27 A Garden Rd, Fendalton, Christchurch
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Fairleigh Kindergarten are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Fairleigh Kindergarten is a long established, community-based kindergarten that provides education and care for children from two years to school age. The manager, administrator and staff are qualified teachers. The service is governed by a parent board. Since the June 2016 ERO report a new manager and curriculum leader have been appointed.
Tamariki are well supported by kaiako to become independent and resilient learners within a rich play-based curriculum. Ongoing inquiries based on their interests and curiosities help to foster their creativity and provide them with opportunities to refine their knowledge, understanding and develop thinking skills. Toddlers and older tamariki play cooperatively in an unhurried environment. They learn to care for each other and develop positive social skills to become confident and competent learners.
Leaders and kaiako have established effective learning-focused partnerships with parents. They provide regular opportunities for parents to meaningfully contribute to tamariki learning and the daily curriculum. They advocate positively for those with diverse learning needs to ensure they have full access to a meaningful curriculum.
Improving assessment practice is a work in progress. They are continuing to embed systematic assessment for learning processes, consistent with Te Whāriki, the early childhood curriculum. Service-learning priorities include Manawaroa, Manaakitanga, Whanaungatanga and Takohanga are a focus in assessment. Leaders and Kaiako recognise the need to further refine assessment practices.
Kaiako are increasingly building their collective capability to implement a meaningful bicultural curriculum that provides all tamariki with opportunities to learn about the dual heritages of Aotearoa | New Zealand. As part of this they are developing deeper understandings of te ao Māori theories and ways of teaching including greater inclusion of te reo me ngā tikanga Māori in daily practice to strengthen provision.
Board of governance members and leaders promote the philosophy, vision, goals and priorities to provide guidance and direction to kaiako. They foster a culture of relational trust and collaboration. Regular professional learning and development strengthens kaiako understanding of tamariki learning. They implement coherent systems and processes to effectively guide the daily operation of the service.
Leaders and kaiako are improvement focused. A range of reviews and evaluation contribute to improving practices. Internal evaluation as a process for improvement is continuing to be embedded.
Fairleigh Kindergarten will include the following actions in its Quality Improvement Planning. Continue to:
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:
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:
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 | Te Tai Tini
4 November 2021
| Early Childhood Service Name | Fairleigh Kindergarten |
| Profile Number | 70357 |
| Location | Christchurch |
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Service type |
Education and care service |
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Number licensed for |
45 children, aged over 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
53 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 33, Other ethnicities 13. |
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Review team on site |
August 2021 |
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Date of this report |
4 November 2021 |
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Most recent ERO report(s) |
Education Review, June 2016; Education Review, March 2013. |
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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.
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.
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.
The manager and ERO agree that the next key steps for ensuring improvements to learning and teaching continue to occur include:
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.
The next ERO review of Fairleigh Kindergarten will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
29 June 2016
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.
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Location |
Christchurch |
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Ministry of Education profile number |
70357 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, two years and older |
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Service roll |
47 |
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Gender composition |
Boys 29; Girls 18 |
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Ethnic composition |
Māori Pākehā Indian Chinese |
2 43 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2016 |
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Date of this report |
29 June 2016 |
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Most recent ERO reports |
Education Review |
March 2013 |
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Education Review |
June 2009 |
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Education Review |
September 2005 |
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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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.