Kidsfirst Kindergartens Phillipstown

Education institution number:
5445
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
25
Telephone:
Address:

533 St Asaph Street, Phillipstown, Christchurch

View on map

Kidsfirst Kindergartens Phillipstown - 06/08/2019

1 Evaluation of Kidsfirst Kindergartens Phillipstown

How well placed is Kidsfirst Kindergartens Phillipstown to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kidsfirst Kindergartens Phillipstown is very well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Kidsfirst Kindergartens Phillipstown is one of 69 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

The kindergarten provides for the education and care of young children from two years to school age. All teachers/kaiako are qualified and certified early childhood education teachers/kaiako. The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service.

The kindergarten vision is supported by the whakatauki (proverb), 'kohikohia ngā kakano, whakaritea te parekereke, kia puawai ngā hua. Gather the seed, prepare the seed bed carefully and you will be gifted with an abundance of food'. This relates to the kindergarten's commitment to valuing the diversity of the cultural heritages of the children and their families and empowering children to learn and grow in holistic ways.

The curriculum priorities are:

  • kaitiakitanga - guardianship, environment and respect

  • tuakana teina - social competence and support for each other

  • whānautangata-tautoko - community relationships and support

  • whānaungatanga - creating and maintaining friendships

  • rangatiratanga - leadership.

ERO's 2014 review report noted that teachers needed to continue to strengthen aspects of planning and self review. Since that review there have been staff changes. This includes a new head teacher, and some teachers. Under the guidance of the new head teacher the recommendations in the 2014 report are being systematically addressed.

This review was part of a cluster of eight kindergartens governed and managed by the Canterbury Westland Kindergarten Association.

The Review Findings

Strong leadership of the kindergarten has directed and enabled significant changes to programmes and practices that have improved outcomes for children and their families. The head teacher and team, in consultation with families, have refreshed the vision and curriculum priorities, ensuring they are relevant for the diverse cultural backgrounds and values of the group that attends. The team is working well together. They examine what they do and use their strengths to make changes for the better. They make very good use of community resources and agencies and their association's expertise to benefit the kindergarten and to support whānau in their role as parents.

Children show a strong sense of belonging. This is evident in the caring relationships they have with their teachers. Teachers help them to develop friendship and self-management skills. Teachers take the time to understand the range, and at times the complexity, of needs of the children. They develop effective strategies and programmes to help children be successful within the kindergarten.

The team, guided by the head teacher, has established a broad, rich, child-led, bicultural curriculum that benefits children's learning. This includes:

  • significantly enhanced indoor and outdoor learning environments which provide many opportunities for uninterrupted exploration and learning

  • child-centred rituals that support children's wellbeing

  • a wide range of learning experiences that foster a love of the natural world, curiosity and creativity

  • children's increasing opportunity for choice in their learning,

  • all children learning about New Zealand's bicultural heritage and hearing and using te reo Māori.

A strength of the kindergarten is the way the team values and represents the diversity of the families, whānau and community. Teachers have found ways to genuinely seek parents' wishes for their children's learning and to be involved in the kindergarten. They regularly celebrate cultural events and ensure that the richness of the diverse cultures is carefully integrated into the programme and practices. These practices successfully enable children and families to be proud of their cultural heritages.

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.

Since the last review, a restructure has enabled a key focus on education excellence within the kindergartens, and innovation and collaboration within the association and in the wider early childhood community. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu/South Island.

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 promoting understandings of and respect for te ao Māori 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 key next steps for the head teacher and teachers are to continue to build on and sustain the many positive practices that have contributed to positive change. This includes continuing to strengthen:

  • the whole team's understanding of what best teaching entails and put this into practice

  • evaluative thinking and show evidence of this in documentation, such as, internal evaluation and assessment and planning practices.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region

6 August 2019

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

5445

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over two years

Service roll

37

Gender composition

16 Boys, 21 Girls

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

6
10
5
16

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

June 2019

Date of this report

6 August 2019

Most recent ERO reports

Education Review

February 2014

Education Review

June 2010

Education Review

September 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 Phillipstown - 18/02/2014

1 Evaluation of Kidsfirst Kindergartens Phillipstown

How well placed is Kidsfirst Kindergartens Phillipstown to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Kidsfirst Kindergartens Phillipstown in east Christchurch provides care and education for a diverse community of learners. The teachers foster an inclusive environment for all children and their families. The cultural and educational needs of children are given priority. Teachers work positively with families and a number of outside agencies to help children with specific learning challenges experience success.

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.

The kindergarten was affected immediately after the Canterbury earthquakes by a drop in the roll. The roll has since risen as families have returned to the area.

The kindergarten is a focal point for the local community. A shared, sustainable garden is open to the community. Children and adults learn together about caring for the environment and other sustainable practices.

Since the June 2010 ERO, there has been a number of changes to leadership and to the teaching team. A new head teacher was appointed in Term 3, 2013 after acting in this position for a year.

The previous and current teaching teams have made good progress in addressing the recommendations in the 2010 ERO report. Children’s learning interests and achievements are now easier for children and parents to see and revisit. Self review has also been strengthened with some useful reviews leading to improvements to the programme and practices.

The association reports that as a result of this initiative, children’s attendance at kindergarten has increased, particularly in areas where there are high numbers of priority learners. All teachers are fully qualified in early childhood education.

The Review Findings

Teachers establish supportive and respectful relationships with children and families. They have a positive view of all children as capable and confident learners. They work with children in sensitive and caring ways to extend their learning.

Teachers are aware of the need to maintain children’s connections to their culture and first language. Partnerships in learning with parents/whānau are actively promoted.

Children are encouraged to take increasing responsibility for themselves and the wellbeing of others. Teachers ensure that children who require additional support for their learning participate fully in the programme with and alongside their peers.

Children’s language development is given priority. Teachers encourage children to share their experiences and ideas with their peers and adults. Children play and learn well together for sustained periods of time.

Children’s leadership is actively supported. Teachers encourage children to learn from each other and share their knowledge and skills. These learning qualities, along with others already reported above, help children make a successful transition as they move on to school.

The programme is predominantly led by the children. Teachers are highly responsive to children’s learning interests. Children benefit from a range of stimulating and varied experiences and resources that provoke their curiosity and spark their imagination. Literacy and numeracy experiences are well integrated throughout the programme. Children have good opportunities to develop their thinking, investigative and physical skills. The spacious, natural outdoor area contributes positively to this development.

Leaders and teachers have a shared understanding of and commitment to the kindergarten’s vision that emphasises bicultural concepts and values. Children have many opportunities to learn about New Zealand’s bicultural heritage in ways that are meaningful and relevant.

The new teaching team is developing a positive team culture. The head teacher recognises and makes good use of the skills of teachers to lead aspects of the programme.

Leaders and teachers are making increasing use of a systematic, planned approach to self review to make ongoing improvements to the quality of the programme and teaching practices.

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.

Key Next Steps

Leaders and teachers have identified, and ERO agrees with the need to continue to build on and strengthen recent initiatives in documenting planning, assessment and evaluation.

Aspects of self review could be extended to provide more convincing evidence to show why changes have been made to programmes and practices, and how these changes are benefiting children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Kindergartens Phillipstown 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 Phillipstown will be in three years.

Graham Randell

National Manager Review Services Southern Region

18 February 2014

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

5445

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

39

Gender composition

Girls 22; Boys 17

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

7

20

7

5

Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

October 2013

Date of this report

18 February 2014

Most recent ERO reports

Education Review

June 2010

 

Education Review

September 2005

 

Accountability Review

February 2001

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.