Kidsfirst Kindergartens Maniototo

Education institution number:
45919
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

28 Welles Street, Ranfurly

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Maniototo Kindergarten - 28/07/2015

1 Evaluation of Maniototo Kindergarten

How well placed is Maniototo Kindergarten 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

Maniototo Kindergarten is licensed for 20 children. The Kindergarten caters for children from two to five years old. Children are able to attend for full day sessions from 9.00am to 3.00pm or for morning and afternoon sessions.

The 2014 ERO report identified several areas for review and development. These areas included:

  • developing robust systems for assessment, planning and evaluation
  • developing rigorous self review
  • aligning the philosophy to daily practice
  • strengthening bicultural practices.

This review evaluates how effectively the kindergarten has addressed these areas. There have been staff changes since the 2014 ERO review and there is a new head teacher in a relieving position. The head teacher has effectively led developments in the kindergarten.

The kindergarten has made very good progress in addressing these recommendations. They continue to receive effective support from Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens). This support includes targeted and well-planned professional learning and development, and regular support from the education service manager. Areas of governance and management within the Association have also been well supported by personnel from Kidsfirst.

This has led to positive outcomes for children, their families and teachers.

The Review Findings

The acting head teacher and teachers have developed useful systems for assessment, planning and evaluation. There is a stronger focus on identifying learning for groups of children. Teachers meet regularly to discuss children’s interests and needs. These discussions form the basis of planning. Teachers develop teaching strategies and evaluate the impact they have on children’s learning. These are regularly recorded and reviewed. Children’s profiles are a useful record of children’s learning. Learning stories clearly identify what children have learnt and their next steps for learning. 

Teachers have developed a shared understanding of the purpose of self review. There is a strong focus on enhancing children’s learning and improving teaching. They have reviewed the kindergarten philosophy to ensure that it is visible in planning and aligned to their daily practices.

The teachers are committed to ensuring children’s culture is valued and celebrated in the kindergarten. They have attended professional development with a local iwi representative. Parents' wishes for their children in relation to supporting their culture are sought and responded to.

Other key features of the kindergarten are:

  • children and their families being warmly welcomed into the kindergarten
  • parents are encouraged by teachers to stay and play alongside their children
  • the caring friendships between children
  • children having ready access to high quality resources to support their play and learning.

The head teacher is building teachers' confidence and capability. Teachers who spoke to ERO said that they felt well supported and valued. Teachers are receptive to constructive feedback that leads to improvements in teaching.

Key Next Steps

The education services manager, head teacher and the general manager agree that the following next steps for the kindergarten are to:

  • embed processes and practices for assessment, planning and evaluation
  • continue to carry out robust self review around teaching and learning
  • continue the level and quality of ongoing support for teachers. 

This is likely to ensure that the current level of good practices and improvements are sustained.

Management Assurance on Legal Requirements

Before the review, the staff and management of Maniototo 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:

  • 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 Maniototo Kindergarten will be in three years. 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

28 July 2015 

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

Ranfurly

Ministry of Education profile number

45919

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children

Service roll

27

Gender composition

Boys:  18

Girls:    9

Ethnic composition

Māori
NZ European/Pākehā
Other

  3
23
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

N/A

 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2015

Date of this report

28 July 2015

Most recent ERO report(s)

Education Review (Category 2)

July 2014

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. 

Maniototo Kindergarten - 04/07/2014

1 Evaluation of Maniototo Kindergarten

How well placed is Maniototo Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Currently Maniototo Kindergarten requires further development to promote positive learning outcomes for children.

The head teacher and teachers need significant support from the Central Otago Kindergarten Association to lift the quality of systems to support the effective operation of the kindergarten, the programme, and teaching practices.

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

Background

Children play and learn in a well-designed, purpose-built kindergarten. This was first opened in 2012 and borders on the grounds of the local school. A parent committee has provided significant financial support to establish the kindergarten in the small rural town of Ranfurly.

The kindergarten is licensed for 20 children from two-to-five years of age. The number of children attending differs each day from 12 to 20. Most children attend two or three days a week but some attend only once a week.

Since it began the kindergarten has experienced significant staffing changes. It has two fully-trained teachers and a part-time teacher in training. This is the first ERO review for this kindergarten.

This review was part of a cluster of 7 kindergarten reviews in the Central Otago Kindergarten Association (COKA).

The Review Findings

Children play and learn alongside each other. Some children have firm friendships and play together for sustained periods of time, while others appear to spend time playing alone. At times teachers join in children’s play and extend their play ideas. Teachers respond well to children’s interests. However, this needs to be balanced with a greater focus on what children are actually learning.

Children enjoy conversations with teachers about the activities they take part in at home, for example, duck shooting and farming. At times, teachers use skilful questioning to encourage children to think more deeply about the world around them. ERO observed teachers helping children to learn how to treat each other well and care for each other. They help children to resolve conflict in positive ways.

Children benefit from a wide variety of learning experiences. These include:

  • exploring the local community
  • regular baking
  • art and creativity
  • weekly sporting activities
  • integrated mathematics and literacy opportunities.

Teachers use care routines, such as nappy changing, to support younger children’s developing language.

Governance

Over the past three years the Central Otago Kindergarten Association has gone through an unsettled period. There has been a break down in governance, management and systems which has adversely affected the effectiveness and level of leadership provided to each kindergarten. This has led to the board contracting Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens) in 2012 to undertake an independent review of the management structure. Then in September 2013, Canterbury Westland Kindergarten Association was contacted again to provide management support and guidance in an effort to establish robust systems, competent leadership and management. The process for redevelopment is still underway. New systems are being established and at the time of this review, ERO found it was too early to tell how well they would be implemented. Overall, there has been a substantial turnover of teachers within the association. ERO also found that the appraisal process was not robust and needs further development.

Key Next Steps

Systems

The head teacher and teachers must develop robust systems to support purposeful planning, assessment, evaluation and self review. They need to fully implement and embed these systems and then review them to ensure that they are effective.

Self review

Self review must be more rigorous. The head teacher and teachers should:

  • develop a shared understanding of effective self review
  • use indicators of what best practice looks like to guide self review and use these to evaluate the quality of what they do
  • develop a schedule to review aspects of operations, programmes and practices over time.
Philosophy

The head teacher and teachers need to describe what their philosophy will look like in daily practice. This should be used to guide their planning and assessment and what they do with and for children.

Planning and assessment

The head teacher and teachers must ensure that the progress of children of all ages is discussed and planned for regularly. Group and individual planning and assessment should show clearly the learning intentions and strategies teachers will use. Teachers need to use assessment information more effectively. This needs to be strengthened by the implementation of more robust planning systems including:

  • greater provision of programmes and environments that focus on developing the skills, interests and abilities of children, particularly two year olds
  • identifying children’s next learning steps
  • responding to parents’ wishes for their child’s learning.
Bicultural programme and practices

To improve bicultural programmes and practices, the head teacher and teachers could:

  • explore ways to consult effectively with parents of Māori children
  • develop their level of confidence and competence in te reo and tikanga Māori practices in the programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of Maniototo 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:

  • 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.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Maniototo Kindergarten will be within two years.

Graham Randell

National Manager Review Services

Southern Region

4 July 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

Ranfurly

Ministry of Education profile number

45919

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, from 2 to 5 years of age

Service roll

39

Gender composition

Boys 20

Girls 19

Ethnic composition

Māori

NZ European/Pākehā

5

34

Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

Not applicable

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

May 2014

Date of this report

4 July 2014

Most recent ERO report(s)

No previous ERO reviews

 

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.