Here’s what educational quality means to us

The pedagogical quality of a KIWI kindergarten or after-school care centre is not only influenced by the respective structural conditions, but is also largely determined by the pedagogical orientation of the employees and the entirety of the offers and interactions in kindergartens and after-school care centres.
KIWI attaches great importance to safeguarding and further developing existing pedagogical quality in the education, upbringing and care of children. The implementation of this objective is ensured by the following measures:

  • In the age-extended groups, a kindergarten teacher and a supervisor accompany 20 children aged between one and six years. In the classic kindergarten groups and after-school care centres, one qualified kindergarten or after-school teacher and one supervisor work with 25 children.
  • A high-quality equipment with high-quality game material.
  • A commitment by all employees to quality development in the form of regular training and professional exchange with colleagues from other KIWI kindergartens and after-school care centres.
  • Compliance with and further development of quality standards summarised in quality manuals (QHBs).
    In this way, the quality that is practised on a daily basis is written down which in turn forms the basis for continuous further development. The quality manuals for the age-extended groups, the after-school care centres and the classic kindergartens form a common, binding framework that is valid in all KIWI kindergartens and after-school care centres.
  • The  KIWI Expert advisory board.
    A special feature of KIWI is the professional support that the employees at the locations receive from the Expert advisory board. The Expert advisory board is divided into three levels: pedagogicalbilingual and child psychological.
  • At KIWI, one pedagogical consultant is in charge of quality assurance and development in each region, and another specialist consultant is active on a supra-regional level. They accompany the teachers from a pedagogical-didactic point of view and stand by them in word and deed. 
  • The bilingual specialist advisors are in charge of implementing the bilingual concept in the KIWI kindergartens and after-school care centres and support the English-speaking childcare workers in implementing this concept. 
  • If necessary, the child psychology consultants will draw up an intervention plan after a preliminary discussion with the responsible manager and the pedagogue as well as a detailed observation of the child. They advise the educators on possible solutions and, if necessary, also hold discussions with parents about the specific situation of the child concerned.