Kidsfirst Kindergartens The Bays

Education institution number:
5438
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

1 McCormacks Road, Mt Pleasant, Christchurch

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Kidsfirst Kindergartens Mount Pleasant - 31/03/2015

1 Evaluation of Kidsfirst Kindergartens Mount Pleasant

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

Not well placed

Requires further development

Well placed

Very well placed

Kidsfirst Kindergartens 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 Mt Pleasant is one of 62 kindergartens governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens. All Kidsfirst Kindergartens share a common vision and values.

Children from two years old to school age can attend this kindergarten for up to six hours a day during the four kindergarten terms.

Kidsfirst Kindergartens Mt Pleasant has been significantly affected by the Canterbury earthquakes. It currently operates out of a local church hall. The kindergarten is well supported by a committed community and a dedicated teaching team. A new kindergarten will be built on the original site in 2016.

The teachers and parents have worked hard to ensure that children continue to have rich learning experiences and easy access to a wide range of interesting learning resources.

Since the 2011 ERO report, the kindergarten has been very well supported by the association to manage relocations and fluctuating rolls. The teachers have continued to strengthen their planning, self-review and transition processes.

This review was part of a cluster of 18 kindergarten reviews.

The Review Findings

Teachers warmly welcome the children and their families. The language, culture and identity of children and their parents and whānau is valued and respected.

Parents and teachers work in partnership to manage changes and develop a positive learning environment for children. These relationships provide a strong foundation to promote the interests, strengths and capabilities of children, including those with additional learning needs.

Children experience a wide range of rich learning experiences. Art, music and science are strong features of a well-paced and flexible programme. Literacy and mathematics are well integrated in ways that are meaningful to children. Teachers encourage children to take time to use their imaginations, express their ideas and extend their thinking. Original songs are developed with children about their ideas and experiences in their local area.

Thoughtful and intentional planning of the outside areas provides interesting places for children to explore natural materials, learn about sustainable practices and develop their physical and social skills.

The experienced teaching team members work well together. They encourage and support one another to reflect deeply on their practice. Professional development and the individual strengths of teachers engage and extend children’s learning. Teachers make effective use of self review and work collaboratively with parents to promote a culture of continuous improvement.

The Kidsfirst Kindergartens Association

All kindergartens in this cluster have spacious indoor and outdoor areas and are well resourced to meet the interests and learning needs of their children. In most of these kindergartens, environments and resources:

  • encourage children’s critical thought, wonderment and inquiry
  • provide challenges, stimulation and social support for children, families and the wider communities
  • promote opportunities for children to learn about sustainable practices.

Kidsfirst Kindergartens provides significant support for priority learners and their families. Teachers in kindergartens with priority learners receive considerable extra training and funding to ensure the needs of these learners are well met.

Kidsfirst Kindergartens has a strong commitment to te ao Māori (the Māori world view) and ensuring that their Education Service Managers (ESMs) and teachers are competent and confident in te reo and tikanga Māori. In this cluster of kindergartens, a bicultural curriculum is in place and bicultural practices are highly evident. The contribution from parents of Māori children is highly valued and Māori children are well supported to achieve success as Māori.

The association has a well-understood vision, and highly effective strategic and annual planning systems, policies and procedures. It has strong leadership and collaboration across all levels of the organisation.

There is a thorough and well-understood process of self review at all levels of Kidsfirst Kindergartens.

The skills and knowledge of the CEO, board and senior leaders are regularly sought by other kindergarten associations and early childhood services nationally and internationally.

The highly experienced and skilled trustees bring a good range of expertise to support their decision making. They have a wide knowledge and understanding of Kidsfirst and are very focused on achieving their goals. Their priorities are strongly linked to providing high-quality learning and care for all children.

The strategic leadership team members have a good breadth and depth of knowledge across their various areas of expertise. They value each other’s contributions and use their wide range of knowledge and skills to ensure effective operation of the service.

The ESMs show a high level of commitment to Kidsfirst and the implementation of the Kidsfirst vision, policies and expectations. They successfully challenge and use each other's strengths to meet the goals of Kidsfirst for high-quality learning and teaching in each kindergarten.

Kidsfirst has a well-developed evaluation process that is effectively used to identify the strengths, progress and areas for further development in each of its kindergartens. This allows the ESMs to successfully monitor how well each kindergarten is providing high-quality outcomes for children.

High-quality professional development is closely aligned to leaders and teachers achieving the Kidsfirst vision and goals. In this cluster, this is most evident in the well-developed, understood and useful self-review processes, child assessment and planning practices and effective use of a range of technologies.

Key Next Steps

The Kidsfirst Kindergartens’ managers have identified, and ERO agrees that the key next steps are:

  • to further align the existing appraisal process for ESMS, head teachers and teachers to recent developments in Kidsfirst Kindergartens' quality improvement programme ensuring it is consistently achieving its vision to provide high-quality learning and teaching for all children
  • to continue to review kindergarten practices and premises to make sure that they meet the changing needs of their communities.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer-Southern

31 March 2015

2 Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

5438

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, two years old and over

Service roll

45

Gender composition

Girls 25;

Boys 20

Ethnic composition

Māori

NZ European/Pākehā

Fijian/Indian

British

0

43

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

November 2014

Date of this report

31 March 2015

Most recent ERO reports

Education Review

October 2011

 

Education Review

December 2007

 

Education Review

February 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.

Kidsfirst Kindergartens Mount Pleasant - 28/10/2011

1 The Education Review Office (ERO) Evaluation

ERO’s review of this kindergarten was interrupted by the significant earthquake that occurred in February 2011. Feedback to the teaching team and the writing of this report was delayed until September 2011. ERO and the kindergarten association agreed to complete this report as a large body of the work had already been undertaken prior to this earthquake.

Kidsfirst Kindergartens Mount Pleasant was located in the Mount Pleasant suburb of Christchurch. The kindergarten operated morning and afternoon sessions for up to 30 children over the age of two. All teachers are fully qualified and registered.

It is one of 63 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 management support in the form of education service managers and a manager of kindergarten operations who work in partnership with teachers providing ongoing leadership and professional development.

The vision and philosophy of the kindergarten that children will be seen as individuals and recognised as learners was clearly evident in practice.

Other positive features of this kindergarten included:

  • positive and affirming relationships and interactions between teachers and children, and among children
  • an interesting learning environment that encouraged children to explore, be creative and create their own challenges
  • a rich and varied programme with particular focus on music, creativity, literacy, drama and the natural world
  • teamwork among teachers and the use of teachers’ skills and interests to extend children’s experiences.

The association has been proactive in addressing issues associated with the Canterbury earthquakes relating to children, family, personnel and property.

The February earthquake extensively damaged the kindergarten building and grounds. Since that time the association has relocated the kindergarten into temporary premises which was again disrupted by the June earthquakes. Since June, the children have been offered places in three neighbouring Kidsfirst Kindergartens with a Mount Pleasant teacher placed in each of these kindergartens to support children and families. The association has identified the next step is to continue investigating options to rebuild this kindergarten.

Future Action

ERO is confident that the kindergarten was being managed in the interest of the children. The timing of the next review will depend on the re-establishment of the kindergarten.

2 Review Priorities

The Focus of the Review

Before the review, the management of Kidsfirst Kindergartens Mount Pleasant 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 Mount Pleasant.

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

The kindergarten vision stated that children will be seen as individuals and recognise their potential as learners. Children’s contributions to groups will be valued and encouraged. Teachers wanted the environment to be appreciated and to reflect children’s work and interests. The kindergarten’s vision was clearly evident in practice.

Areas of strength
Relationships

There were positive and affirming relationships between teachers and children, and among children.

ERO observed:

  • caring and nurturing interactions between teachers and children
  • teachers helping children share and play successfully together
  • children having good opportunities to be part of groups.

Children’s learning was further supported through the regular sharing of useful information between teachers and parents about children’s home lives and interests.

Teachers worked well together and made effective use of their skills and interests to extend children’s learning experiences.

Learning environment

Teachers had developed an interesting learning environment that encouraged children to explore, be creative and create their own challenges. This included:

  • an outdoor environment that had a strong focus on the local environment and native plantings
  • many resources to support artistic expression
  • an extensive range of bicultural and natural resources.
Learning programme

Children benefitted from a rich and varied programme. This included particular focus on:

  • music
  • drama
  • creativity
  • literacy
  • learning about the natural world.

In addition, the learning programme engaged boys well and encouraged the involvement of parents.

Interactions

Teachers interacted with children in ways that extended their ideas and interests. They regularly involved themselves in children’s play and encouraged children’s conversations. Extending higher level thinking had been a focus for the teaching team. In particular, ERO observed some effective questioning to help children think more deeply about their learning. The next step would be to continue to extend the use of this type of interaction.

Area for development

The February earthquake extensively damaged the kindergarten building and grounds. The association has been proactive in addressing issues associated with the Canterbury earthquakes relating to children, family, personnel and property. The association has identified that the next step is to continue investigating options to rebuild this kindergarten.

3 Management Assurance on Legal Requirements

Before the review, the staff of Kidsfirst Kindergartens Mount Pleasant completed an ERO CentreManagement Assurance Statement 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.

This kindergarten was licensed under the Education (Early Childhood Centres) Regulations 1998. ERO looked at the above systems prior to the February earthquake. At the time, ERO identified no areas of concern.

4 Future Action

ERO is confident that the kindergarten was being managed in the interest of the children. The timing of the next review will depend on the re-establishment of the kindergarten.

Graham Randell

National Manager Review Services

Southern Region

About the Centre

Type

All Day Kindergarten

Review team on site

February 2011

Date of this report

28 October 2011

Previous three ERO reports

Education Review December 2007

Education Review February 2005

Accountability Review June 2000

To the Parents and Community of Kidsfirst Kindergartens Mount Pleasant

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

ERO’s review of this kindergarten was interrupted by the significant earthquake that occurred in February 2011. Feedback to the teaching team and the writing of this report was delayed until September 2011. ERO and the kindergarten association agreed to complete this report as a large body of the work had already been undertaken prior to this earthquake.

Kidsfirst Kindergartens Mount Pleasant was located in the Mount Pleasant suburb of Christchurch. The kindergarten operated morning and afternoon sessions for up to 30 children over the age of two. All teachers are fully qualified and registered.

It is one of 63 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 management support in the form of education service managers and a manager of kindergarten operations who work in partnership with teachers providing ongoing leadership and professional development.

The vision and philosophy of the kindergarten that children will be seen as individuals and recognised as learners was clearly evident in practice.

Other positive features of this kindergarten included:

  • positive and affirming relationships and interactions between teachers and children, and among children
  • an interesting learning environment that encouraged children to explore, be creative and create their own challenges
  • a rich and varied programme with particular focus on music, creativity, literacy, drama and the natural world
  • teamwork among teachers and the use of teachers’ skills and interests to extend children’s experiences.

The association has been proactive in addressing issues associated with the Canterbury earthquakes relating to children, family, personnel and property.

The February earthquake extensively damaged the kindergarten building and grounds. Since that time the association has relocated the kindergarten into temporary premises which was again disrupted by the June earthquakes. Since June, the children have been offered places in three neighbouring Kidsfirst Kindergartens with a Mount Pleasant teacher placed in each of these kindergartens to support children and families. The association has identified the next step is to continue investigating options to rebuild this kindergarten.

Future Action

ERO is confident that the kindergarten was being managed in the interest of the children. The timing of the next review will depend on the re-establishment of the kindergarten.

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 kindergarten 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 kindergarten’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 kindergarten, may be included in the review. ERO will not include this strand in all reviews.
  • National Evaluation Topics – This strand contributes to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.
  • Compliance with Legal Requirements – assurance that this kindergarten has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kindergarten 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 kindergarten.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kindergarten 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 kindergarten.