Evaluation

Kidsfirst Kindergartens Hokitika is located in the West Coast rural township of Hokitika. The unique, purpose-built kindergarten has been operating for many years in the community. The experienced and qualified teaching team work effectively to cater for the learning and well-being of up to 30 children over two years of age.

The kindergarten is one of 63 kindergartens (including one early learning centre) administered by the 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.

Positive features of this kindergarten include:

  • collaborative relationships that teachers foster with parents and whānau that support learning and bicultural understandings
  • established partnerships that encourage parents and whānau to play an active part in the programme
  • the way teachers involve children in decision making that extends their thinking and reasoning skills
  • richly resourced and purposefully presented learning areas that capture children’s curiosity and encourage investigation and exploration
  • the way that children’s interests are valued and made visible in attractive and informative wall displays and individual profile books.

Children have many opportunities to develop their understandings of the dual heritage of Aotearoa New Zealand in ways that are meaningful and respectful of the Māori culture.

Teachers are highly reflective and have high expectations of themselves and children’s learning. They use effective ways to continually improve teaching approaches and learning outcomes for children. Teachers have identified, and ERO agrees, that the next steps are to refine and consolidate recent initiatives in assessment, planning and the evaluation of children’s learning.

Future Action

ERO is likely to review the kindergarten again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of Kidsfirst Kindergartens Hokitika 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 Hokitika.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and teachers.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

The teaching team has recently reviewed the vision for the kindergarten. It states that teachers will provide a kindergarten that promotes a community of learners in a rich learning environment that celebrates and respects diversity.

Areas of strength

Teachers foster a welcoming and inclusive culture. They model care and respect for one another, for children and for parents and whānau. Teachers have effective ways of promoting partnerships with parents. They make good use of these partnerships to strengthen children’s learning. Parent involvement in the programme is strongly encouraged and highly valued by teachers. Teachers have established good links with the community. Visitors come to the kindergarten and children make regular visits into the community to enrich the learning programme.

Teachers respond effectively to the individual and group needs and interests of children. They provide sensitive and responsive support for children’s well-being and are actively involved in children’s play. Children play well together, share ideas and develop friendships.

Children are interested and active participants in a child-centred learning programme. Teachers provide effective support to develop children’s speaking and listening skills. Children are included in decision-making. These opportunities help to develop their thinking and reasoning skills. Teachers value children’s ideas and encourage them to explore and make discoveries. Teachers affirm children’s efforts and celebrate their successes.

Children take responsibility for themselves and the environment, and care for others. They are actively involved in the natural and spacious learning areas. These areas provide a range of opportunities for children to learn about the natural world and sustainable practices. ERO observed children enjoying a wide a range of literacy, creative and physical play.

The kindergarten’s inclusive bicultural environment supports relationships with Māori whānau. Teachers foster children’s cultural identity and language. Children have many opportunities to develop their understandings of the dual heritage of Aotearoa New Zealand in ways that are meaningful and respectful of the Māori culture.

Well-presented profile books and wall displays inform parents and whānau about children’s interests and learning in the programme.

The attractive and purposefully presented learning areas capture children’s curiosity and encourage investigation and exploration. Children have easy access to a wide range of experiences that engage their interest in learning.

Teachers are highly reflective and have high expectations of their practices and children’s learning. They have a shared understanding of the kindergarten’s vision. Teachers communicate well and work effectively as a team. They make good use of professional development to continually improve the programme and practices. They place a strong focus on incorporating tikanga Māori.

Area for development and review

The teachers have identified, and ERO agrees, that they need to refine and consolidate new initiatives in assessment and programme planning and evaluation.

3 Management Assurance on Legal Requirements

Before the review, the staff of Kidsfirst Kindergartens Hokitika completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have 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 kindergarten’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:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

4 Future Action

ERO is likely to review the kindergarten again in three years.

Graham Randell

National Manager Review Services

Southern Region

About the Centre

Type

Kindergarten, Full day

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over the age of two years

Roll number

48

Gender composition

Girls 25

Boys 23

Ethnic composition

New Zealand European/Pākehā 38

Māori 8

Asian 1

Other ethnicities 1

Review team on site

May 2012

Date of this report

29 June 2012

Previous three ERO reports

Education Review September 2008

Education Review June 2005

Accountability Review February 2001

To the Parents and Community of Kidsfirst Kindergartens Hokitika

These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Hokitika.

Kidsfirst Kindergartens Hokitika is located in the West Coast rural township of Hokitika. The unique, purpose-built kindergarten has been operating for many years in the community. The experienced and qualified teaching team work effectively to cater for the learning and well-being of up to 30 children over two years of age.

The kindergarten is one of 63 kindergartens (including one early learning centre) administered by the 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.

Positive features of this kindergarten include:

  • collaborative relationships that teachers foster with parents and whānau that support learning and bicultural understandings
  • established partnerships that encourage parents and whānau to play an active part in the programme
  • the way teachers involve children in decision making that extends their thinking and reasoning skills
  • richly resourced and purposefully presented learning areas that capture children’s curiosity and encourage investigation and exploration
  • the way that children’s interests are valued and made visible in attractive and informative wall displays and individual profile books.

Children have many opportunities to develop their understandings of the dual heritage of Aotearoa New Zealand in ways that are meaningful and respectful of the Māori culture.

Teachers are highly reflective and have high expectations of themselves and children’s learning. They use effective ways to continually improve teaching approaches and learning outcomes for children. Teachers have identified, and ERO agrees, that the next steps are to refine and consolidate recent initiatives in assessment, planning and the evaluation of children’s learning.

Future Action

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 kindergarten or see the ERO website, http://www.ero.govt.nz.

Graham Randell

National Manager Review Services

Southern Region

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a kindergarten, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this kindergarten has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kindergarten’s 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.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kindergarten 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.