Kidsfirst Kindergartens Mairehau

Education institution number:
5436
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
45
Telephone:
Address:

23 Fergusson Avenue, Mairehau, Christchurch

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1 Evaluation of Kidsfirst Kindergartens Mairehau

How well placed is Kidsfirst Kindergartens Mairehau to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kidsfirst Kindergartens Mairehau is very well placed to promote positive learning outcomes for children.

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

Background

Kidsfirst Kindergartens Mairehau is one of 71 early learning services governed and managed by Canterbury Westland Free Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens. The kindergarten caters for the education and care of young children from the diverse and culturally rich community that it serves.

The association's education service manager (ESM) provides consistent professional advice and guidance to support the effective operation of the service. All teachers, including the additional support teacher are fully qualified and certified in early childhood education.

Teachers continue to provide ongoing support for children and families still being affected by the aftermath of the Canterbury Earthquakes.

The ESM and teachers have responded positively to the recommendations outlined in the 2012 ERO report. Children now have increased opportunities to hear and use te reo Māori. The kindergarten's vision and values clearly reflect the aspirations of their families and the kindergarten's priorities. The programme is closely aligned with the Te Whāriki, early childhood curriculum. Teachers now use an improved process to guide internal evaluation.

This review was part of a cluster of nine Kidsfirst Kindergartens in the Canterbury Westland Free Kindergarten Association.

The Review Findings

The kindergarten's vision and values are well embedded and highly evident in kindergarten practices. Children learn and play in a secure and calm environment. They are encouraged to be respectful of each other and of the environment.

Children have a wide range of resources that effectively encourage their exploration. The discoveries they make successfully extend their knowledge of the world around them. The interesting and varied outdoor equipment provides many naturally-occurring physical challenges.

The care of children and their families strongly reflects tikanga Māori, in particular manaakitanga (caring, nurturing) and whanaungatanga (positive, relationships). Teachers build trusting relationships with parents and whānau. Parents are well informed of their children’s wellbeing, learning and participation in the programmes. Teachers plan meaningful experiences that support parents' desired outcomes for their children's learning.

Teachers are highly reflective. They identify teaching strategies that effectively add depth to their practice and to learning experiences for children. Literacy, numeracy, science and creative experiences are well integrated into the programme. Teachers proactively support the development of children's oral language by providing stimulating resources. They work closely with specialists and agencies to meet the additional needs of individual children.

Teachers celebrate the languages, cultures and identities of children and their families. They regularly promote bicultural perspectives in their teaching practices and in the kindergarten documents. They maintain good links with local schools to foster positive transitions for children and families.

Teachers have a systematic approach to internal evaluation that is clearly focused on outcomes for children. They are collaborative and use their strengths to achieve the kindergarten's goals. The head teacher and ESM provide experienced leadership. This includes professional advice and guidance to manage changes and sustain a positive learning environment for children and their families.

The Canterbury Westland Free Kindergarten Association is well supported by an experienced, professional board. The association has a well-understood vision and targeted strategic and annual plans. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. Teachers are well supported by association managers and leaders to achieve the priorities of the association and their own kindergarten objectives and vision, to provide high quality learning outcomes for all children.

The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. It has high expectations for teaching and learning and equitable outcomes for all children. This includes the appointment of a kaitautoko to further promote a strong focus on Tiriti aspirations at all levels of the organisation.

The Canterbury Westland Free Kindergarten Association is innovative in its approaches and regularly seeks opportunities to be involved in the wider educational and local communities to promote high quality learning outcomes for all children.

Key Next Steps

The ESM and ERO agree, that the key next step is to continue to build all teachers' capacity to lead complex internal evaluations.

The chief executive has identified and ERO’s evaluation has confirmed, that the key next step for the association is to continue its improvement long-term plan, ensuring that enhancements to its buildings reflect the changing needs of its communities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Kindergartens Mairehau 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 Kidsfirst Kindergartens Mairehau will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer, Southern - Te Waipounamu

21 March 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

Christchurch

Ministry of Education profile number

5436

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over the age of two years old

Service roll

34

Gender composition

Boys 19; Girls 15

Ethnic composition

Māori

Pākehā

Pacific

Other Ethnicities

5

24

1

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

December 2016

Date of this report

21 March 2017

Most recent ERO reports 

Education Review

May 2012

Education Review

September 2008

Education Review

May 2005

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 The Education Review Office (ERO) Evaluation

Kidsfirst Kindergartens Mairehau is located in Christchurch. Since the September 2008 ERO review, the kindergarten has changed its operating hours and staffing. The kindergarten currently operates Monday to Friday from 8.30 am to 2.30 pm sessions for up to 30 children over the age of two years old. The kindergarten is licensed to take up to 40 children over two years of age. All teachers are fully qualified and registered early childhood teachers.

It is one of 62 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.

Positive features of this kindergarten include:

  • welcoming and affirming relationships between teachers, children and families
  • the emphasis teachers place on supporting children’s well-being, sense of belonging and fostering of successful relationships between children
  • teachers’ use of high quality interactions to extend children’s thinking and learning
  • well organised and effectively resourced indoor and outdoor areas
  • a programme where children are encouraged to lead their play, make their own choices and follow their interests.

Teachers work well together as a team to support children’s learning during the programme. They have good systems for making learning meaningful and visible to children and their parents and whānau.

The next steps for the teachers are to:

  • increase their use of te reo Māori across the kindergarten programme
  • strengthen some of their practices in children’s assessment and self-review to build on their current good practices.

This review occurred at a time when the association and its kindergartens were still responding to issues associated with the Canterbury earthquakes relating to children, families, and personnel. The association has been proactive in addressing these challenges.

Future Action

ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of Kidsfirst Kindergartens Mairehau was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kindergarten to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the kindergarten (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens Mairehau.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

Teachers aim to provide a warm and welcoming environment to support children’s learning. Children are viewed as competent and confident learners who can lead their own learning. Strong emphasis is placed on the importance of involving family and whānau in the kindergarten programme.

Areas of strength

Children are benefitting from strong relationships with teachers who know them and their families well. ERO observed:

  • affirming and meaningful relationships between teachers and children
  • children being well supported by teachers to play cooperatively and successfully with their peers
  • teachers relating to parents in positive and constructive ways.

ERO observed high quality interactions. Teachers made good use of a wide range of ways to help children talk about their ideas and thinking and extend children’s learning. All teachers consistently responded to children’s interests and needs in thoughtful ways. Teachers showed respect for children as competent and confident learners.

Children learn in a well organised and effectively resourced environment. Teachers have made good use of self-review to inform their decisions about the range of resources and layout of particular play areas, such as art and collage. Teachers encourage children to use all aspects of the environment and in respectful ways.

Children are encouraged to lead their play, make their own choices and follow their interests. ERO observed children who could talk confidently about their play and learning. Children remained interested in their play for long periods of time. They were skilled at taking on roles in like leading, modelling and involving others in their play.

Children are well supported by teachers and have a good sense of well-being. ERO observed teachers using an effective range of strategies to help children settle and become involved in the programme. Teachers showed care and consideration for children’s emotional well-being.

Teachers work well together as a team to support children’s learning during the programme. They regularly share useful information that helps them respond to children in more meaningful ways.

There are good systems for making learning visible to children and their parents and whānau. Teachers document useful discussions about individual children, their learning and how they will support future learning. They maintain attractive profile books for each child that are specific to their learning and interests. These are regularly shared with parents and displayed prominently in the kindergarten. Stories about children’s learning have good information about what children think and their parents’ perspectives.

Areas for development and review

Teachers could strengthen their use of te reo Māori across the kindergarten programme. This would provide children with opportunities to hear and use te reo Māori in a wider range of circumstances.

Assessments could now be strengthened to build on current self-review practices.

Since the September 2008 ERO review, teachers have improved self-review systems. Teachers are provided with a useful format to guide this process. To further improve self-review teachers should make better use of this format to guide spontaneous and long term programme review.

3 Management Assurance on Legal Requirements

Before the review, the staff of Kidsfirst Kindergartens Mairehau completed an ERO CentreManagement Assurance andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

4 Future Action

ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.

Graham Randell

National Manager Review Services

Southern Region

About the Centre

Type

All Day Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children aged over to

Roll number

44

Gender composition

Boys 26

Girls 18

Ethnic composition

New Zealand European/Pākehā 27

Māori 6

Other Europeans 6

Asian 3

Pacific 2

Review team on site

March 2012

Date of this report

30 May 2012

Previous three ERO reports

Education Review September 2008

Education Review April 2005

Accountability Review June 2000

To the Parents and Community of Kidsfirst Kindergartens Mairehau

These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Mairehau.

Kidsfirst Kindergartens Mairehau is located in Christchurch. Since the September 2008 ERO review, the kindergarten has changed its operating hours and staffing. The kindergarten currently operates Monday to Friday from 8.30 am to 2.30 pm sessions for up to 30 children over the age of two years old. The kindergarten is licensed to take up to 40 children over two years of age. All teachers are fully qualified and registered early childhood teachers.

It is one of 62 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.

The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.

Positive features of this kindergarten include:

  • welcoming and affirming relationships between teachers, children and families
  • the emphasis teachers place on supporting children’s well-being, sense of belonging and fostering of successful relationships between children
  • teachers’ use of high quality interactions to extend children’s thinking and learning
  • well organised and effectively resourced indoor and outdoor areas
  • a programme where children are encouraged to lead their play, make their own choices and follow their interests.

Teachers work well together as a team to support children’s learning during the programme. They have good systems for making learning meaningful and visible to children and their parents and whānau.

The next steps for the teachers are to:

  • increase their use of te reo Māori across the kindergarten programme
  • strengthen some of their practices in children’s assessment and self-review to build on their current good practices.

This review occurred at a time when the association and its kindergartens were still responding to issues associated with the Canterbury earthquakes relating to children, families, and personnel. The association has been proactive in addressing these challenges.

Future Action

ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Graham Randell

National Manager Review Services

Southern Region

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre 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 this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.