Kidsfirst Kindergartens MacFarlane Park - 21/11/2012

1 Evaluation of the Service

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

Kidsfirst Kindergartens: MacFarlane Park is well placed to promote children's wellbeing and with the association's support is becoming better 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. All teachers employed by Kidsfirst Kindergartens are fully qualified and registered early childhood teachers.

At the time of the 2009 ERO report, this kindergarten provided sessions for 30 children at any one time. In response to the 2010 and 2011 earthquakes and shifting population, the kindergarten’s structure changed to full day sessions for 20 children. The two remaining teachers have worked together for many years.

In 2009, the ERO report noted that the most important priorities were for teachers to extend children's oral language, improve programme planning and assessment and develop self review to improve outcomes for children. The current education services manager has developed and implementing a detailed plan for the teachers to improve the quality of education for children.

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

The Review Findings

Children experience positive and respectful relationships with adults and each other. Teachers are inclusive and, responsive to children's different needs. The Kidsfirst Kindergartens Association (KKA) has provided a targeted oral language programme for children who need extra support to develop language skills. Teachers are using the strategies from this programme to sustain and support children's progress. The next step for teachers is to consistently engage in conversations with children to extend their interests.

The identity language and culture of Māori learners is beginning to be supported by teachers.

Children are learning aspects of te ao Māori through te reo and tikanga Māori in the programme, environment and resources.

Teachers' professional development around developing children's social skills and confidence is resulting in children being better able to take responsibility and support each other in their learning. This is a good start to improving the quality of teaching and learning in the kindergarten.

Teachers have begun to develop an understanding of the purpose and processes of self review. This needs to be well embedded to ensure continuous improvement in all aspects of the curriculum.

Kidsfirst Kindergartens 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 on the work within the kindergarten. 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.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Kidsfirst Kindergartens MacFarlane Park 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.

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 November 2012

Information about the Early Childhood Service

Location

Shirley, Christchurch

Ministry of Education profile number

5434

Licence type

Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children over two years of age

Service roll

23

Gender composition

Boys 15; Girls 8

Ethnic composition

New Zealand European/Pākehā

Māori

Samoan

Other Pacific

8

9

4

2

Review team on site

August 2012

Date of this report

21 November 2012

Most recent ERO reports

Education Review

Education Review

Accountability Review

June 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.