Central Kids Kindergartens - Homedale

Education institution number:
5178
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
16
Telephone:
Address:

50 Homedale Street, Pukehangi, Rotorua

View on map

Central Kids Kindergartens - Homedale - 31/10/2017

1 Evaluation of Central Kids Kindergartens - Homedale

How well placed is Central Kids Kindergartens - Homedale 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 - Homedale is located in the residential area of Pukehangi, Rotorua. It is licenced for 45 children from two years to school age and operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). At the time of this review 23 children are enrolled and 19 identify as Māori.

Central Kids Kindergartens' philosophy aligns with the principles and strands of the early childhood education curriculum, Te Whāriki. Managerial and administrative support is provided by the head office team and includes aspects such as human resources, policy development, finance and cultural support. A professional leader provides ongoing support and guidance for the head teacher and teaching team. CNIKT provides significant professional learning and development for the early childhood education sector on a national basis.

Since the 2013 ERO report there has been a significant drop in the roll. The head teacher continues in her position, and there have been changes to the staff, and structure of the kindergarten session. The teaching team includes three fully qualified teachers and two teacher aides. The addition of a large natural area has increased opportunities for children to experience physical challenge. Upgrades to the building have led to improvements for children and teachers.

As identified in the 2013 ERO report there continues to be a need to consider ways to further enhance the outdoor environment to raise the engagement particularly of older children and active learners, and to add complexity and challenge to their learning.

Teachers have participated in professional development related to strengthening literacy practices and awareness of the reviewed Te Whāriki document.

The kindergarten philosophy aims to foster children's social relationships and holistic well-being through an emphasis on whakawhanaungatanga.

This review is part of a cluster of seven kindergartens reviewed in the Central North Island Kindergarten Trust.

The Review Findings

The curriculum enables children to make choices, build their social competencies and persist in their play. Children play in small groups of their choosing and enjoy spending time with children of mixed ages, including their siblings. There are planned trips and excursions to discover places of interest in the local community. Children are able to express themselves through the creative arts. Transitions into the kindergarten and on to local schools are well planned and managed at the pace of children and whānau. Children and families demonstrate a strong sense of well being and belonging in a settled environment.

Children's individual cultural backgrounds are recognised, visible and valued. Children and teachers share waiata, and te reo Māori and there is respect shown for tikanga Māori practices. There are opportunities for children to learn about Papatūānuku through caring for kindergarten pets and growing vegetables. Māori children benefit from the recognition and valuing of their culture.

Aspects of children's learning and success are displayed through individual portfolio books. Whānau and families benefit from digital portfolios where they can share ideas, aspirations and planning with teachers and extended family members. Children are able to share their successes and revisit their learning together with their peers and families.

Teachers and teacher aides have established a collaborative, professional team. They take shared responsibility for aspects of leadership in the kindergarten. There is a strong commitment to building their knowledge and use of te reo Māori. Teachers consistently use a range of effective strategies that include:

  • establishing positive and meaningful relationships with children, whānau and families

  • giving unhurried time to work with and alongside children

  • engaging in conversations that affirm children's ideas, coach children's social skills and support their learning

  • placing priority on meeting the holistic needs of all children

  • maintaining a calm and safe environment.

Teachers provide an inclusive service in this community. They work in productive partnerships with specialist agencies to support children and their whānau with identified needs. The dedicated teaching team are working to promote positive outcomes for children and families/whānau in an inclusive environment.

The head teacher is a strong advocate for children and whānau and is responsive to community aspirations and needs. A particular strength is the number of initiatives in place that reduce barriers for families and whānau to attend the kindergarten. The head teacher models a strong commitment to building her knowledge and understanding of strategies that promote success for children of Māori and Pacific Island heritage. She consistently models strategies that positively guide children's behaviour. This leadership contributes to the effective organisation and day-to-day management of centre operations.

CNIKT provides effective governance through comprehensive systems and processes that support the kindergarten to meet legislative requirements and monitor the curriculum and teaching. The professional leader works in a positive and professional relationship with staff. She continues to provide regular mentoring and feedback for the head teacher and teaching team. This is supporting the teaching team through a time of challenge and change. The trust has a strong commitment to empowering emerging leaders and also provides generous professional development for teachers.

Key Next Steps

Key next steps for improvement are to strengthen:

  • leadership in relation to building teaching practice in the kindergarten

  • self review systems and processes to include clear and agreed criteria of best practice in early childhood.

It is important to continually review aspects of the curriculum to ensure it reflects current theory and research of best practice in early childhood. Particular attention should be given to the integration of literacy, mathematics, science and creativity in meaningful contexts throughout the kindergarten. As identified in the 2013 ERO report, the outdoor environment continues to require attention to add challenge and interest, particularly for older children.

Recommendation

ERO recommends that the CNIKT support the kindergarten to develop and implement an action plan to address the areas for improvement identified in this report.

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

31 October 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

Pukehangi, Rotorua

Ministry of Education profile number

5178

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2 years

Service roll

23

Gender composition

Girls 12 Boys 11

Ethnic composition

Māori
Pākehā
Fijian

19
3
1

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

August 2017

Date of this report

31 October 2017

Most recent ERO report(s)

Education Review

July 2013

Education Review

August 2010

Education Review

July 2006

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.

Central Kids Kindergartens - Homedale - 17/07/2013

1 Evaluation of Central Kids Kindergartens - Homedale

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens – Homedale is very well placed to provide positive outcomes for children.

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

Background

Central Kids Kindergartens - Homedale is located in the Western Heights suburb of Rotorua. The kindergarten operates under the umbrella organisation, Central North Island Kindergarten Trust (known as Central Kids). The kindergarten has a positive ERO reporting history and the teaching team has remained the same since the 2010 ERO review.

The kindergarten provides education and care for up to 40 children over two years of age. It is open Monday, Tuesday, Thursday and Friday 8.30am to 2.30pm, and on Wednesday 8.30am to 12.45pm. At the time of this ERO review the kindergarten roll was 47 children, of whom 32 identify as Māori. Although these children come from a numberof iwi backgrounds, most whakapapa to Ngāti Whakaue.

Since the 2010 ERO review teachers have strengthened bicultural practices to reflect a stronger Māori dimension. Teachers’ self-review processes are robust and well documented showing ongoing improvement to the quality of education children receive. Teachers have further developed positive guidance strategies through their participation in recent professional development.

The head teacher and her team of teachers have shared values and beliefs for learning. They aim to provide early childhood education that reflects the dual heritage of Aotearoa. Te Ao Māori is fostered through the concept of whanaungatanga and ngā tikanga. They have a commitment to provide a curriculum programme that is inclusive and supports the range of diverse abilities, interests and strengths of children.

During this review ERO did not identify any key next steps for ongoing development that the teachers had not already reflected on and identified for themselves.

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

The Review Findings

Central Kids Kindergarten - Homedale is very well placed to provide positive outcomes for children. There are close, trusting and mutually respectful relationships among teachers, whānau and children. Teachers are strong advocates for children and their families and have successfully established a positive climate for learning.

Central Kids has high standards and expectations for the delivery of high-quality education and care. Kindergartens have comprehensive operating guidelines that assist teachers to meet regulatory requirements. Teachers have extensive opportunities to participate in professional development to ensure their knowledge and practice is up to date with current research in early childhood education. Through her visits to the kindergarten, an experienced professional leader effectively monitors the quality of education and care, and provides teachers with well-informed feedback and support.

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.

The knowledgeable head teacher implements a shared leadership approach, capitalising on the individual strengths that teachers have, and uses these to enhance the programme children experience. Highly effective and well-developed self review is research and inquiry focused and leads to ongoing improvement to the quality of education and care. The teaching team is committed to ongoing professional learning and development and they keep up with current best practice in early childhood education.

Children are welcomed into a well-prepared learning environment and benefit from the many opportunities to make choices, and lead their own learning. They develop friendships, and their communication and social skills are fostered through many meaningful interactions and experiences with their peers and teachers.

Teachers have high expectations for children, and view them as capable and competent learners. They skilfully extend learning and introduce new concepts through high-quality teaching interactions. Children’s cultural identity is respected and valued, in particular tikanga and te reo Māori, which is woven purposefully into child profile books and the daily programme. Consistent praise and encouragement from teachers affirm children’s efforts and contributions and support them to experience success in learning. Children are developing valuable skills, knowledge, and competencies such as the ability to problem solve. They are creative and use their imagination to extend their thinking and develop new understandings.

Teachers have an in-depth knowledge of Te Whāriki (the Early Childhood Curriculum) and this is reflected in their teaching practice and high-quality child assessment profile books. These profile books document children’s progress, capture the complex way they learn through their play, and develop dispositions that support future learning. Parents and extended family are valued partners in children’s learning. Their aspirations for their children are valued and used by teachers in child profile books and programme planning processes.

Teachers place high importance on supporting children’s well being when they arrive at the kindergarten and when they move onto school. A designated kaitiaki oversees these transition processes and ensures children and their families are well supported. A new initiative has been the development of an individual assessment booklet that indicates children’s abilities within the key competencies outlined in The New Zealand Curriculum. Families are able to share these individualised child achievement booklets with new entrant teachers to support children’s transition to school.

Key Next Steps

ERO agrees with teachers that the outdoor environment remains an area for further development.

ERO is confident that kindergarten leaders and teachers have the capacity and self-review systems in place to enable them to strengthen, promote and sustain positive outcomes for children.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

17 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

Rotorua

Ministry of Education profile number

5178

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

47

Gender composition

Girls 25

Boys 22

Ethnic composition

Māori

NZ European/Pākehā

Other

32

13

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 2013

Date of this report

17 July 2013

Most recent ERO report(s)

Education Review

August 2010

 

Education Review

July 2006

 

Education Review

July 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.