75 Lees Street, Invercargill
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Lees Street Kindergarten is Well Placed to promote positive learning outcomes for all children.
ERO's findings that support this overall judgement are summarised below.
Lees Street Kindergarten provides early childhood education for children aged over two years of age. The kindergarten is licensed for up to 40 children who participate in half or full-day sessions from 8.30am to 2.30 pm. The day to day operation of the kindergarten is managed by a head teacher supported by two qualified early childhood teachers, and parent help.
The philosophy states that children will:
Lees Street Kindergarten is one of 23 kindergartens administered by Kindergartens South (KS). A general manager oversees the association under the governance of a board. Senior teachers provide ongoing professional advice and guidance to each kindergarten and teaching team.
Since ERO's 2013 review a new teaching team has been appointed. The teachers have made good progress to meet the recommendations in the 2013 report. Planning and assessment practices have improved and closer links have been established between strategic goals, professional development and internal evaluation.
This review was part of a cluster of seven reviews in KS.
Children are supported to be deep thinkers, active problem solvers and listeners. Teachers use a range of effective approaches to help children question, explore and take risks to achieve success in their learning, understandings and knowledge building.
Children are respectful and responsive as they confidently engage with adults and each other. They listen carefully, willingly share their ideas and work cooperatively. Teachers model the expectations that they have for children in their relationships with each other, whānau and tamariki.
Children work confidently in the kindergarten environment. They lead their learning, ask for assistance when needed and skilfully share their learning, discoveries and theories with others. Teachers ensure the environment is well set out and resourced to promote curiosity, active exploration and individual and group work. The programme provides children with the time and space that they need, to be creative, take pride in and complete their work.
Some of the kindergarten curriculum priorities are very evident in all aspects of the programme. Enviroschools and sustainable practices provide a strong foundation for children's learning. Te reo and tikanga Māori are often integrated into the programme. Children are recognised as confident and competent learners who plan the programme with their teachers. Teachers skilfully encourage children to use their interests to extend their understandings and knowledge of the world.
Parents are active participants in the programme and in their children's learning. Teachers regularly seek parent input into their children's learning and goal setting. They keep parents well informed about their children's progress and kindergarten events.
Assessment and planning for individual children is used well to identify, plan for and monitor children's learning and progress. Teachers work well as a team, they share their expertise, and support each other in the programme to achieve the best outcomes for each child. Teachers have an in-depth knowledge of each child and his or her learning. They effectively use this information in consultation with parents/whānau to:
Since ERO’s 2017 reviews of kindergartens, there have been significant changes within the association management and leadership team. Many of the good practices in place to support the kindergartens have been sustained. However ERO found that the board needs better information to know how well kindergartens are improving outcomes for children. The board also needs to review its own performance and review the roles and responsibilities within the association leadership and management team.
The association and board have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
Teachers at the kindergarten have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children is to:
Before the review, the staff and management of Lees Street Kindergarten 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 Lees Street Kindergarten will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
18 February 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 |
Invercargill |
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Ministry of Education profile number |
5536 |
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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 aged over 2 years |
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Service roll |
37 |
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Gender composition |
Boys: 22 Girls: 15 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
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 2018 |
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Date of this report |
18 February 2019 |
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Most recent ERO reports |
Education Review |
January 2014 |
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|
Education Review |
October 2010 |
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|
Education Review |
April 2007 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lees Street Kindergarten is licensed for 30 children. The children attend the morning and/or afternoon sessions. The head teacher is responsible for the the day-to-day management of the centre and is supported by two teachers.
The kindergarten aims for all children to learn skills and knowledge, and develop dispositions that will help them become more competent social beings. They provide a caring environment that encourages cooperative learning.
A key feature of the curriculum is to develop the skills and attitudes of problem solving, risk taking and children managing their own learning. To further enhance the curriculum, teachers have recently become an enviro-kindergarten and introduced a nature-discovery programme.
The teachers have developed an appropriate vision to support the philosophy. ERO observed that the vision and philosophy are highly evident in practice.
Since the 2010 ERO report, significant progress has been made in:
This review was part of a cluster of 23 kindergarten reviews in the Southland Kindergarten Association.
Children work and play well together. They are respectful of each other and of adults. Teachers are collegial and value each others’ strengths and interests. They have established useful learning partnerships with parents and whānau. Teachers appreciate and value the input from parents and use this information when planning future learning steps. Parents are well informed about the programmes their children are receiving.
Children are seen as competent and capable learners. Teachers assist children in their learning, follow their interests and allow them to drive their own learning. Teachers are very skilled in knowing when to involve themselves in the children’s play and learning, and when to step back.
Children who require extra help with their learning are well supported.
Children benefit from a wide range of learning experiences many of which are instigated by them. They work and play in an unhurried, settled and stimulating environment. They have many authentic opportunities to develop their literacy and numeracy skills and knowledge.
Teachers make good use of the learning environment to create interesting spaces. They carefully set out areas and resources to allow children to be able to interact independently with the environment.
The teachers have made significant progress in providing a rich bicultural environment. They have increased their knowledge and confidence of Te Ao Māori. They meaningfully integrate Māori perspectives into learning programmes. This is very evident in the enviro-kindergarten and nature-discovery programmes. The following Māori concepts are integral to all that happens in the kindergarten:
The kindergarten has very strong practices that support children as they move on to school. Teachers have established useful relationships with neighbouring schools, that include visits, sharing and receiving newsletters and sharing relevant information with parents. Teachers reflect on the school visits and make adjustments to their practices and resources so that children can see similarities between kindergarten and school. This should lead to children having a greater awareness of their new school. The kindergarten programme makes deliberate links between Te Whāriki and the New Zealand Curriculum, in particular the dispositions and key competencies.
The Kindergarten South governors consulted widely when developing the vision and goals that guide the long-term direction of the association. They have high expectations that the association and each kindergarten will:
The association is committed to transforming each kindergarten’s outdoor play area. Children now play and learn in attractive and natural environments.
Governors and staff have a clear understanding of the roles of governance and management in the association. They have developed a useful policy framework and guidelines that support the day-to-day and long-term operation of the kindergartens.
The advisory support teachers provide useful feedback and guidance to staff and endorse the high expectations set by the board of governors. Lees Street Kindergarten benefits from strong ongoing support from the general manager and other association staff.
There is strong alignment between the Southland Kindergarten Association’s strategic priorities and this kindergarten’s philosophy and vision, and the learning programmes for children.
The head teacher and teachers use effective processes to review the centre’s practices. These processes include asking evaluative questions, gathering and analysing relevant information, and making useful recommendations for next steps.
Before the review, the staff and management of Lees Street Kindergarten 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 Lees Street Kindergarten will be in four years.
Graham Randell
National Manager Review Services Southern Region
13 January 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.
|
Location |
Invercargill |
||
|
Ministry of Education profile number |
5536 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over 2 years of age |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls: 28 Boys: 15 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other |
2 40 1 |
|
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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 |
Under 2 |
Not applicable |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
October 2013 |
||
|
Date of this report |
13 January 2014 |
||
|
Most recent ERO report(s) |
Education Review |
October 2010 |
|
|
Education Review |
April 2007 |
||
|
Education Review |
November 2004 |
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.