Kidsfirst Kindergartens Northcote

Education institution number:
5440
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

121 Northcote Road, Bishopdale, Christchurch

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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
Pākehā
Other ethnicities

7
12
8

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.