Annabel's Private Kindergarten

Education institution number:
65021
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

12 South Terrace, Darfield

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1 Evaluation of Annabel's Private Kindergarten

How well placed is Annabel's Private Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Annabel's Private Kindergarten is very well placed to promote positive learning outcomes for children.

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

Background

Annabel's Private Kindergarten is one of eight early learning services within Annabel's Educare Ltd. An area manager oversees the eight centres and is supported in her work by the owner/director. Both the area manager and owner are qualified early childhood teachers.

Annabel's Private Kindergarten is licensed for 36 children and caters specifically for four year olds. The centre is one of three adjacent Annabel services in Darfield.

Children progress through each centre into Annabel's Private Kindergarten, which is open from 9.00am to 3.00pm. On a day-to-day basis many children stay longer by beginning and/or finishing their day in Annabel's Educare centre while spending the majority of their day is the kindergarten.

Since the 2014 ERO review, a new centre manager has been appointed. All of the teachers are qualified, early childhood teachers. The kindergarten is part of the Malvern Kāhui Ako | Community of Learning.

Annabel's Private Kindergarten continues to be a high performing service and has made very good progress against ERO's 2014 recommendations.

This review was part of a cluster of three reviews of Darfield kindergartens within Annabel's Educare Ltd.

The Review Findings

Children benefit from very caring, responsive and respectful relationships. They play well alongside and with each other, and show a strong sense of belonging. Children have many opportunities to initiate and lead their learning, and be leaders in supporting other children with their learning. They play and learn in spacious, thoughtfully presented and well-resourced indoor and outdoor areas.

The programme is specifically designed to meet the needs, interests and strengths of four year old children. Children experience a broad curriculum, with a strong focus on early literacy, mathematics, dramatic play, art and physical activity. A recent initiative using storytelling is further enhancing children's oral language. There is also a strong focus on social competence and emotional wellbeing. Children are very well supported in their transition into the centre and on to school.

Since the introduction of Te Whariki 2017 (the early childhood curriculum) teachers are placing greater emphasis on children's learning and the strategies they use to support this. They have developed very effective planning, assessment and evaluation processes for individual and group learning. Teachers seek and value parents' contributions to these processes and their involvement in supporting their child's learning.

Cultural diversity is valued, with te ao and te reo Māori given prominence. Core Māori values, such as manaakitanga (kindness), kaitiakitanga (care for the environment) and whanaungatanga (the importance of relationships), are very evident in the programme and centre environment. Cultures of children and their families from beyond New Zealand are celebrated.

Centre and service leaders are very reflective and improved focused. Effective internal evaluation practices are well embedded, including evaluating the effectiveness of teaching strategies and different curriculum areas in supporting children's learning. Children's and parents' voice are integral to evaluation practice. Internal evaluation contributes strongly to well-informed change and ongoing development.

Strong governance and management practices contribute to high quality provision for children and their families. Centre processes, such as relevant professional learning and development (PLD) and robust appraisal practices, align closely with the service's well-considered strategic goals and planning. There is a sound policy and procedure framework and well-developed resources to support consistency of practice within and across the three centres.

Leaders have a deliberate focus on equity for all learners. This is evident in targeted budgeting for personnel and resources for identified children. Children with additional needs are very well supported in their learning.

Leaders have built positive relationships and partnerships in order to best support children's learning. Leaders and staff work very collaboratively to achieve strategic and centre priorities. Teachers' strengths are valued and leadership fostered and distributed. Involvement in the Malvern Kāhui Ako is benefitting teachers and children, through shared PLD and professional conversations.

Key Next Steps

The service leaders have identified, and ERO agrees, the need to review their curriculum in relation to Te Whāriki 2017. This review will include defining the learning that matters most/learning priorities at the service. Subsequent internal evaluation processes should evaluate how well the curriculum promotes these identified learning priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel's Private Kindergarten 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 Southern

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

Darfield

Ministry of Education profile number

65021

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children

Service roll

45

Gender composition

Boys 26, Girls 19

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

6
35
4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

July 2019

Date of this report

11 October 2019

Most recent ERO report(s)

Education Review

February 2014

Education Review

January 2010

Education Review

August 2006

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.

Evaluation of Annabel's Private Kindergarten

How well placed is Annabel's Private Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Annabel's Private Kindergarten is very well placed to promote positive learning outcomes for children.

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

Background

This review was part of a cluster of six reviews of the Annabel's Educare Ltd organisation.

Annabel’s Private Kindergarten is one of seven centres owned and operated by Annabel’s Education Ltd. This centre caters for children aged four years. Another two Annabel centres catering for children from birth to three years are located on the Darfield site.

The centre has fully qualified early childhood teachers who have worked at the centre for a number of years.

The managers and staff have continued to provide a high quality service evident in the January 2010 and previous ERO reports. They have made good use of self review to improve the quality and usefulness of child profiles as recommended in the previous ERO report.

This review was part of a cluster of six centre reviews that are owned and administered by Annabel's Education Ltd.

The Review Findings

Children learn in a well resourced and presented environment where their contributions are valued and learning actively promoted. Children willingly share their interests with their teachers. Teachers make good use of this information to help children develop their thinking, decision making and problem solving skills.

Children are confident and happy in the kindergarten environment. They play well together for long periods of time. They willingly share ideas, listen to others and include them in decision making.

Māori values are well integrated into the centre philosophy and are evident in the programme. Relationships are respectful and inclusive of all children and families. Parents, whānau and teachers work in partnership to effectively link home and centre learning and parent’s aspirations for their children. Learning areas are presented and resourced in ways that successfully incorporate community values, cultures and experiences.

Transition into the kindergarten and to school is well managed. Teachers provide considerable information to children and their families. They use a number of innovative approaches to help children prepare for their new experiences at school.

Child assessment is well established and useful. It clearly identifies children’s learning, their progress and the support that teachers can give. Parent and child comments effectively link the learning in home and in the centre.

Group plans provide clear direction for the programme and ways to support children’s learning and play. Teachers carefully reflect on the outcomes of the planned programme to continue to improve the quality of learning and teaching.

Teachers have a good understanding of self review and make effective use of it to continue to improve the programme and the quality of learning and teaching.

The managers provide effective leadership for the organisation and support for the kindergarten’s curriculum leader. Teachers are actively encouraged to continue to develop their skills and knowledge. They take an active role in achieving the organisations vision for high quality education and care.

The organisation has a well developed management framework that effectively guides the operation of the centres. The managers and teachers have recently developed key values and principles for the organisation. These values and beliefs are being linked to all aspects of centre operations to help to ensure Annabel’s high expectations for the centres are sustained and promoted by all staff.

Key Next Steps

ERO and the managers agree that the next key steps for the centre include:

  • continuing to strengthen strategic planning so that it more clearly shows links to annual plans, self review and staff appraisal goals

  • reviewing group times to make sure they meet the core values of the centre for learning and teaching.

Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel's Private Kindergarten 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 Annabel's Private Kindergarten will be in four years.

Graham Randell

National Manager Review Services Southern Region

19 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

Darfield, Canterbury

Ministry of Education profile number

65021

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, aged two years and over

Service roll

53

Gender composition

Boys 29

Girls 24

Ethnic composition

Māori

NZ European/Pākehā

Other Ethnicities

2

50

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

   
 

Over 2

1:10

Better than minimum requirements

Review team on site

November 2013

Date of this report

19 February 2014

Most recent ERO reports

Education Review

January 2010

 

Education Review

August 2006

 

Education Review

August 2003

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.