243 Clyde Road, Fendalton, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Trengrove is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Trengrove 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 old to school age. All teachers/kaiako are qualified and certified early childhood education kaiako. The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service.
Since the ERO 2015 report there have been some changes to the leadership and the teaching team. A new head teacher was appointed in 2017 from within the teaching team. The head teacher and teachers have aligned and strengthened appraisal processes, and continue to make very good use of internal evaluation to meet the changing needs of their communities.
The kindergarten vision has recently been reviewed and revised. It states that 'the wish is for tamariki to grow up to be responsible and confident leaders (rangitira) who uphold the mana of self, others and the environment (kaitiaki) through engaging in rich learning experiences in a nurturing, collaborative and inclusive environment‘.
The kindergarten is a member of the Waimairi-iri ECE Kāhui Ako Cluster of local schools and other early learning services that work collaboratively to support children's learning and wellbeing.
This review was part of a cluster of five kindergartens governed and managed by the Canterbury Westland Kindergarten Association.
Teachers warmly welcome children and families from a wide range of diverse and rich cultures. They actively promote positive and inclusive relationships. Teachers model care and respect (manaakitanga) for one another and for children and families. Teachers take time to get to know children in the context of their family and culture. Transitions are personalised to individual needs to support a secure sense of wellbeing and belonging. The culture, language and identity of each child and family are highly valued and celebrated. Teachers work collaboratively with families and specialists to promote equitable learning and wellbeing outcomes for children with additional needs.
Children have many opportunities to learn about the bicultural heritage of Aoteraoa New Zealand in ways that are meaningful for them and respectful of the Māori culture. Teachers give emphasis to te ao Māori and culturally responsive practices that promote success for Māori children, as Māori.
Children benefit from a child-driven curriculum that encourages them to take responsibility for themselves and to care for others and the environment (kaitiaki). Teachers use intentional practices to extend children's emerging interests, strengths and capabilities. They provide rich learning experiences that provoke children's curiosity and deeper levels of thinking. Children are seen as capable learners. They are provided with long periods of uninterrupted time to explore and develop their ideas. Literacy, mathematics, science and creativity are well integrated into the programme.
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 ERO review the association has undergone a management restructure that is currently being reviewed and revised. The association's internal evaluation practices are being well used to inform decision making and support the strong focus on continuous improvement. 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. Association leaders have high expectations for teaching, learning and equitable outcomes for all children. This includes promoting understanding of, and respect for, te ao Māori at all levels of the organisation.
The education manager, the teaching team and ERO agree that the key next steps are to continue to strengthen:
Before the review, the staff and management of Kidsfirst Kindergartens Trengrove 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:
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
10 October 2019
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 |
5460 |
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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 |
40 children over the age of two years old |
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Service roll |
61 |
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Gender composition |
Girls 28, Boys 33 |
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Ethnic composition |
Māori |
12 |
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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 |
August 2019 |
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Date of this report |
10 October 2019 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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Education Review |
June 2011 |
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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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Trengrove is one of 62 kindergartens governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens. All kindergartens share a common vision and values.
Children from two years old to school age can attend kindergarten for up to six hours a day during the four kindergarten terms.
Since the June 2011 ERO review, the kindergarten has been extended to provide an attractive covered patio area that can be used in all weathers. Teachers have also improved how they assess and plan children’s learning.
This review was part of a cluster of 18 kindergarten reviews.
Children are very well supported by their teachers to extend their learning, knowledge and skills. Teachers make effective use of Te Whāriki, the New Zealand Early Childhood Curriculum and professional development to help children be confident and competent learners. Mathematics, literacy and science are skilfully integrated into the programme.
Māori and other children’s home cultures are valued and strongly supported in the programme. They are well used to enrich the curriculum for all children.
The teachers are welcoming and inclusive of all children and their families. Children who have special needs are specifically supported, their programmes are carefully planned and monitored and their successes celebrated by all members of the kindergarten community.
The environment effectively reflects the kindergarten’s vision for sustainability, children having ownership of their learning, and that the learning of all children is valued and celebrated. Children are active contributors and this is very evident in the programme, the play spaces, the resources and learning.
The teaching team members work collaboratively, using their skills and interests to benefit children and enrich the programme. The Education Services Manager input is valued by the teachers. Her challenges to continually improve their practices are welcomed by this experienced and knowledgeable teaching team.
All kindergartens in this cluster have spacious indoor and outdoor areas and are well resourced to meet the interests and learning needs of their children. In most of these kindergartens, environments and resources:
Kidsfirst Kindergartens provides significant support for priority learners and their families. Teachers in kindergartens with priority learners receive considerable extra training and funding to ensure the needs of these learners are well met.
Kidsfirst Kindergartens has a strong commitment to te ao Māori (the Māori world view) and ensuring that their Education Service Managers (ESMs) and teachers are competent and confident in te reo and tikanga Māori. In this cluster of kindergartens, a bicultural curriculum is in place and bicultural practices are highly evident. The contribution from parents of Māori children is highly valued and Māori children are well supported to achieve success as Māori.
The association has a well-understood vision, and highly effective strategic and annual planning systems, policies and procedures. It has strong leadership and collaboration across all levels of the organisation.
There is a thorough and well-understood process of self review at all levels of Kidsfirst Kindergartens.
The skills and knowledge of the CEO, board and senior leaders are regularly sought by other kindergarten associations and early childhood services nationally and internationally.
The highly experienced and skilled trustees bring a good range of expertise to support their decision making. They have a wide knowledge and understanding of Kidsfirst and are very focused on achieving their goals. Their priorities are strongly linked to providing high-quality learning and care for all children.
The strategic leadership team members have a good breadth and depth of knowledge across their various areas of expertise. They value each other’s contributions and use their wide range of knowledge and skills to ensure effective operation of the service.
The ESMs show a high level of commitment to Kidsfirst and the implementation of the Kidsfirst vision, policies and expectations. They successfully challenge and use each other's strengths to meet the goals of Kidsfirst for high-quality learning and teaching in each kindergarten.
Kidsfirst has a well-developed evaluation process that is effectively used to identify the strengths, progress and areas for further development in each of its kindergartens. This allows the ESMs to successfully monitor how well each kindergarten is providing high-quality outcomes for children.
High-quality professional development is closely aligned to leaders and teachers achieving the Kidsfirst vision and goals. In this cluster, this is most evident in the well-developed, understood and useful self-review processes, child assessment and planning practices and effective use of a range of technologies.
The Kidsfirst Kindergartens’ managers have identified, and ERO agrees that the key next steps are:
to further align the existing appraisal process for ESMS, head teachers and teachers to recent developments in Kidsfirst Kindergartens' quality improvement programme ensuring it is consistently achieving its vision to provide high-quality learning and teaching for all children
to continue to review kindergarten practices and premises to make sure that they meet the changing needs of their communities.
Before the review, the staff and management of Kidsfirst Kindergartens Trengrove 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:
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:
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 Trengrove will be in four years.
Graham Randell
Deputy Chief Review Officer-Southern
31 March 2015
|
Location |
Fendalton, Christchurch |
||
|
Ministry of Education profile number |
5460 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged two years and over |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 29; Girls 18 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
10 22 3 12 |
|
|
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 2014 |
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Date of this report |
31 March 2015 |
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|
Most recent ERO reports |
Education Review |
June 2011 |
|
|
Education Review |
November 2007 |
||
|
Education Review |
May 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:
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.