9 Lupton Road, Manurewa, Auckland
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Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kiddy Winks Kindergarten are as follows:
Kiddy Winks Kindergarten is governed by a charitable trust. A qualified head teacher leads a team of five registered teachers and three support teachers. The centre philosophy is underpinned by Christian values and celebrates the cultural diversity of the children and the community. A small number of children enrolled are Māori or have Pacific heritages.
Children engage in a play-based curriculum that provides good opportunities for learning. Centre environments promote connections to the natural world and support children’s physical development. Teachers carefully guide children to help them develop social skills. They nurture children’s confidence to form friendships with their peers.
Children experience caring, responsive relationships with teachers. Their mana and identity as capable learners are highly respected by teachers. Teachers continue to develop their bicultural and multicultural practices. Current support from an external provider demonstrates service leaders’ commitment to growing teachers’ capability in this area of their practice. Exploring the history of iwi and building connections within the community to develop a localised curriculum are current priorities for teachers.
The curriculum is based on Christian values such as kindness and respect. The learning outcomes of Te Whāriki, the early childhood curriculum, are embedded through children’s written learning records. Teachers use assessment information well to guide curriculum implementation. Children’s sense of belonging is strongly fostered by partnerships between teachers and families that focus on supporting children’s learning.
Trust members and the centre manager work together effectively to support outcomes for learners. There is a systematic process in place for internal evaluation. Leaders recognise internal evaluation as an integral tool to drive quality and improvement. Policies and procedures are current and regularly reviewed. Further embedding of internal evaluation processes will enable service leaders and teachers to evaluate the impact of improvements and improved teaching practices on outcomes for children.
Kiddy Winks Kindergarten will include the following actions in its Quality Improvement Planning:
Develop and embed a localised curriculum in partnership with parents and the local community.
Monitor the implementation of improvement actions and evaluate their impact on outcomes for learners.
Before the review, the staff and management of Kiddy Winks Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
8 November 2022
|
Early Childhood Service Name |
Kiddy Winks Kindergarten |
|
Profile Number |
25019 |
|
Location |
Manurewa, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
30 children over age of two years |
|
Percentage of qualified teachers |
100% |
|
Service roll |
32 |
|
Review team on site |
September 2022 |
|
Date of this report |
8 November 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, June 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiddy Winks Kindergarten provides sessional or all-day care for up to 30 children over two years of age. The centre is governed by the Kiddy Winks Trust, serves an ethnically diverse community, and is closely linked to the Manurewa Baptist Church. It integrates Christian principles and family values into the daily programme.
The Trust has overseen the centre for over 25 years and continues to provide a relevant policy and management framework. Daily centre operations are delegated to the centre manager who distributes leadership roles. The current centre manager was appointed soon after the 2014 ERO report.
Almost all teachers are certificated. They are supported by regular professional learning related to their individual development goals and the direction of the centre. Teachers reflect the cultural and language diversity of the centre families.
The centre's philosophy is underpinned by the principles of Te Whāriki, the early childhood curriculum. Teachers work in partnership with whānau to offer a learning programme that supports each child's unique interests. Providing for all children's interests and capabilities is a priority of the team.
ERO's 2014 report noted many positive practices that have been sustained. It also identified key next steps for the centre, including self review and strategic planning. These areas and next steps for curriculum development continue to be areas of focus.
Inclusive and affirming relationships help tamariki at Kiddy Winks to gain the confidence to play and learn alongside each other and to develop independence. Teachers demonstrate a real interest in children, and are increasingly responsive to their ideas as they join in children’s learning. Children are friendly and settled, and busily engage in the learning opportunities that teachers offer.
Children are valued and respected as learners. Their play is recognised as a vehicle for learning. Children learn at their own pace in a well-resourced, calm and supportive environment. They have meaningful conversations with each other and with adults, and have opportunities to engage in complex and sustained play.
The centre’s programme enacts its philosophy well, and includes strategies aimed at supporting children to be successful in all their endeavours. It is very responsive to the children's cultural heritages. Tikanga Māori is strongly evident in routines and practices that clearly reflect the bicultural underpinnings of Te Whāriki, the early childhood curriculum. Programmes also feature learning experiences that acknowledge and celebrate children’s Pacific heritages and languages. They support Māori children to succeed as Māori, and all children to stand tall in their own cultures.
Teachers are increasing their responsiveness to children's interests in their planning and assessment practices. Plans reflect children's common interests, have a good emphasis on family and community and are complemented by planning for individual children. Parents can contribute to these plans by sharing their perspectives of their children's interests and developmental needs. Literacy and numeracy are integral aspects of the curriculum. Teachers are well placed to continue to implement intentional teaching strategies, focused on positive outcomes for children.
The performance management system ensures that teachers are appraised against Education Council requirements. The manager has adapted the process so it is personalised for each teacher, aligns with the centre’s strategic direction and is improving individual and collective professional practice. A next step could be to focus appraisal processes more directly on outcomes for children.
The centre is well led. The manager has received high quality external professional learning and guidance. She has established many sound systems for centre operations and for the programme provided by teachers. The manager and teachers are in the process of creating better links with local primary schools and Communities of Learning to ensure smoother transitions and pathways for children's learning.
The manager reports to the Trust against strategic goals and teaching programmes. Since there are new trust members, the Trust could further support the manager by evaluating its governance role.
Centre leaders agree that key next steps for development should include:
aligning strategic and annual planning with a stronger focus on outcomes for children
strengthening internal evaluation to guide improvements that foster positive learning outcomes for children.
Before the review, the staff and management of Kiddy Winks 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:
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.
To improve current practice, the early childhood service management should:
update the personnel policy to ensure that the staff selection process aligns with current legal requirements
increase the rigour of risk analysis and management process for excursions.
The next ERO review of Kiddy Winks Kindergarten will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
7 June 2018
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 |
Manurewa, Auckland |
||
|
Ministry of Education profile number |
25019 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, over 2 years of age |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 22 Girls 16 |
||
|
Ethnic composition |
Māori |
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 |
April 2018 |
||
|
Date of this report |
7 June 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2014 |
|
|
Education Review |
June 2011 |
||
|
Education Review |
May 2008 |
||
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.
Kiddy Winks Kindergarten provides sessional or all-day care for up to 30 children over two years of age. The centre is governed by a board of trustees, serves an ethnically diverse community, and is closely linked to the Manurewa Baptist Church. It offers an education and care service that integrates Christian principles and family values into the daily programme.
Since the 2011 ERO report the centre has restructured its operations to improve management practices. Changes in staffing have also occurred, and these have included the appointment of a board member as an interim centre manager. The board has recently appointed a permanent centre manager, who is soon to take up this position.
The interim centre manager and teachers have made some progress in addressing the areas for review and development identified in the 2011 ERO report. These developments include the establishment of formal self-review processes and improvements to children’s portfolios. Teachers have also taken steps to increase opportunities for children to lead their own learning and to develop the complexity of their play.
Positive relationships and good social skills are valued and promoted within the centre. New children are welcomed and settle quickly into centre activities. Children form strong bonds with each other and their teachers. These supporting and nurturing relationships have a particularly positive impact on the infants and toddlers. Children of all ages show a strong sense of belonging in the centre.
Children make good use of opportunities to engage in uninterrupted play. They enjoy a wide range of activities and play cooperatively and individually to further their interests and learning. Teachers respond to children’s emerging interests and encourage children to connect ideas and experiences.
Children are listened to and well catered for by the ethnically diverse teaching team. The programme is appropriately planned to cater for children’s varying ages and developmental levels. Teachers are catering well for the recent influx of boys. They take time to reflect on their teaching practices and work collaboratively to manage programme planning and daily operations. Digital devices are being introduced into the learning environment to help support and extend children’s learning.
The centre programme includes some bicultural dimensions. Te reo Māori is used by some teachers during group times. Children enjoy karakia, waiata, haka and action songs. Teachers should continue to strengthen the inclusion of te reo and tikanga within the programme to extend opportunities for children to learn about New Zealand’s bicultural heritage. Consideration could also be given to ways in which the programme might better reflect children's diverse cultures.
The interim centre manager has successfully led the teaching team through a period of change and development. She has provided ongoing support, guidance, and continuity over this time. Her open relationships and communication with the board, parents and staff have helped ensure structural changes to centre management have progressed smoothly and in a transparent manner. Parents’ contributions are sought after to further improve the programme for children.
Self review is used by staff as an effective tool for self improvement. The centre’s strategic plan provides clear direction and guides the implementation of new initiatives. It will be timely to review the centre philosophy once the new centre manager arrives. This review could be used as an opportunity to further promote good connections and shared understandings among the teaching team.
The board has responded well to the 2011 ERO report. It has sought external expertise to review its organisational structure and supported its staff through the change. Trustees are very supportive of the interim centre manager and the teaching team. The board makes good provision for resourcing teaching and learning to promote positive outcomes for children.
The board, centre manager and teachers agree that a key next step for ensuring ongoing centre improvement is to implement a robust and comprehensive staff performance appraisal process. They have also identified the need to continue to progress strategic planning, consultation and self review to guide future centre development.
Before the review, the staff and management of Kiddy Winks 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 Kiddy Winks Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
24 June 2014
|
Location |
Manurewa, Auckland |
||
|
Ministry of Education profile number |
25019 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Boys 30 Girls 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Fijian Tongan Asian Middle Eastern other ethnicities |
2 28 4 2 2 8 6 2 |
|
|
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 |
May 2014 |
||
|
Date of this report |
24 June 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2011 |
|
|
Education Review |
May 2008 |
||
|
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:
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.