55 Kendal Avenue, Burnside, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Kendal Avenue is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Kendal Avenue 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 ‘to have a culturally responsive, warm and caring environment for all tamariki to develop and learn; to encourage each child to be an individual and develop to their full potential; and to endeavour to work in partnerships with parents/whānau and the local community.’
ERO's previous report noted that the teaching team needed to continue to strengthen programme planning and evaluation documentation. This included seeking children’s perspectives and involving them in planning for their learning and strengthening the evaluation of how teaching practices impact on children’s learning outcomes. There has been some progress in both of these areas.
This review was part of a cluster of eight kindergartens governed and managed by the Canterbury Westland Kindergarten Association.
The head teacher and teachers effectively build and maintain strong positive relationships with children, their whānau and the community. They encourage parents and whānau to take an active part in their children’s learning, and are building authentic links with the local community. Teachers engage with children in ways that support their learning. They value ako, supporting children to take on roles as teachers as well as learners. Children develop friendships that support their learning. They and their whānau have a strong sense of belonging at the kindergarten.
The head teacher and teachers work collaboratively with a focus on continuous improvement. They regularly reflect on their practice and discuss as a team ways to promote positive outcomes for children. They are developing deeper, shared understandings of their vision and curriculum priorities to provide consistency in their approach to teaching and learning.
Children are increasingly involved in leading their learning and contributing to the kindergarten’s curriculum. Teachers now engage in more regular planning. This has led to a programme more responsive to children's interests and strengths. Children are growing in confidence. They have an increasing sense of ownership, choice and independence.
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.
ERO has identified the need to continue to:
Before the review, the staff and management of Kidsfirst Kindergartens Kendal Avenue 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
5 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 |
5429 |
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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 |
34 |
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Gender composition |
Boys 19, Girls 15 |
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Ethnic composition |
Māori |
8 |
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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 |
5 August 2019 |
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Most recent ERO report(s) |
Education Review |
February 2014 |
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|
Education Review |
May 2009 |
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|
Education Review |
February 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 Kendal Avenue is currently on the Kendal School site. The kindergarten was displaced from its building in mid 2012 because the building was deemed not to be up to building code.
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.
The teachers have coped admirably with these changes. The relocation has brought significant challenges for the teachers including operating from two of the school’s classrooms and only having access to a small outdoor area. However, these challenges have not impacted adversely on outcomes for children which remain firmly at the forefront of teachers' practices. This enables the teaching team to continue to provide a stimulating learning environment for the children, parents and whānau.
The parent community represents a wide range of cultures and backgrounds. Since the move to the temporary premises, parents have continued to support the kindergarten and have appreciated the commitment of teachers. Teachers and parents have built trusting relationships that foster partnerships in children’s learning.
The teaching team has made some good progress in addressing the recommendations in the 2009 ERO report. Each child’s learning journey is well documented in attractive and informative individual books. The comments of parents and whānau about children’s learning are highly valued by teachers. Teachers have undertaken some useful reviews that are leading to improvements in the programme planning.
The association reports that as a result of this initiative, children’s attendance at this kindergarten has increased, particularly in areas where there are high numbers of priority learners.
Teachers actively foster respectful, inclusive and supportive relationships with children, parents and whānau. They make time to get to know families well to support children’s learning and wellbeing.
Teachers have developed a range of ways to enable them to relate to, and communicate with, families from different cultural backgrounds. Teachers help children and families with English as a second language to develop a strong sense of belonging at the kindergarten. The culture, identity and language of children and their families is highly valued and respected.
Teachers present the environment in ways that encourages children’s curiosity and participation in the programme. Children work well with and alongside others and develop friendships. Children are very tolerant of others and inclusive in their play. They encourage and help other children with their learning and celebrate each other’s successes.
Children benefit from the sensitive and caring interactions with their teachers. Teachers approach and settle children in calm and unhurried ways. Children are given time to make their own discoveries and explore their ideas. Teachers follow their interests and children remain captured by particular activities for long periods of time.
Teachers are skilled at knowing when to enter children’s play and to involve children in conversations that build on ideas and extend their verbal language skills. Children enjoy many opportunities to be involved in meaningful literacy and numeracy experiences through their play.
The learning environment reflects the bicultural heritage of Aotearoa New Zealand. Children have many opportunities to learn about the te ao Māori in ways that are meaningful to them and which is respectful of the Māori culture. Teachers use te reo and tikanga Māori regularly in the programme. Children’s learning stories are supported by an appropriate whakatauki that supports the learning that has occurred.
All children are treated with dignity and respect. Children with complex needs are valued as individuals. Teachers ensure that children have the opportunity to participate fully in all aspects of the programme. They work well together to respond to the individual needs and interests of children. Teachers provide all children with positive ways of thinking about and understanding differences.
The ESM, head teacher and teachers have a strong shared understanding of, and commitment to, the kindergarten’s vision to provide positive outcomes for children and families. The head teacher’s leadership is respected and valued by the teaching team. Teachers have opportunities to further enhance their own leadership skills. The teaching team is a united and cohesive team.
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 key next step for the kindergarten association is to support the transition of the kindergarten back to the refurbished building on the original site.
The ESM, head teacher and teachers have identified, and ERO agrees, that the teaching team needs to continue to strengthen programme planning and evaluation documentation. This includes:
seeking children’s perspectives and involving them in planning for their learning
strengthening the evaluation of how teaching practices impact on children’s learning outcomes.
Before the review, the staff and management of Kidsfirst Kindergartens Kendal Avenue 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 kindergarten was relicensed under 2008 regulations in May 2013 and is on a probationary licence due to temporary building arrangements.
The next ERO review of Kidsfirst Kindergartens Kendal Avenue 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 |
Christchurch |
||
|
Ministry of Education profile number |
5429 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, two years of age and over |
||
|
Service roll |
28 |
||
|
Gender composition |
Boys 19; Girls 9 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Other pacific Asian Afghanistan |
7 9 4 2 4 2 |
|
|
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 |
May 2009 |
|
|
Education Review |
February 2005 |
||
|
Accountability Review |
May 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.