20 Chadbury Street, Parklands, Christchurch
View on mapHow well placed is Kidsfirst Kindergartens Parklands to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Parklands is located in east Christchurch. The kindergarten has recently changed to a full-day service and increased its staffing.
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.
Leaders and teachers have responded positively to the recommendations from the June 2010 ERO report. Significant progress has been made in the way teachers assess, plan and teach individuals and groups of children. As a result, the programme is more effective in engaging children in meaningful learning.
The association reports that as a result of this initiative, children’s attendance at kindergarten has increased. The association provided support for parents on coping with stress and children’s behaviour and poor sleeping after the 2011 earthquakes.
Strong relationships are evident throughout the kindergarten. Teachers provide a warm, calm and inclusive environment where parents and whānau feel welcome to stay and settle their children in play. Parent help in the programme is appreciated. Children explore and develop their creativity and capability alongside caring teachers who gently share new strategies for children to try.
Children’s learning is extended by high quality of teaching, and the careful organisation of the environment. Teachers provide high quality resources that are well organised and easily accessible to children. The thoughtful presentation of resources encourages participation and independent learning.
Teachers are skilled in supporting children to show care and empathy to one another while maintaining focus on the key area of learning that children are engaged in. Positive social interactions are fostered and modelled in a natural manner.
Teachers and children learn from each other in respectful ways, accepting each has something to learn from the other. Teachers work sensitively with children, helping them to share their experiences and understandings through conversation and role play.
Teachers recognise children’s strengths and learning and affirm them by clearly stating what they have learnt or achieved. Children show pride in their accomplishments and are keen to share their skills with one another. They enjoy leadership opportunities and are increasingly becoming capable, confident learners.
Teachers effectively use intentional teaching strategies to engage children and build their understanding of the world around them. Teachers enable children to make their own choices and involve them in setting goals and planning their learning. Children stay focused on individual or small group learning activities for long periods of time.
Teachers value diversity and build trusting relationships with the children and their families. They look for ways to promote children’s culture through learning about their cultures, thoughtful conversations and careful planning. Aspects of te ao Māori are woven throughout the programme and environment in a natural way.
Literacy and mathematics concepts are very well integrated into the programme in a carefully considered manner. Science concepts are also a feature of the kindergarten’s programme. The programme and environment effectively reflect the community’s context and beach location.
The kindergarten and the neighbouring school have worked closely to support children’s transition to school. Children with specific needs are well supported at kindergarten and while they transition to school. Older school children regularly work with and develop friendships with kindergarten children.
Teachers have a shared understanding of how to effectively link assessment and planning. They implement high quality learning programmes for children. How teachers have noticed, recognised and responded to children’s interests, goals and progress over time can be clearly seen in a range of ways.
Teachers at the kindergarten have benefited from well-designed professional development. The teaching team values the knowledge and leadership the education service manager (ESM) provides.
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 leaders and teachers have identified, and ERO agrees, that the key next step is to maintain and build on recent assessment and planning initiatives.
Before the review, the staff and management of Kidsfirst Kindergartens Parklands 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 next ERO review of Kidsfirst Kindergartens Parklands will be in four 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.
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Location |
Christchurch |
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Ministry of Education profile number |
5414 |
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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 |
45 children, two years and over |
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Service roll |
43 |
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Gender composition |
Girls 26; Boys 17 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnicities |
6 33 4 |
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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 |
November 2013 |
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Date of this report |
18 February 2014 |
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Most recent ERO reports |
Education Review |
July 2010 |
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Supplementary Review |
February 2006 |
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Education Review |
June 2005 |
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.
Kidsfirst Kindergartens Parklands is one of 63 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated trading as Kidsfirst Kindergartens. The kindergarten is well supported by the association and the education service manager. The kindergarten is licensed for 45 children over two years of age and is located in the Parklands suburb of Christchurch.
The teachers have made good progress in meeting the recommendations from the 2006 report. They provide good supervision and support for children’s ideas and learning. Children are fully involved in activities of interest. Teachers’ use of effective assessment practices helps them to identify and respond to children’s interests, strengths and capabilities.
Children benefit from a well organised environment. Teachers offer many opportunities for children to learn about the benefits of physical play and to explore the natural world. Parents and teachers work together to involve children in creating a sustainable environment.
Teachers foster respectful and inclusive relationships with children and their families. During the review, ERO observed independent and confident children. Children also played collaboratively with and alongside their peers. They were encouraged to take responsibility for others and the environment.
Other key features of the kindergarten include:
ERO and teachers agree that the next steps to further improve learning outcomes for children are for teachers to extend:
During the on-site stage of the review, ERO identified no areas of non-compliance. Teachers follow effective association systems to ensure the provision of a healthy and safe environment for children.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Before the review, the management of Kidsfirst Kindergartens Parklands was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens Parklands .
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The kindergarten vision statement states that they will provide a safe and warm, welcoming environment where children will be viewed as unique individuals. Children will be treated with respect and valued by the teaching team. It also states that teachers will provide an environment where biculturalism and multiculturalism are an integral part of the curriculum.
Teachers provide a well organised environment that captures the interests of children and encourages their involvement in the programme. Children have easy access to a good range of resources to support their learning. They are actively involved in the natural outside area that offers many opportunities for physical play and exploration.
Parents/whānau and teachers work together to help children understand and make meaningful links to the natural world and to create a sustainable environment. Natural areas, including a worm farm, are a prominent feature of the inside area.
Teachers foster positive and inclusive relationships with children and families. They know the children and families well. Teachers have a calm manner that fosters children’s sense of well-being and sense of belonging. Children’s interests and needs are responded to in caring and respectful ways. They benefit from positive and consistent guidance that supports them in confidently making choices and managing their own behaviours.
Children play cooperatively with and alongside their peers. Teachers encourage children to be independent and to take responsibility for others and for the environment. Children benefit from relaxed kai (meal) routines. Teachers sit with children and encourage self-help skills, conversations and healthy eating.
Teachers foster professional links with local schools, especially the adjacent school, to help children and their families make a smooth transition to school.
Teachers value the significant contribution that parents and whānau make to children’s learning. Many parents are actively involved in adding value to the programme through sharing their knowledge and skills. Some parents provide valuable bicultural and multicultural perspectives that support children’s understandings of diversity.
Teachers have developed strong links with the community. Parents assist with excursions that enhance the learning programme offered to children.
Children’s current interests and significant happenings at the kindergarten are highly visible in the environment. Teachers create attractive and informative wall displays that are purposefully placed to maximise opportunities for families to revisit and contribute to events. Children have easy access to well-presented profiles containing regular assessments that encourage and affirm children’s interests, skills, and capabilites.
Teachers plan learning experiences in response to noticing children’s emerging interests. They value diversity and have an ongoing commitment to integrating bicultural and multicultural perspectives into the programme.
Teachers make effective use of self review to improve the programme and practices. They follow clear and systematic processes. Teachers seek the view of parents and use this information to make changes that will benefit children. They demonstrate an ongoing commitment to developing reflective practice and building their knowledge and capabilities.
ERO, the education service manager and teachers agree that the next steps to further improve learning outcomes for children are for teachers to extend:
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
When children understand, enjoy, engage with, and use language and symbols they are better able to express their individual identity and become active participants in a literate society. As part of this review ERO looked at literacy practices, particularly the opportunities provided for children to develop strong literacy learning foundations.
In this service children’s literacy learning opportunities included:
Before the review, the staff of Kidsfirst Kindergartens Parklands completed an ERO Centre Management Assurance Statement and Self-Audit Checklist. In these documents they have attested that they have taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
During the course of the review, ERO identified no areas of non-compliance. Teachers follow effective association systems to provide a healthy and safe environment for children.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Graham Randell
National Manager Review Services
Southern Region
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Type |
Kindergarten |
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Number licensed for |
45 children, over two years of age |
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Roll number |
84 |
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Gender composition |
Girls 39; Boys 45 |
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Ethnic composition |
New Zealand European/Pākehā 67; Māori 9; Samoan 2; Asian 4; Other 2 |
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Review team on site |
May 2010 |
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Date of this report |
22 June 2010 |
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Previous three ERO reports |
Supplementary Review February 2006 Education Review June 2005 Accountability Review December 2000 |
These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Parklands .
Kidsfirst Kindergartens Parklands is one of 63 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated trading as Kidsfirst Kindergartens. The kindergarten is well supported by the association and the education service manager. The kindergarten is licensed for 45 children over two years of age and is located in the Parklands suburb of Christchurch.
The teachers have made good progress in meeting the recommendations from the 2006 report. They provide good supervision and support for children’s ideas and learning. Children are fully involved in activities of interest. Teachers’ use of effective assessment practices helps them to identify and respond to children’s interests, strengths and capabilities.
Children benefit from a well organised environment. Teachers offer many opportunities for children to learn about the benefits of physical play and to explore the natural world. Parents and teachers work together to involve children in creating a sustainable environment.
Teachers foster respectful and inclusive relationships with children and their families. During the review, ERO observed independent and confident children. Children also played collaboratively with and alongside their peers. They were encouraged to take responsibility for others and the environment.
Other key features of the kindergarten include:
ERO and teachers agree that the next steps to further improve learning outcomes for children are for teachers to extend:
During the on-site stage of the review, ERO identified no areas of non-compliance. Teachers follow effective association systems to ensure the provision of a healthy and safe environment for children.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Graham Randell
National Manager Review Services