Kidsfirst Kindergartens McKenzie - 21/11/2012

1 Evaluation of the Service

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

Kidsfirst Kindergartens McKenzie 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. Kidsfirst Kindergartens McKenzie is located in Riccarton. An education services manager works with each kindergarten giving feedback and professional support. This kindergarten has a diverse community. Most children have English as an additional language and many families are new to New Zealand. All teachers employed by Kidsfirst Kindergartens are fully qualified and registered early childhood teachers.

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.

Areas of strength

Children’s home cultures are celebrated and well integrated into the kindergarten’s programme to enrich the learning of all children. Teachers have an extensive knowledge of the children’s languages and cultures and use it successfully in the daily programme with children and parents.

Parents and whānau from all cultural backgrounds are active contributors to the programme and their children’s learning. Teachers make good use of community groups and organisations to provide additional support for children and families.

Teachers effectively build respectful relationships and interact in ways that help children develop good language and thinking skills. Teachers make the links between children’s interests and prior learning and use this information to extend their knowledge and understanding.

Literacy and numeracy, including home languages are well integrated into the programme. Teachers naturally use te reo Māori and Japanese in their conversations with children and families.

The environment is spacious, well resourced and inclusive of all cultures. The programme provides many opportunities for children to be creative, use their imaginations and work independently or in small self-selected groups.

Teachers work effectively as a team. Their individual strengths are recognised and well used to benefit children’s learning. Children are given many opportunities and support to develop confidence as leaders in the programme.

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 about the work within the kindergarten. Kidsfirst Kindergartens’ managers have recently developed a new process for reviewing and reporting kindergarten information. This process is likely to help them to further target their support to improve learning outcomes for children.

The education service manager (ESM) provides effective leadership that is extending teachers’ practices and understandings, particularly in the development of self review, assessment and planning.

Areas for development and review

Kidsfirst Kindergartens ESM and the head teacher have identified and ERO agrees that the next steps include:

  • increasing teacher confidence in the use of new self-review processes to improve outcomes for all children
  • strengthening teacher appraisal to focus more on the quality of teaching practice
  • consolidating the improvements made on assessment and planning.

2 Legal Requirements

Management Assurance on Legal Requirements

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

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

Riccarton, Christchurch

Ministry of Education profile number

5438

Licence type

Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over two years of age number

Service roll

42

Gender composition

Girls 21; Boys 21

Ethnic composition

New Zealand European/Pākehā
Māori
Samoan
Other Pacific
Asian
Other ethnicities

  8
  3
  6
  3
19
  3

Review team on site

August 2012

Date of this report

21 November 2012

Most recent ERO report(s)

Education Review
Education Review
Accountability Review

June 2009
February 2005
June 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.