Linden Street, Kihikihi
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Kihikihi is situated in the rural town of Kihikihi just south of Te Awamutu, and is governed and managed by the Central North Island Kindergarten Trust (CNIKT). The kindergarten is licensed to provide education and care for 40 children over the age of two years. This allows the kindergarten to operate 4 and 6 hour sessions from Monday to Friday. At the time of this ERO review 54 children were enrolled, with 6 being of Māori descent.
An experienced and knowledgeable head teacher leads a well-established and qualified team, all of whom have been present since the ERO review in 2013. There has been significant progress made since that review in addressing the key next step identified by ERO. This related to continuing to build on bicultural practices and to increase the Māori world view in assessment of children's learning. Staff have successfully undertaken professional development opportunities in this aspect to enhance their knowledge and understanding. Central Kids Kindergarten-Kihikihi has a positive reporting history with ERO.
The centre philosophy emphasises the importance of reciprocal and responsive relationships as the key to a quality education. The centre believes that children should be allowed to choose their own activity, be self-motivated and therefore more likely to develop their own ideas and complete tasks they have set for themselves. A balance of child-led and teacher-initiated activities is promoted where the teachers encourage the next step in children's learning. The philosophy is reflected in the kindergarten's whakataukī. 'Mā te ako, mā te tipu, ka neke whakamua tātou'. As we learn and as we grow, we move forward together.
This review was part of a cluster of four reviews in the Central North Island Kindergarten Trust.
Central Kids Kindergartens - Kihikihi is very well placed to promote positive learning outcomes for children.
Children have high levels of trusting relationships with teachers and one another. They demonstrate a strong sense of belonging and a willingness to share their ideas and interests. The natural, well-resourced environment is safe while offering challenges and interests that invite children to explore and become fully involved. Children play and explore in both indoor and outdoor areas using their imagination and creativity in pursuing their interests. Oral language, literacy, mathematics, science and nature are effectively integrated into the programme. Children benefit from a calm, settled environment, and demonstrate high levels of engagement in learning and having fun.
Children learn through play and are well supported to follow their interests, solve problems and take responsible risks by teachers who know them well. Teachers spend time with children supporting their engagement in self-initiated and sustained play. They notice, recognise and respond intentionally to extend learning opportunities for children. Open-ended questions are used to prompt children's thinking. Teachers foster the social competence of children by encouraging them to solve problems and work and interact cooperatively with others.
Children with special learning needs are thoughtfully responded to. Teachers develop individual learning plans for these children with the guidance and support from parents, whanau and outside agencies. Children are developing independence and being supported to make choices and take increasing responsibility for their own learning and wellbeing.
Children are understood as unique learners, and accepted and celebrated for who they are. Teachers are culturally responsive and support the culture and identity of each child. Kaupapa Māori concepts such as manaakitanga and whanaungatanga are integral to the curriculum, and te reo and tikanga Māori practices are used in the programme in authentic contexts. Tuakana/teina relationships are present where older children take responsibility to care for and support their younger peers. Parents shared their pleasure with the way the individuality and identity of their children is celebrated and fostered.
Teachers view children holistically and understand the importance of them learning in the context of family and community. Parent/whānau involvement in the life of the kindergarten is welcomed and encouraged by staff. Teachers and parents have established open and trusting relationships. They appreciate the opportunity to attend social and educational events together. Parents enjoy sharing and celebrating their children's learning journey and contribute their own thoughts and feedback to the kindergarten to encourage further learning.
Children benefit from effective transition processes to support them on entering the kindergarten and on entry to school. They are personally greeted on arrival and one teacher is responsible for acting as the main support person and contact for parents during the admission procedure. Parents are encouraged to spend as much time as needed to settle their child into the kindergarten and be involved in the learning programmes.
Transition to school procedures include visits, close liaison with local schools, sharing of information and support for parents. Currently teachers are working on enhancing relationships and sharing knowledge with new entrant teachers in all the schools that children from this kindergarten attend. They are continuing to build a common understanding among kindergarten teachers, new entrant school teachers, parents and whānau of the successful play-based learning outcomes for children at this centre.
The head teacher provides strong collaborative leadership to the teaching team. She empowers teachers to use their strengths and interests to take on leadership roles in kindergarten programmes. Leaders and teachers are reflective practitioners and high-quality self review is integral to centre operations and decision making. The team shares a commitment to beliefs and values about children's learning and well-being. These values underpin their teaching practice which is of high quality.
Teachers have been involved in effective professional development and learning that is enhancing their knowledge and enthusiasm for teaching young children. The Trust provides extensive support for the teaching team through professional development and the effective mentoring and guidance of the professional leader.
All team members are reflective practitioners and are continually looking at ways of improving their practice and learning opportunities for children. Currently teachers are working on enhancing transition procedures and becoming an enviro school to promote sustainability. Part of this approach is the further development of gardens to provide further opportunities for learning across many curriculum areas.
Before the review, the staff and management of Central Kids Kindergartens - Kihikihi 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 Central Kids Kindergartens - Kihikihi will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
10 October 2016
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 | South of Te Awamutu | ||
| Ministry of Education profile number | 5183 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, aged over 2 | ||
| Service roll | 54 | ||
| Gender composition | Boys 29 Girls 25 | ||
| Ethnic composition | Māori Pākehā Other European South East Asian | 7 42 4 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 | July 2016 | ||
| Date of this report | 10 October 2016 | ||
| Most recent ERO report(s) | Education Review | May 2013 | |
| Education Review | January 2010 | ||
| Education Review | June 2006 | ||
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.
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.
Central Kids Kindergartens - Kihikihi is very well placed to promote positive outcomes for children.
Central Kids Kindergartens - Kihikihi is located in Kihikihi just south of Te Awamutu. It operates under the umbrella of the Central Kids Kindergarten Trust (Trust), formerly known as Central North Island Kindergarten Association. Currently, 40 children are enrolled, of whom 8 are identified as Māori.
Since the previous ERO review, there has been one new appointment to the teaching staff. The head teacher and teaching team continue to provide a welcoming and inclusive learning culture for children, their families and whānau. Considerable upgrades to the kindergarten environment include the addition of a teachers’ office and resource room, and a kitchenette for the children’s kai area.
Teachers have recently reviewed the kindergarten’s philosophy in consultation with parents and whānau. They have developed a whakatauākī that aims to encompass all that the teachers believe and do.
‘Ma te ako, ma te tipu, ka neke whakamua tatou.
As we grow, and as we learn, we move forward together.’
This review was conducted as part of a cluster approach to reviews in eleven early childhood education services within the Central North Island Kindergarten Trust umbrella organisation.
Children learn and play in a welcoming, well-resourced environment that is focused on their wellbeing, and recognises their individual strengths and interests. Teachers provide children with extensive learning opportunities through the design and preparation of the kindergarten environment. They listen, and ask children open questions that prompt thought and investigation. Children are able to explore their ideas, increase their knowledge and confidence, and recognise their success. Teachers support and empower children to:
Teachers develop close relationships with children and their families, and are able to use their understanding of children’s interests and parents’ aspirations to inform their planning. They take care to recognise, and respond to opportunities to engage in and extend children’s learning. This learning is recorded in well-presented portfolios and displayed on the kindergarten walls for children, parents/whānau and teachers to revisit. Teachers discuss the learning stories with children and their families.
A recent focus for teacher professional development and learning has been to review and extend the integration of bicultural perspectives in the kindergarten programme. Teachers value the cultural context by acknowledging and respecting whakapapa, tikanga and te reo Māori. Children are enjoying opportunities to sing waiata, use te reo, poi and harakeke, and explore the history of the local environment and the features significant to iwi.
Leaders and teachers place strong priority on contributing to positive outcomes for children in a high quality, inclusive environment. The head teacher encourages teachers to share leadership roles and further their professional learning. Teachers reflect deeply on their teaching practice and are informed by current research and best practice in early childhood education. Self review follows a planned process that is focused on improving outcomes for children, their families and whānau.
The kindergarten is well supported by the Central North Island Kindergarten Trust. The professional leader provides informative feedback, support and encouragement to the head teacher and staff. The kindergarten identifies annual goals for development that are linked to the Trust’s strategic priorities, self review, and teachers’ professional development and appraisal.
Teachers have developed productive partnerships with parents and whānau and include culturally important contexts in the programme. Kindergarten leaders and teachers agree that the next step is to increase the Māori world view in assessments of children’s learning.
Before the review, the staff and management of Central Kids Kindergartens - Kihikihi 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.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
13 May 2013
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Location |
south of Te Awamutu |
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Ministry of Education profile number |
5183 |
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Licence type |
All-day Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
40 |
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Gender composition |
Boys 25 Girls 15 |
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Ethnic composition |
NZ European/Pākehā Māori Other |
31 8 1 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Exceeds minimum requirements |
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Review team on site |
February 2013 |
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Date of this report |
13 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
January 2010 June 2006 October 2002 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.