Central Kids Kindergartens - Reporoa

Education institution number:
40055
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
54
Telephone:
Address:

28 Massey Road, Reporoa

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1 Evaluation of Central Kids Kindergartens - Reporoa

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Reporoa is well placed to promote positive learning outcomes for children.

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

Background

Central Kids Kindergartens - Reporoa is located in the rural community of Reporoa, and in close proximity to the local primary school and college. The service is licensed for 40 children aged from two to five years. The current roll of 55 children includes 15 who are Māori. The kindergarten operates from 8.30 to 2.30 Monday to Friday. Since the previous ERO review in 2016 there have been significant changes to the teaching team including a new head teacher and two new teachers, appointed to their roles in 2019.

The kindergarten operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play and are supported to reach their potential.

Although currently under review, the kindergarten philosophy is grounded in embracing the knowledge and uniqueness that all children and whānau bring to the centre, authentic loving relationships, care for the environment and sustainable practices, creating an environment that acknowledges the values of choice, respect, fun and play.

Staff are well supported by a Central Kids Kindergartens (CKK) professional leader, and the head teacher is involved with a leadership programme as part of her induction process. All teachers hold early learning qualifications and current practising certificates.

The Review Findings

Strong and positive relationships are evident between children and teachers. Interactions are responsive, reciprocal and encouraging. Purposeful questioning by teachers supports children's emerging ideas and language. Children's preferences are respected as they are supported to make decisions about their own learning and involvement. Teachers are well attuned to children's thinking and learning dispositions. This enables them to respond effectively to children's needs for comfort and understanding. Children's behaviour is managed positively, sensitively and unobtrusively. This contributes to a calm atmosphere where children are meaningfully engaged in learning activities for extended periods.

Children's wellbeing and sense of belonging are effectively supported. Teachers work hard to get to know parents and whānau, who are warmly welcomed into the centre to share in the partnership in early learning. A flexible buddy teacher scheme enables each child to form a special relationship with a teacher of their choice. This initiative contributes to a well-managed approach to transitioning children into and beyond the kindergarten.

The language, culture and identity of Māori children and whānau are well supported through the inclusion of te reo Māori and aspects of tikanga. Specific skills and experiences within the teaching team contribute to positive outcomes for Māori children and whānau.

Children engage in a curriculum that is responsive to their strengths and interests. Literacy and mathematical learning are integrated across the curriculum in meaningful contexts. There are many useful strategies that support and encourage children to make a significant contribution to the local and wider environment. Children with additional needs are well supported to participate through close partnerships with families and assistance from external agencies where appropriate. A focus on environmental issues enables children to learn about sustainability and care for the environment. Many sustainable practices have become embedded in the daily life of the kindergarten for children, teachers and whānau. Involvement in the Reporoa Kāhui Ako is also enhancing the partnership with other schools and the wider community.

The environment is effectively organised to allow children to explore independently, in groups or with the support of teachers. Children are trusted as confident and capable learners and risk takers, who are well supported to explore and challenge their ideas and capabilities. Teachers notice opportunities to become involved in children's learning, supporting and guiding them to learn as they play. Areas are planned to invite children's interest with many open-ended resources allowing children to enjoy imaginative and creative play.

Leadership is effective in encouraging parents and whānau to be actively involved in their child's learning. There are many opportunities for teachers to undertake leadership roles as the collective experiences and talents within the teaching team are well used to benefit children. Induction processes for new leaders and teachers are well established to support the high levels of team work across the kindergarten. Continuing to build the new teaching team is an ongoing area of focus for leaders, teachers and the Trust.

Leaders and teachers engage in ongoing self-review and reflection. This review is both spontaneous and planned, making a significant contribution to ongoing improvement in outcomes for children and whānau. Teacher appraisal processes support them to build their capability through focused professional goals, reflective practice and engagement with relevant professional learning.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its kindergartens. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and Trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.

Key Next Steps

With the recent establishment of a new leadership and teaching team, a key next step for the kindergarten is to proceed with the planned philosophy review to:

  • establish and embed shared understandings and consistent practice in terms of programme planning and assessment

  • assist with the development of a local curriculum that clearly shows how the kindergarten is giving effect to Te Whāriki 2017.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Reporoa 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.

Darcy Te Hau

Director Review and Improvement Services (Acting)

Central Region - Te Tai Pūtahi Nui

27 February 2020

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

Reporoa

Ministry of Education profile number

40055

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

55

Gender composition

Male 33 Female 22

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

15
27
13

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

December 2019

Date of this report

27 February 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

January 2013

Education Review

March 2010

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

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.

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 - Reporoa

How well placed is Central Kids Kindergartens - Reporoa 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 - Reporoa is located in the rural community of Reporoa, and in close proximity to the local primary school and college. The centre caters for children from 2 years to 5 years of age and is licensed for 40 children. The current roll of 59 children includes 22 who are Māori.

Their statement of philosophy has recently been reviewed and reflects the principles of Te Whāriki (the early childhood curriculum) and makes clear references to relationships being the core of what they do and children leading their own learning. The centre acknowledges and respects the cultures of all children who attend.

Since the 2013 ERO review a new head teacher has been appointed along with two new teachers. They are currently involved in implementing a revised appraisal process and building upgrades to enhance the outdoor environment. Teachers have participated in significant professional learning and development. Documented self-reviews have been completed for the sustainability of te reo and tikanga Māori, centre routines and teaching practices.

The centre operates under the management structure of Central North Island Kindergarten Trust, trading as Central Kids Kindergartens. Staff are well supported by a professional leader and the head teacher who has attended a leadership programme as part of her induction process.

Policies and procedures are in place to assist with the provision of a safe physical and emotional learning environment for children and staff.

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

The Review Findings

Warm and nurturing relationships between teachers, children and their peers are a feature of this kindergarten. Teachers know children and their families well and use intentional strategies to support positive learning outcomes for children. Children are becoming socially competent by learning through play in spacious learning environments that are designed to enable children to have active and quiet spaces to play.

The centre programme provides opportunities for children to make choices and have accessibility to a wide range of resources for prolonged periods of time. Children are immersed in a mathematics, language-rich environment, and te reo and tikanga Māori practices are visible throughout the environment.

The emergent curriculum notices children's interests, recognises and extends children's learning and provides activities and experiences in relevant contexts. The curriculum is aligned to Te Whariki with a focus on children leading their own learning, and this builds children's identity as successful learners.

Effective transitions are supported by strong partnerships between families, services and schools. Children’s sense of belonging is nurtured during and after transitions into and within the service, and when moving to school.

A reflective head teacher is building an effective and collaborative teaching team and facilitates professional discussions and readings. She is well supported by a professional leader who has established effective working relationships with the head teacher and teachers.

Self review continues to evolve within the centre with a mix of spontaneous and long-term reviews that lead to improved outcomes for all children. A newly introduced appraisal process includes teacher inquiry into individual and centre focus areas, and is linked to relevant professional development for all staff. The centre's vision and goals are firmly focused on learning and equitable outcomes for all children.

Parents spoken to by the ERO team expressed high satisfaction with the approachability of staff and the informal and documented communication that keeps them informed about their child’s social progress and centre events. ERO and management have identified the need for portfolios to more clearly show children's progress over time and make specific links to prior learning and whānau aspirations.

Key Next Steps

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

  • continue to build a collaborative team culture to ensure open communication, shared philosophy and agreed approach to centre practices and procedures

  • consolidate and embed the recently reviewed philosophy to increase parent and whānau understanding of centre practices and routines

  • strengthen te reo Māori spoken naturally within the daily programme.

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

28 June 2016

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

Reporoa

Ministry of Education profile number

40055

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

59

Gender composition

Boys 38 Girls 21

Ethnic composition

Māori

Pākehā

Other

22

26

11

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 2016

Date of this report

28 June 2016

Most recent ERO report(s)

 

Education Review

January 2013

Education Review

March 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.