Central Kids Kindergartens - Paraōnui

Education institution number:
5194
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
49
Telephone:
Address:

13 Totara Street, Tokoroa

View on map

1 Evaluation of Central Kids Kindergartens - Paraonui

How well placed is Central Kids Kindergartens - Paraonui 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 - Paraonui operates under the umbrella of the Central North Island Kindergarten Trust (CNIKT). The kindergarten is licensed to cater for 40 children from two years to school age. The kindergarten is open from 8.45am to 2.45pm, five days a week.

Since the last ERO review a new teacher has joined the long standing team. Second generational families now bring their children to the kindergarten. Teachers have undertaken considerable professional development that has resulted in improvements to self-review practices, a bicultural curriculum with a focus on supporting Māori children's language, culture and identity. Assessment, planning and evaluation practices have also been improved.

The kindergarten philosophy places emphasis on providing an inclusive kindergarten that respects and nurtures children, their language, culture and identity. Children's social development is viewed as integral and essential to the learning process.

The kindergarten 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.

Compliance and regulatory requirements are well monitored by a professional leader. Policies and procedures ensure the kindergarten meets regulation requirements and management expectations. The professional leader works 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 opportunities 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 is well placed to complete required changes to policies and practices for the protection of children.

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

The Review Findings

Children experience a calm, settled and inclusive environment. Values of manaakitanga and whanaungatanga are evident in practice. Relationships at all levels are based on respect and trust. Teachers have developed partnerships with families that are based on genuine acceptance and open communication. Children demonstrate a strong sense of belonging and this supports them to feel safe and secure. Teachers have established well-managed transitions into the kindergarten, and on to school.

Children have fun learning alongside their peers and enjoy the friendships they have with others. Teachers encourage tuakana-teina relationships where children can be leaders and share their strengths with their peers. Teachers help children develop social competencies such as empathy for others, and taking responsibility for the wellbeing of the group. Children are developing their knowledge and understanding of the principles of fairness and the rights of others.

Children are capable learners. Teachers ensure children have equitable opportunities to participate in the kindergarten programme. Children lead their own learning through play. They confidently make choices and informed decisions about activities and resources. The wide range of intentional teaching strategies used by teachers successfully encourage children to use their imagination, solve problems and be creative.

Literacy, mathematics, the arts, and science is well integrated through child-initiated play. Children are developing essential learning behaviours, language and attitudes that support future learning pathways.

Teachers have a sound knowledge of Te Whāriki (early childhood curriculum). Child portfolios are a valuable record of children's learning and progress. These are enjoyed by children, teachers and whānau. Teachers are increasingly growing their understanding about culturally responsive assessment practice. Learning stories capture the essence of a Māori child's wairua, mana and mauri. A current strategic review focus on developing a Tiriti o Waitangi based curriculum that includes Māori concepts, knowledge, skills, attitudes, reo, practices, customs, values and beliefs has been identified as a key next step by teachers.

The head teacher and teachers systematically evaluate their teaching practice and these practices promote outcomes for children's learning. Highly effective and well-documented, self-review practices lead to ongoing improvements to all aspects of the programme, teaching practices and kindergarten systems.

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

11 October 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

Tokoroa

Ministry of Education profile number

5194

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 30 Girls 24

Ethnic composition

Māori

Pākehā

Other

Chinese

Cook Island

South East Asian

Indian

Samoan

12

27

5

3

3

2

1

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

11 October 2016

Most recent ERO report(s)

Education Review

July 2013

Education Review

November 2010

Education Review

January 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 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 - Paraonui

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Paraonui 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 – Paraonui is located in the northern area of Tokoroa. It provides education and care for up to 40 children over two years of age. It is open Monday, Tuesday, Thursday and Friday 8.45am to 2.45pm, and on Wednesday 8.45am to 1.00pm. At the time of this ERO review the kindergarten roll was 44 of whom 19 identify as Māori. These children whakapapa to a wide variety of iwi.

The kindergarten operates under the umbrella organisation, Central North Island Kindergarten Trust (known as Central Kids).

The centre’s philosophy for learning states ‘teachers will provide a richly resourced environment that empowers children to solve their own problems’. It is underpinned by Te Whāriki (The New Zealand Early Childhood Curriculum), reflects the dual heritage of Aotearoa/New Zealand and values the diverse cultures and backgrounds of centre children and their families.

Since the 2010 ERO review, teachers have focused on developing their bicultural practices and are currently reviewing planning for individual children. The spacious and attractive environment, both indoors and outdoors, has been maintained and upgrades have further enhanced its quality. The kindergarten has responded to the recommendations of the last ERO review and has increased opportunities for children to make choices and initiate their own learning through improving the accessibility of resources. Recently, there has been a new appointment to the teaching team.

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

The Review Findings

The trust provides the kindergarten with a clear philosophy, vision, and expectations for practice and strategic direction. A knowledgeable and experienced professional leader from the trust oversees the quality of the service and supports staff professional practice.

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.

Children are welcomed into a well-prepared learning environment where they can freely access high quality resources and materials. An emphasis is placed on inclusion and providing equitable learning experiences for children. This emphasis is supported by the employment of a fulltime, experienced teachers’ aide, and funding for excursions in the wider community and bringing external performers to the kindergarten. Māori tamariki and their whānau experience a strong sense of cultural identity and belonging in the kindergarten which has been supported by the inclusion of tikanga Māori practices within the programme.

Relationships among teachers, children and their extended families are mutually respectful and trusting. Children’s social and communication skills are fostered and, as a result, they are confident to interact with adults and their peers, supporting a strong sense of belonging.

Teachers use a range of effective strategies to engage children in meaningful learning conversations. They actively listen to children and are highly responsive to their interests, and emotional and social wellbeing. Teachers consistently provide children with affirmation of their contributions and efforts, enabling them to achieve success in learning. ERO observed children involved in sustained play, alongside their peers and teachers. Children are developing their understanding in literacy and mathematics through resources and purposeful interactions in their play.

The head teacher operates a collaborative team approach with her staff. She has been in the community for a considerable number of years and promotes the importance of reciprocal relationships. Parents feel welcome to spend time in the kindergarten and enjoy sharing children’s learning profile documents, which provide a valuable record of their participation and time at the kindergarten.

Key Next Steps

ERO, kindergarten leaders and teachers agree that:

  • planned and spontaneous self review needs to be further developed and strengthened to enable staff to more effectively monitor and evaluate the quality of education and care
  • a reliable, robust and evidence-based process for self review should support ongoing development in areas such as:
    • bicultural practices
    • making learning more visible in portfolios
    • developing individual planning

Recommendation

Teachers, with the support of the trust, undertake professional development to develop an effective self review process focused on positive learning outcomes for children.

Management Assurance on Legal Requirements

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

Tokoroa

Ministry of Education profile number

5194

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

44

Gender composition

Boys 22

Girls 22

Ethnic composition

Māori

NZ European/Pākehā

Asian

Pacific

Other

19

14

4

4

3

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

November 2010

 

Education Review

January 2007

 

Education Review

March 2004

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.