ERO Reports

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

Not well placed

Requires further development

Well placed

Very well placed

Background

Kiddy Winks Kindergarten provides sessional or all-day care for up to 30 children over two years of age. The centre is governed by the Kiddy Winks Trust, serves an ethnically diverse community, and is closely linked to the Manurewa Baptist Church. It integrates Christian principles and family values into the daily programme.

The Trust has overseen the centre for over 25 years and continues to provide a relevant policy and management framework. Daily centre operations are delegated to the centre manager who distributes leadership roles. The current centre manager was appointed soon after the 2014 ERO report.

Almost all teachers are certificated. They are supported by regular professional learning related to their individual development goals and the direction of the centre. Teachers reflect the cultural and language diversity of the centre families.

The centre's philosophy is underpinned by the principles of Te Whāriki, the early childhood curriculum. Teachers work in partnership with whānau to offer a learning programme that supports each child's unique interests. Providing for all children's interests and capabilities is a priority of the team.

ERO's 2014 report noted many positive practices that have been sustained. It also identified key next steps for the centre, including self review and strategic planning. These areas and next steps for curriculum development continue to be areas of focus.

The Review Findings

Inclusive and affirming relationships help tamariki at Kiddy Winks to gain the confidence to play and learn alongside each other and to develop independence. Teachers demonstrate a real interest in children, and are increasingly responsive to their ideas as they join in children’s learning. Children are friendly and settled, and busily engage in the learning opportunities that teachers offer.

Children are valued and respected as learners. Their play is recognised as a vehicle for learning. Children learn at their own pace in a well-resourced, calm and supportive environment. They have meaningful conversations with each other and with adults, and have opportunities to engage in complex and sustained play.

The centre’s programme enacts its philosophy well, and includes strategies aimed at supporting children to be successful in all their endeavours. It is very responsive to the children's cultural heritages. Tikanga Māori is strongly evident in routines and practices that clearly reflect the bicultural underpinnings of Te Whāriki, the early childhood curriculum. Programmes also feature learning experiences that acknowledge and celebrate children’s Pacific heritages and languages. They support Māori children to succeed as Māori, and all children to stand tall in their own cultures.

Teachers are increasing their responsiveness to children's interests in their planning and assessment practices. Plans reflect children's common interests, have a good emphasis on family and community and are complemented by planning for individual children. Parents can contribute to these plans by sharing their perspectives of their children's interests and developmental needs. Literacy and numeracy are integral aspects of the curriculum. Teachers are well placed to continue to implement intentional teaching strategies, focused on positive outcomes for children.

The performance management system ensures that teachers are appraised against Education Council requirements. The manager has adapted the process so it is personalised for each teacher, aligns with the centre’s strategic direction and is improving individual and collective professional practice. A next step could be to focus appraisal processes more directly on outcomes for children.

The centre is well led. The manager has received high quality external professional learning and guidance. She has established many sound systems for centre operations and for the programme provided by teachers. The manager and teachers are in the process of creating better links with local primary schools and Communities of Learning to ensure smoother transitions and pathways for children's learning.

The manager reports to the Trust against strategic goals and teaching programmes. Since there are new trust members, the Trust could further support the manager by evaluating its governance role.

ERO References