Central Kids Kindergartens - Northwood

Education institution number:
30070
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
52
Telephone:
Address:

30 Northwood Road, Nukuhau, Taupo

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1 Evaluation of Central Kids Kindergartens - Northwood

How well placed is Central Kids Kindergartens - Northwood 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

Central Kids Kindergartens – Northwood operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). The kindergarten is licensed to cater for 45 children from two years to school age. The kindergarten is open from 8.30am to 2.30pm and provides sessions from 8.30am to 11.30am, and 11.30am to 2.30pm, five days a week.

The kindergarten's philosophy is to empower children to be positive, life-long learners through play. Leaders and teachers value resilience, teach and model empathy, and support children to be independent and capable learners.

Since the 2013 ERO review there have been some changes in the teaching team and some environmental improvements. Leaders and teachers are developing an appraisal system aligned to Central Kids requirements. The shared vision was reviewed and changed to, 'At Northwood Kindergarten the children are our focus'.

The centre is well-supported by the CNIKT. The trust’s strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust works positively to provide equitable opportunities to families.

Compliance and regulatory requirements are well monitored by professional leaders. Policies and procedures ensure the kindergarten meets regulation requirements and management expectations. The professional leaders work alongside head teachers to support their leadership roles and provide guidance, and mentor teachers as part of the appraisal process. Kindergarten teachers have generous opportunities to attend professional development and to grow their teaching and leadership skills.

Personnel matters are well managed. The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. The trust has also responded effectively to the Vulnerable Children’s Act, and has implemented the required changes to policies and practices for the protection of children.

This review was part of a cluster of six kindergarten reviews in the Central North Island Kindergarten Trust.

The Review Findings

Children at Central Kids Kindergartens - Northwood and their families are warmly welcomed into spacious, well-planned and attractive learning environments. Children confidently interact with teachers, are actively engaged and have fun in their learning. They have access to well-equipped indoor and outdoor areas that support exploration, physical challenge and safe risk-taking. Children are well supported to find out about, and make sense of, the world around them.

Children learn and play in a positive, caring and responsive environment. They are developing competence in cooperative and collaborative play. Children are empowered to take increasing responsibility for the wellbeing of themselves and others. As a result, they develop friendships and interact constructively with others.

Teachers know children well and respond sensitively to their interests, strengths and needs. They effectively scaffold children's learning through a range of teaching strategies. Teachers encourage children's problem solving, critical thoughts, wonderings and creativity. Sustained, shared teaching extends children's thinking and values their contributions to learning. Literacy and mathematics are naturally integrated into the programme through meaningful contexts. Children are very well supported to take responsibility for their learning and respond positively to new and challenging experiences.

The head teacher and teachers work in partnership with parents of children with special needs to improve and enhance their learning. Teachers are responsive to parent aspirations, and parents' and children's voices. They view each family and the knowledge of their children as an integral part of the kindergarten's learning community.

Ongoing observations of children in everyday activities builds a picture of what children know, feel, understand, are interested in and can do. Parents are well informed about children's learning and development through informal conversations and individual portfolios. Children's sense of belonging is effectively nurtured and supported during and after transition into the kindergarten and when moving to school.

The head teacher promotes a shared approach and common expectations among teachers about learning, teaching and behaviour. She has developed respectful, trusting relationships with staff, parents and whānau and promotes the right of all children to a quality, inclusive education. The head teacher shows a strong commitment to implementing the centre philosophy, vision and goals.

Teachers keep up-to-date with current theories of learning, teaching and developments through professional development, readings and discussion. They utilise opportunities to take leadership in areas of strength or interest. The developing appraisal system is promoting more meaningful reflection about teaching practice. A next step is to strengthen the process, focussing on improving outcomes for children.

Leaders and teachers evaluate the effectiveness of kindergarten activities and systems. Self review should be strengthened by increasing the focus on teaching practice and outcomes for children's learning.

Key Next Steps

ERO and centre management agree that the next steps are to:

Strengthen aspects of meaningful self-review including:

  • clearly defining the purpose of internal evaluations

  • identifying shifts in practice that lead to improved outcomes for all children.

Build teachers' capacity to:

  • naturally integrate te reo Māori into the daily programme

  • implement a bi-cultural assessment framework

  • develop a culturally responsive curriculum.

The centre needs to continue to strengthen aspects of the appraisal process in order to more effectively develop teachers' capabilities and enhance children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Northwood 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 Central Kids Kindergartens - Northwood will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

21 February 2017 

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

Taupō

Ministry of Education profile number

30070

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

59

Gender composition

Girls 32 Boys 27

Ethnic composition

Māori

Pākehā

Indian

South East Asian

Other European

Other

13

33

3

3

3

4

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

November 2016

Date of this report

21 February 2017

Most recent ERO report(s)

 

Education Review

July 2013

Education Review

February 2010

Education Review

February 2007

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.

1 Evaluation of Central Kids Kindergartens - Northwood

How well placed is Central Kids Kindergartens - Northwood to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens – Northwood is well placed to promote positive outcomes for children.

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

Background

Central Kids Kindergartens – Northwood is located in the Nukuhau suburb of Taupo. It provides education and care for children from two years to school age. The kindergarten is licensed for 45 children and at the time of this review had a roll of 70, including 18 who identify as Māori. The kindergarten operates under the umbrella of the Central North Island Kindergarten Trust, (known as Central Kids).

At the beginning of 2013 the kindergarten changed its operating hours to include opportunities for children to participate in a sessional, as well as an 8.30am to 2.30pm full day programme. A new head teacher started at the kindergarten in March 2013.

Since the previous ERO review in 2010, the local community has funded considerable improvements to the kindergarten’s environment. These have included a major redevelopment of the outdoor play area. Teachers have undertaken ongoing professional development to enhance their teaching practice. One teacher has been involved in the Tuwharetoa Cultural Knowledge Project which has strengthened ties with Ngāti Tuwharetoa and local mārae. This initiative has supported a sense of belonging and identity for Māori children and their families.

The kindergarten has responded positively to the area for development in the previous ERO review about strengthening aspects of teaching practices.

This review was part of a cluster of 13 reviews in the Central Kids umbrella organisation. Delete if

The Review Findings

Children benefit from participating in a programme that is responsive to their emerging interests. Literacy and mathematics learning is effectively integrated into children’s learning through play activities. Many opportunities are provided for children to explore and experience safe physical challenge. Children are able to access a wide range of high quality resources and equipment, including computer technology. They are encouraged to develop their independence and self-management skills. An advantage of the change of operating hours has been the increased opportunities for older children to play alongside, and support, their younger peers. Children enjoy regular trips into the local and wider community. A feature of the programme is the participation in the annual Tuwharetoa Kapa Haka Festival.

The recently appointed head teacher has successfully focused on establishing a collegial teaching team. She has worked with teachers to review and refine kindergarten operations in response to the changes in the kindergarten’s operating hours. The head teacher has built positive relationships with parents and children. She models effective teaching practices that engage children in learning. Under the guidance of the head teacher the kindergarten’s well-developed self review practices have been maintained and further enhanced. These processes contribute to, and support, ongoing kindergarten sustainability.

A special feature of the kindergarten is the high levels of parent involvement and support. Many parents take the opportunity to play alongside their children during the kindergarten programme. Parents are well informed about their children’s involvement in the programme through attractively presented individual profiles, and regular informal discussions with teachers. Transitions into the kindergarten and on to school are well supported by planned meetings between teachers and parents.

Teachers know children and their families well. They use a wide-range of strategies that engage and support children in meaningful play. They model respectful and inclusive interactions with children, parents and their colleagues. ERO observed many examples of children working together in small groups for sustained periods of time. Teachers effectively enhance children’s oral language skills by engaging with them in extended conversations.

The kindergarten continues to receive good quality support from Central Kids. The newly appointed professional leader has established positive relationships with the head teacher and staff. Comprehensive policy guidelines assist staff to meet regulatory requirements and Central Kids’ high standards and expectations.

As part of this review ERO evaluated the effectiveness of the kindergarten’s responsibilities for employment and management of staff. Central Kids have developed and implemented highly effective processes to appoint and support staff at the kindergarten.

Key Next Step

The head teacher has begun a process to develop a shared vision for the kindergarten involving teachers, parents, children and Central Kids.

ERO and kindergarten leaders agree that the next step is to align this vision with the key aspects of kindergarten operations including:

  • assessment, planning and evaluation practices
  • teacher appraisal and professional development
  • embedding bicultural practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Northwood 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 Central Kids Kindergartens - Northwood will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

4 July 2013

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

Taupo

Ministry of Education profile number

30070

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

70

Gender composition

Boys 39

Girls 31

Ethnic composition

Māori

NZ European/Pākehā

Other

18

46

6

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 2013

Date of this report

4 July 2013

Most recent ERO report(s)

Education Review

February 2010

 

Education Review

February 2007

 

Education Review

August 2003

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.