121 Northcote Road, Bishopdale, Christchurch
View on mapKidsfirst Kindergartens Northcote
Kidsfirst Kindergartens Northcote - 30/05/2018
1 Evaluation of Kidsfirst Kindergartens Northcote
How well placed is Kidsfirst Kindergartens Northcote to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Northcote is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Kidsfirst Kindergartens Northcote is one of 72 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The kindergarten is in a culturally diverse community and provides for the education and care of young children from two years old to school age. All teachers are qualified and certified early childhood education teachers.
Since the previous 2013 ERO review there have been changes to the teaching team. The long-serving head teacher has provided continuity for families during these changes.
The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service. Together they have made good progress with the recommendations in the 2013 ERO report. This included further developing assessment, planning, internal evaluation and bicultural practices.
The kindergarten has recently been awarded the Pa Harakeke Healthy Heart award for the ninth time. This award recognises efforts made to support children's physical health and wellbeing.
The kindergarten is actively involved with the Totaranui Kāhui Ako | Community of Learning. The Kāhui Ako aims to build on the work of a local cluster of schools and early learning services to support children in the community.
This review was part of a cluster of 10 kindergartens governed and managed by the Canterbury Westland Kidsfirst Kindergartens Association.
The Review Findings
Teachers/kaiako foster supportive and caring relationships with children, families and the community. They model care and respect for one another and for children.
Teachers/kaiako provide a calm and unhurried, responsive bicultural curriculum. They give careful thought to the presentation of resources and the environment to provoke children’s curiosity and participation in learning. The spacious and natural environment encourages physical challenges and exploration. Children have many opportunities to learn about the natural world and sustainable practices. Te reo and tikanga Māori are integrated into the curriculum in ways that are respectful of the Māori culture and promote educational success for Māori as Māori.
Teachers/kaiako give emphasis to building social competencies that help children make positive choices that enhance their learning. Children are encouraged to take responsibility for themselves and care for others and the environment. Teachers/kaiako listen carefully to children and support them to develop their oral language, express their ideas and develop friendships with their peers, siblings and wider family members at the kindergarten.
Children with diverse needs, including English language learners, are well supported within an inclusive learning environment. Teachers/kaiako encourage children to see themselves as capable learners and effective communicators. They work collaboratively with parents to support children's wellbeing and learning.
Personalised transition processes help children settle into the kindergarten and develop a positive sense of belonging. Teachers have established professional links with schools. They have worked collaboratively to develop useful processes and practices to help children make a successful transition from the kindergarten to school.
Parents are well informed about their children’s learning, interests and kindergarten events through well-written learning records, informative wall displays and newsletters.
Leaders promote a shared philosophy and values that are well reflected in practices that foster a collaborative team culture and positive outcomes for children. The teaching team is reflective and open to new learning. Leaders make good use of the individual strengths and expertise of teachers to enhance practice and the curriculum offered to children.
The board that governs the organisation is highly skilled and committed. 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.
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 a strong focus on promoting understandings of and respect for te ao Māori (the Māori world) 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 education manager and teaching team have identified, and ERO agrees, that the key next steps are to strengthen and embed:
- recent initiatives in planning and evaluation processes
- internal complex evaluation and inquiry processes and practices across the team.
Teachers have also identified that they want to increase their understandings of te ao Māori, and develop greater connections with tangata whenua and local iwi.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kidsfirst Kindergartens Northcote 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 Northcote will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
30 May 2018
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 |
Christchurch |
||
Ministry of Education profile number |
5440 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children, over the age of two years |
||
Service roll |
27 |
||
Gender composition |
Boys 14 ; Girls 13 |
||
Ethnic composition |
Māori |
7 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Under 2 |
N/A |
Meets minimum requirements |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
March 2018 |
||
Date of this report |
30 May 2018 |
||
Most recent ERO report(s) |
Education Review |
February 2013 |
|
Education Review |
October 2008 |
||
Accountability Review |
April 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 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 Northcote - 08/02/2013
1 Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Kidsfirst Kindergartens Northcote 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. All teachers are registered and fully qualified. Families from a diverse range of cultures attend this 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 appropriate emphasis to promoting and creating positive and respectful relationships (manaakitanga) with children, their families and each other. Teachers care for and nurture children well and regularly have conversations with them about their interests and home lives. Teachers support children to develop social skills and play successfully together. Teachers take time to talk with parents about their children and experiences outside the kindergarten. As a result, teachers know children well and are able to use what they know to help them interact with children in meaningful ways. Teachers work well as a team, supporting each other in the programme and modelling positive interactions for children.
This kindergarten has many families from a wide range of cultural backgrounds. Teachers are focused on making all families feel welcome in the environment. The kindergarten has many displays that represent and show value to families’ cultures. Teachers ensure that families who do not have English as their first language have useful information about their child’s involvement in the kindergarten. Teachers make good use of community resources to provide additional support for some children and their families. Children and their families show a strong sense of belonging in the kindergarten environment.
Teachers make good use of their individual strengths and interests to extend the experiences provided for children. Particular features of the programme include science, healthy living and a focus on supporting children’s language development.
Children are also benefiting from a programme that promotes their awareness of, and experiences in Māori culture and identity. Teachers have had professional development in te reo Māori and are confident in integrating Māori language throughout the programme. Children regularly hear te reo Māori in a variety of contexts and have good opportunities to use te reo Māori themselves, including through conversation, waiata and haka.
Children are able to select from a range of new activities and revisit past favourites to extend their learning. Teachers have developed interesting themed areas for children to explore. The kindergarten places a strong emphasis on the natural world. Teachers provide many opportunities for children to be involved in caring for the kindergarten garden. The outdoor area gives children room to make their own discoveries and test ideas in a safe environment. The programme flows smoothly with children moving calmly from one activity to the next.
Teachers help build children’s curiosity through skilled questioning. Teachers’ interactions with children are warm and supportive. They use conversations to help children talk about their thinking and expand their ideas. Teachers respond effectively to requests from children who seek their support.
The appraisal process provides useful feedback and supports teachers as they reflect on their practice. Professional development is well targeted to support teachers in their commitment to the ongoing improvement of teaching and learning practices.
Kidsfirst 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. 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
The Kidsfirst Kindergarten managers and the teaching team have identified, and ERO agrees, that the next steps to improve learning outcomes for children are to more clearly show the depth of knowledge teachers have about each child. This includes continuing to develop:
Assessment
- how teachers make use of parent aspirations
- children’s views about their learning
- the strategies teachers will use to extend on individual children’s learning
- the progression of children’s learning over time.
Programme Planning
- purposeful use of individual assessment information to guide programme planning
- clear learning outcomes and teaching strategies
- the evaluation of the impact of teaching practices on learning outcomes for children
- children’s involvement in decision making and use of technology to extend on learning.
Teachers should also continue to strengthen self-review practices including critically evaluating the impact of changes on learning outcomes for children.
2 Legal Requirements
Management Assurance on Legal Requirements
Before the review, the management of Kidsfirst Kindergartens Northcote 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
8 February 2013
Information about the Early Childhood Service
Location |
Christchurch |
||
Ministry of Education profile number |
5440 |
||
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 |
29 |
||
Gender composition |
Boys 17 Girls 12 |
||
Ethnic composition |
New Zealand European/Pākehā Māori Asian Pacific Other ethnicities |
11 9 4 3 2 |
|
Percentage of qualified teachers |
80% |
||
Reported ratios of staff to children |
Under 2 |
Not Applicable |
Choose an item. |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2012 |
||
Date of this report |
8 February 2013 |
||
Most recent ERO report(s) |
Education Review Education Review Accountability Review |
June 2009 June 2004 December 1998 |
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.