366 Selwyn Street, Spreydon, Christchurch
View on mapKidsfirst Kindergartens Selwyn Street
Kidsfirst Kindergartens Selwyn Street - 06/08/2019
1 Evaluation of Kidsfirst Kindergartens Selwyn Street
How well placed is Kidsfirst Kindergartens Selwyn Street to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Selwyn Street 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 Selwyn Street is one of 69 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The kindergarten provides for the education and care of young children from two years to school age. All teachers/kaiako are qualified and certified early childhood education teachers/kaiako. The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service.
The kindergarten vision is to:
- be a place where children can further their learning journey towards becoming confident, capable, lifelong learners
- have a learning environment that reflects a bicultural curriculum of Aotearoa, underpinned by Te Tiriti o Waitangi
- be welcoming and inclusive for all, and invite children’s creative participation and sustained engagement and learning through play and social interactions
- reflect an intentional focus on children’s working theories, problem solving and experimentation, and support children’s developing independence and sense of agency
- foster a sense of pride about the kindergarten and the wider community with children and whānau/families
- be committed to creating and sustaining an environmentally friendly environment
- promote and encourage healthy eating and physical activity attitudes and values to support the holistic way children grow and develop.
The curriculum priorities are manaakitanga, showing respect to others, using the environment as the third teacher, tuakana teina, cultural inclusion and whanaungatanga.
ERO's previous report noted that leaders and teachers needed to build on the positive steps already taken and further refine aspects of planning, assessment and evaluation documentation. Considerable improvements have been made in these areas.
This review was part of a cluster of eight kindergartens governed and managed by Kidsfirst Kindergartens.
The Review Findings
Children are active participants in a rich, responsive learning environment that very effectively meets their interests and needs. They have many opportunities to make sense of the natural, social, physical and material worlds. Construction, sustainability and literacy are important aspects of the programme. Children are encouraged to be creative and imaginative. The products of their activities are attractively displayed and celebrated. Children see themselves as part of, and contributors to, the kindergarten and wider community.
Leaders and teachers form strong, reciprocal and respectful relationships with each family, supporting children’s sense of belonging. Regular family events are well supported. Members of the community, such as 'Grans' from the local retirement village, are involved in the life of the kindergarten. Children and whānau are encouraged to revisit previous learning through prominent, well presented displays, photographs and stories. There is a strong focus on learning and social confidence.
Teachers deeply engage with children's and their parents’ language and culture to make the kindergarten more meaningful for the wider community of learners. Leaders and teachers know that whakapapa is integral to the development of a sense of self, belonging and connectedness. Kaupapa Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are central to curriculum decisions. Children have a sense of pride in their cultural identity and themselves.
Leaders have high expectations of teachers, and teachers have high expectations of children. Teachers work collaboratively, making the best use of each teacher's strengths. They are responsive to the changing interests of children, using routines flexibly. Teachers make links across time and activities by revisiting children’s ideas, interests and deepening understanding. Children are well supported to take increasing self management of themselves and their learning.
The reflective, improvement focused culture supports teachers to promote positive outcomes for children. Leaders have established effective, well organised systems to support learning. The team's increasing understanding of planning and evaluation is resulting in focused and useful plans and reviews that lead to refinements to the programme. Leaders are effectively building and supporting professional practice.
The Canterbury Westland Kindergarten Association has a well-developed and clearly understood vision. It is underpinned by targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. The teachers are well supported by association managers and leaders to achieve the priorities of the kindergarten and to promote high quality learning outcomes for all children.
Since the last review, a restructure has enabled a key focus on education excellence within the kindergartens, and innovation and collaboration within the association and in the wider early childhood community. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu / South Island.
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 promoting understandings of and respect for te ao Māori at all levels of the organisation. The association's internal evaluation practices are being well used to inform decision making and support the strong focus on continuous improvement.
Key Next Steps
Kidsfirst Selwyn Street leaders have identified, and ERO agrees, that the next step is to continue to refine the teaching team's understanding and documentation of internal evaluation.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kidsfirst Kindergartens Selwyn Street 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.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
6 August 2019
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 |
5454 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children, two years of age and over |
||
Service roll |
54 |
||
Gender composition |
Boys 30, Girls 24 |
||
Ethnic composition |
Māori |
5 |
|
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 2019 |
||
Date of this report |
6 August 2019 |
||
Most recent ERO report(s) |
Education Review |
February 2014 |
|
Education Review |
July 2010 |
||
Education Review |
June 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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
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 Selwyn Street - 18/02/2014
1 Evaluation of Kidsfirst Kindergartens Selwyn Street
How well placed is Kidsfirst Kindergartens Selwyn Street 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
Kidsfirst Kindergartens Selwyn Street is located in south Christchurch. The kindergarten roll is becoming increasingly diverse with many children and families bringing a range of experiences from different cultural backgrounds.
This review was a part of a cluster of 11 kindergartens governed and managed by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
For a short time after the 2011 earthquake, the kindergarten was closed so that minor repairs could be made to the building and a boundary wall.
Since the July 2010 ERO review, the leaders and teachers have made significant improvements to the quality of self review.
There have been some changes to teaching positions and the education service manager (ESM) over the last three years. At the time of this review, a recently appointed long-term relieving teacher and a day-to-day relieving teacher were supporting the teachers in the programme.
The kindergarten enjoys strong support from the parents and wider community. A number of families have long-standing relationships with the kindergarten. The leaders and teachers actively encourage the development of a community of learners where children, parents and teachers learn together.
The Review Findings
Teachers use their considerable knowledge of children and their families to develop positive and respectful relationships with children. Teachers work with children to promote the attitudes and skills necessary to learn successfully and relate well to others. This supports children’s sense of wellbeing and helps them gain confidence in their ability as capable learners.
The well-planned programme includes:
- a rich selection of interesting and challenging cultural, creative and physical learning experiences within and outside the kindergarten
- good opportunities for children to develop literacy and numeracy understandings
- the use of a range of technologies to extend children’s play ideas
- a focus on the natural world and opportunities for children to care for plants and animals.
Children are actively involved in setting the direction of their own learning. Their thoughts and ideas are encouraged and valued. Children are recognised as teachers as well as learners (reflecting the Māori concept of ako). Teachers listen carefully to children and respond positively to their views. Teachers make good use of their conversations with children to extend their thinking and problem-solving skills.
The teaching team has developed some effective ways for supporting children as they prepare to move on to school. The head teacher has established positive relationships and communication with a number of local schools. Worthwhile information is shared with children, parents and schools to help children move on to school successfully.
Leaders and teachers strongly promote the kindergarten’s vision. Along with other positive aspects already reported above, this vision is most evident in:
- the welcoming and inclusive environment
- the supportive and sensitive relationships
- the positive way children with special learning needs are included in the programme
- the priority teachers give to te ao Māori learning experiences.
Leaders are focused on making ongoing improvements to learning and teaching. Teaching practices are strengthened through well-targeted professional development. The strengths and interests of teachers are recognised and used well. A collaborative approach helps to ensure that the teaching team has a shared understanding about the best ways to achieve positive outcomes for children.
Self review is effectively led and contributes positively to improvements. Planned reviews are thorough and well supported by convincing evidence. Leaders ensure that the views of children, parents and teachers are well considered in the process.
The association provides effective governance and management for all of its kindergartens. The long-term vision and goals for all kindergartens are determined by the governing board. Each individual kindergarten establishes its own plan incorporating the board's goals. The association responded appropriately to the circumstances of Canterbury and Westland communities by removing all fees.
Each kindergarten is supported by education support managers (ESMs) who make regular visits and provides well-targeted professional development. In particular, teachers are well supported in developing their understanding of te ao Māori and making this more evident in documentation and practices. This remains an area for further development in this kindergarten.
The association has high expectations for teaching and learning. The use of recently developed indicators of good practice is helping to identify and spread effective practice. Appraisal is used effectively to recognise areas of strength and where further developments may be necessary.
Key Next Steps
The leaders and teachers have identified, and ERO agrees, that they need to build the positive steps already taken and further refine aspects of planning, assessment and evaluation documentation.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kidsfirst Kindergartens Selwyn Street 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 Selwyn Street will be in three years.
Graham Randell
National Manager Review Services Southern Region
18 February 2014
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 |
5454 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children, over the age of two years |
||
Service roll |
47 |
||
Gender composition |
Boys 25; Girls 22 |
||
Ethnic composition |
Māori NZ European/Pākehā Pacific Asian Other ethnicities |
12 26 4 3 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 |
October 2013 |
||
Date of this report |
18 February 2014 |
||
Most recent ERO reports |
Education Review |
July 2010 |
|
Education Review |
June 2005 |
||
Accountability Review |
December 2000 |
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.