Kidsfirst Kindergartens Wigram

Education institution number:
5463
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
40
Telephone:
Address:

56 Springs Road, Hornby, Christchurch

View on map

Kidsfirst Kindergartens Wigram - 11/10/2019

1 Evaluation of Kidsfirst Kindergartens Wigram

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Kidsfirst Kindergartens Wigram 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 to school age. All kaiako (teachers) are qualified and certified early childhood education teachers. The association education manager provides consistent professional advice and guidance to support the effective operation of the service.

Since the 2012 ERO report there have been some changes to the teaching team. The learning community has become increasingly multicultural. Some diverse languages are used by kaiako. In 2017 the kindergarten was renovated and completely refurbished.

This kindergarten's vision states ‘in partnership with parents, whānau, and the community, our passionate teachers inspire children to be confident, engaged life-long learners’.

This review was part of a cluster of five kindergartens governed and managed by the Canterbury Westland Kindergarten Association.

The Review Findings

Kaiako actively foster trusting relationships and partnerships with parents, whānau and tamariki (children). They acknowledge and respect the diverse cultures, languages and identities of their families and value the knowledge that they bring. Kaiako take time to get to know tamariki in the context of their whānau. They listen carefully to understand the cultural and learning aspirations that parents and whānau want for their tamariki. Transitions into the kindergarten are well managed and personalised to the individual needs and preferences of tamariki, parents and whānau.

Kaiako give emphasis to te ao Māori and culturally responsive practices that promote success for Māori tamariki, as Māori. Kaiako provide a rich bicultural curriculum, including visual displays that support a sense of belonging for Māori whānau. All tamariki have many opportunities to learn about the bicultural heritage of Aoteraoa New Zealand in ways that are meaningful for them and respectful of the Māori culture.

Kaiako are responsive to the individual interests, strengths and capabilities of tamariki. They involve tamariki in decision making about their learning and the environment, and encourage them to take responsibility for themselves, care for others and be kaitiaki (guardians) of the natural world. Diverse learning needs, including English Language Learners, are well supported to succeed within the inclusive culture.

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 2012 ERO review the association has undergone a management restructure which is currently being reviewed and revised. The association's internal evaluation practices are being well used to inform decision making and support the strong focus on continuous improvement.

The association has a very strong commitment to providing high quality professional development to build further leadership capacity and teacher capability. Association leaders have high expectations for teaching, learning and equitable outcomes for all children. This includes promoting understandings of, and respect for, te ao Māori at all levels of the organisation. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu/the South Island.

Key Next Steps

The education manager, teaching team and ERO agree that the key next steps are to:

  • further strengthen the assessment, planning and evaluation of children’s learning and intentional teaching strategies
  • strengthen tangata whenua relationships, kaiako understandings of the cultural narrative of the local area, and how this informs the curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidsfirst Kindergartens Wigram 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

11 October 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

5463

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

43

Gender composition

Girls 20, Boys 23

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

5
18
2
18

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

August 2019

Date of this report

11 October 2019

Most recent ERO report(s)

Education Review

November 2012

Education Review

July 2009

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 Wigram - 21/11/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Kidsfirst Kindergartens Wigram is very well placed to promote positive outcomes for all children.

Context

Kidsfirst Kindergartens administers 62 kindergartens and one early learning centre in Canterbury and the West Coast. An education services manager works with each kindergarten giving feedback and professional support. This kindergarten provides a strong bicultural programme. Families from a diverse range of cultures attend the kindergarten. The cultural backgrounds of all children and families are recognised and celebrated. All teachers employed by Kidsfirst Kindergartens are fully qualified and registered early childhood teachers.

This review was conducted as part of a cluster approach to reviews in eight kindergartens and one early childhood education services within the Kidsfirst Kindergartens umbrella organisation.

Areas of strength

Children benefit from teachers and families working in partnership to support their learning. Teachers acknowledge children’s cultural identity. They have an in-depth knowledge of each child and their family. They value parent contributions and successfully use this information to link home and kindergarten learning. Parents enjoy spending time in the programme, sharing their cultures and contributing to their children’s learning.

Children, teachers and families are proud of the way te reo and tikanga Māori are included in the programme. The head teacher is a strong advocate. It is well integrated into all aspects of the programme. It is well integrated into all aspects of teaching and learning.

Children are actively engaged in meaningful learning. Teachers make good use of their ongoing observations of children to introduce new learning opportunities, extend interests and join in children’s play to increase learning.

Teachers respond sensitively to children. They take time to listen and talk to them. They use a range of effective teaching practices to help children understand and apply their learning. Children’s language development is well supported. Learning opportunities that help children prepare for school are meaningful and appropriate.

Children’s learning is displayed in interesting ways. The large number of photographs and clear text explains the learning in ways that are meaningful for children and families.

Recent planning developments focus on the ways that children learn and how teachers could help children extend their learning further. Children’s progress is carefully documented on the programme plan.

Teachers work collaboratively and use their individual strengths to extend children’s interests and learning. The kindergarten vision reflects what teachers consider important for children’s learning and is evident in the programme. Teacher appraisal goals are usually challenging and incorporate individual teachers’ interests and next steps for professional development.

Under the strong and committed leadership of the head teacher, self review is used effectively to identify what is going well and where further improvements can be made. Self-review information is well analysed. Plans to improve outcomes for children are carefully monitored and regularly reported to parents.

The education services manager (ESM) has high expectations, promotes leadership and gives direction that helps teachers use research to continue to improve their knowledge and understanding of children’s learning.

Kidsfirst Kindergartens has a well developed policy and practice framework to support the daily and long-term operation of the kindergarten. The association is kept well informed about the work of the kindergarten. Kidsfirst managers have recently developed a new process for reviewing and reporting kindergarten information. This process is likely to help them further target their support to improve learning outcomes for children.

Areas for development and review

The Kidsfirst Kindergartens’ manager and the teaching team have identified, and ERO agrees,. that the next steps to improve learning outcomes for children include strengthening assessment by:

  • involving children more in the process
  • clearly identifying next steps for learning
  • keeping the learning stories simple and easy to read.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Kidsfirst Kindergartens Wigram 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:

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

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services

Southern Region

21 November 2012

Information about the Early Childhood Service

Location

Wigram, Christchurch

Ministry of Education profile number

5463

Licence type

Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children over two years of age number

Service roll

29

Gender composition

Girls 16; Boys 13

Ethnic composition

Māori

New Zealand European/Pākehā

Asian

Pacific

Other ethnicities

11

9

6

2

1

Review team on site

August 2012

Date of this report

21 November 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

July 2009

May 2005

December 2000

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

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:

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 self review and partnerships with parents and whānau.

Review Coverage

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.