Fairleigh Kindergarten

Education institution number:
70357
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
54
Telephone:
Address:

27 A Garden Rd, Fendalton, Christchurch

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1 Evaluation of Fairleigh Kindergarten

How well placed is Fairleigh Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Fairleigh Kindergarten is Well placed to promote positive learning outcomes for children.

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

Background

Fairleigh Kindergarten is a long established, community-based kindergarten that provides education and care for children from two years to school age. All staff, including the manager and administrator are qualified early childhood teachers. Some teachers are very experienced and have taught at the kindergarten for a number of years. Other teachers have recently graduated.

The manager and teachers have made considerable progress in meeting the recommendations in the 2013 ERO review report. Child assessment and evaluation effectively guide learning and teaching. Strategic planning and internal evaluation remain areas for continuing development.

The Review Findings

Children are motivated and confident learners. They make very good use of the well-resourced indoor and outdoor areas to develop their interests and extend their learning.

Teachers use a wide range of effective approaches to help children share their ideas, think creatively and make links between new and previous learning. They have a good knowledge of individual children and each child's capacity to independently problem solve and incorporate the ideas of others.

Children are actively engaged in their own self-initiated learning for long periods of time. Play is complex, constantly evolving and often involves a number of children working cooperatively.

Children and teachers are making good progress in including te reo and tikanga Māori into the daily programme. Many children confidently sing waiata and say karakia before meals. Celebrations, such as Matariki are becoming regular features in the kindergarten programme. Māori parents are becoming more involved in supporting these aspects of the programme.

The manager and teachers have established systems and practices for child assessment and planning that effectively guide learning and teaching. Teachers use the processes successfully to:

  • involve parents in helping to set goals for their children's learning

  • identify the role of the teacher in extending learning

  • show children's progress in meeting the expected learning outcomes.

Children's transition to school is well supported within the kindergarten programme. Parents and the school receive very good documentation about each child's interests, skills, confidence and wellbeing.

The managers and teachers have a well-established team culture that is based on strong collegial support and focused on improving the quality of learning and teaching for all children. Teachers regularly discuss and reflect on their teaching, curriculum design and implementation. They effectively use these discussions to improve practice.

Key Next Steps

The manager and ERO agree that the next key steps for ensuring improvements to learning and teaching continue to occur include:

  • strengthening strategic planning and centre internal evaluation
  • embedding the new staff appraisal system
  • increasing the inclusion of te reo and tikanga Māori in documentation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fairleigh 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 Fairleigh Kindergarten will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

29 June 2016

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

70357

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, two years and older

Service roll

47

Gender composition

Boys 29; Girls 18

Ethnic composition

Māori

Pākehā

Indian

Chinese

2

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

June 2016

Date of this report

29 June 2016

Most recent ERO reports 

Education Review

March 2013

Education Review

June 2009

Education Review

September 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 Evaluation of the Service

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

The kindergarten is well placed to promote positive outcomes for children.

Context

Fairleigh Kindergarten is a long-established, community-based and not-for-profit kindergarten.

The way that teachers and parents work together to support children’s learning is a strong feature of the kindergarten.

A stable, fully-qualified teaching team has provided continuity for children and families over a number of years.

The parent-led management committee and teachers have dealt with the impact of the Canterbury earthquakes on the kindergarten roll and buildings well. They have responded positively to the needs of the community and now provide mixed-aged sessions for 3 and 4 year old children.

This review took place on the first day of Term 1, 2013, after children and teachers had had a lengthy holiday break. Children returned to the kindergarten with enthusiasm and confidence. Teachers effectively supported new children to settle into the programme.

Areas of strength

Teachers are welcoming and inclusive of children and their families. They respond positively and sensitively to children and provide a caring and nurturing learning environment.

Routines are predictable and give children a sense of security.

Teachers have extended conversations with children that help to foster their language development. They appropriately allow children to make decisions about the nature and direction of their interests during free-play times. They also recognise and value children’s efforts and successes.

Children have good opportunities to develop independence and take responsibility for themselves and others and their environment. They play happily with and alongside others.

Teachers increasingly use te reo and tikanga Māori in ways that are meaningful to children and respectful of the Māori culture.

Children benefit from the attractive, spacious and inviting indoor and outdoor areas. Teachers support children to use a range of good-quality resources to develop their play ideas and, in particular, to extend their literacy, numeracy and physical skills.

The kindergarten is well led and managed. The head teacher provides supportive leadership and focused direction for ongoing improvements to teaching and learning. She makes good use of teachers’ strengths to lead aspects of curriculum development. Teachers are encouraged to use new approaches to improve the quality of teaching and learning and reflect on the impact of these.

Areas for development and review

The teaching team has appropriately identified that aspects of assessment, planning and evaluation, and self review need further development.

Teachers have begun to broaden their assessments of children’s learning to include children’s attitudes, skills and knowledge. Priority should now be given to:

  • identifying and documenting the ways that teachers intend to extend children’s learning
  • showing children’s progress over time more consistently
  • making better use of children’s individual assessments to plan the programme
  • regularly evaluating how well the planned programme and teaching practices are improving children’s learning.

The head teacher and teachers recognise the need to develop a shared understanding of, and processes for guiding, effective self review. This development should include:

  • a planned, systematic approach, including clear procedures and guidelines
  • a stronger focus on teaching and learning
  • documented evidence of the process and outcomes for children.

ERO recommends that the teaching team reviews how well the planned group times are catering for individual children’s learning strengths and capabilities.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Fairleigh 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:

  • 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

15 March 2013

Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

70357

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

50 children number

Service roll

49

Gender composition

Girls 27;

Boys 22

Ethnic composition

New Zealand European/Pākehā

Māori

48

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

 

Ratio (1:X)

Choose an item.

 

Over 2

1:10

Exceeds minimum requirements

Review team on site

February 2013

Date of this report

15 March 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2009

September 2005

October 2002

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.