62 Cotswold Avenue, Bishopdale, Christchurch
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Cotswold Avenue is very well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Cotswold Avenue is one of 71 early learning services governed and managed by Canterbury Westland Free Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens. The kindergarten provides education and care for children two years and over.
Cotswold Kindergartens is licensed for up to 40 children over two years of age. All teachers are fully qualified and certified in early childhood education. One additional staff member works on a part-time basis to support children with high needs. The new education services manager (ESM) and head teacher work collaboratively to support the effective operation of the service.
The association employs a support person as a kaitautoko to support teacher competency in te reo and tikanga Māori. Equity funding enables the association to make provision for staff professional learning and development to meet the needs of Pacific learners.
Staff have established purposeful links in the Tōtaranui Community of Learning (CoL) education group. This group includes other early earning services and local schools. Staff have made significant contributions that have informed schools of early years' learning and teaching. This in turn supports the smooth transition of children and their families into school.
This review was part of a cluster of nine kindergartens governed and managed by the Canterbury Westland Free Kindergarten Association.
Children are welcomed into a highly inclusive, calm and peaceful learning environment. They happily learn and play in a spacious, natural and peaceful environment that effectively provokes their curiosity and encourages their exploration. Children respectfully interact with the natural world by caring for their pets, flowers and vegetables and learning about sustainable practices. They regularly socialise with children from the local schools and learn about the people who live and work in their neighbourhood. A wide range of resources enable children to lead their own learning and participate in uninterrupted play.
Teachers work well as a team and use meaningful strategies to provoke children's curiosity and desire to learn. There is a strong focus on fostering children's social competence. Planned activities promote children's interest and participation in literacy, numeracy, science, physical activity and the arts.
Māori children are well supported to experience success, as Māori. Te reo and tikanga Māori are highly evident and embedded. The kindergarten's values of manaakitanga and whanaungatanga are well established. These are visible in the environment and in the positive interactions between children and between children and adults.
Teachers proactively support children from a range of cultural backgrounds. They work closely with parents, use basic words from a child's home language and respectfully celebrate special cultural events. Teachers also actively support children with specific needs. They work in partnership with parents and seek specialist advice.
Staff have built a positive and reflective team culture. They use their professional inquiries to respond to the interests, strengths and needs of children. Extensive, targeted professional learning and development provides a rich foundation for both learning and teaching.
Parents are very well informed about their children’s learning. The kindergarten uses information technologies such as email and their website to share information about the children’s learning and development. Parents and teachers also use an online facility to provide feedback about their children's learning and wellbeing.
The Canterbury Westland Free Kindergarten Association is well supported by an experienced, professional board. The association has a well-understood vision and targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. Teachers are well supported by association managers and leaders to achieve the priorities of the association, and their own kindergarten objectives and vision to provide high quality learning outcomes for all children.
The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. It has high expectations for teaching and learning and equitable outcomes for all children. This includes the appointment of a kaitautoko to further promote a strong focus on Tiriti aspirations at all levels of the organisation.
The Canterbury Westland Free Kindergarten Association is innovative in its approaches and regularly seeks opportunities to be involved in wider educational and local communities to promote high quality learning outcomes for all children.
The leaders and teaching team have identified, and ERO’s evaluation has confirmed, that the key next steps are to continue to:
embed the new appraisal process in order to foster high quality evidence and formal feedback
strengthen the documented next steps in planning to clearly identify ways in which teachers could more effectively support children's learning
further strengthen internal evaluation.
The chief executive has identified and ERO’s evaluation has confirmed, that the key next step for the association is to continue its property improvement long-term plan ensuring that enhancements to its buildings reflect the changing needs of its communities.
Before the review, the staff and management of Kidsfirst Kindergartens Cotswold Avenue 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:
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 Kidsfirst Kindergartens Cotswold Avenue will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer, Southern - Te Waipounamu
21 March 2017
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 |
5417 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children over the age of two years old |
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Service roll |
47 |
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Gender composition |
Boys 24; Girls 23 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
4 35 2 6 |
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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 |
October 2016 |
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Date of this report |
21 March 2017 |
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Most recent ERO reports |
Education Review |
May 2012 |
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Education Review |
October 2008 |
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Education Review |
February 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.
Kidsfirst Kindergartens Cotswold Avenue is located in the suburb of Bishopdale in Christchurch. Since the October 2008 ERO review, the kindergarten has changed its operating hours and staffing. The kindergarten currently operates all day and half day sessions for up to 40 children over the age of two years old. All teachers are fully qualified and registered early childhood teachers.
It is one of 62 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
Positive features of this kindergarten include:
The next steps for the teachers are to:
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Before the review, the management of Kidsfirst Kindergartens Cotswold was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kindergarten to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the kindergarten (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens Cotswold.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Teachers focus on providing a curriculum that is based on supporting children’s interests and strengths. Teachers view their role as working collaboratively with children to extend their learning, including their life skills and independence. Teachers believe that working in partnership with parents enriches the kindergarten programme.
Children and their families benefit from teachers’ support of their well-being and sense of belonging. Teachers relate to children in positive and affirming ways. In 2011 teachers successfully raised their awareness of recognising children’s specific cultural identities within the kindergarten programme and involving these children’s parents more. Parents have contributed to the programme in ways that have extended children’s experiences.
Teachers have responded with sensitivity to children and families following the Christchurch earthquakes. The strong focus in the programme on well-being and belonging is part of this response. Teachers talk positively with children about their earthquake experiences and support these interests in their play. They are focused on encouraging resilience in children and their families.
ERO observed children who confidently took part in the kindergarten programme. They played well independent of adults and often chose to play with other children. Children stayed at activities for sustained periods of time.
Children experience a daily programme that allows them to make choices about what they want to do and when. This is supporting children to follow their own interests, become more involved in their play choices, and extend their ideas throughout the day.
Children make good use of the programme and resources to support their creative and physical play. Teachers provide resources that can be used in many different ways to support children’s interests and foster their imagination. Teachers work effectively alongside children, help them try new things, ask questions to help children extend their ideas, and support children to work with others successfully.
Teachers provide a good range of activities for children. This includes regular access to aspects of technology, such as laptops and an electronic microscope. Teachers attractively record children’s participation in the programme through learning stories. These records are displayed so that they are easily accessible to children and their families.
Programme planning and assessment needs strengthening to make children’s learning more visible.
For assessment this includes teachers:
For programme planning this includes teachers:
Teachers have identified, and ERO agrees, that while te reo and tikanga Māori is visible in displays in the environment, they could further improve the ways they use te reo Māori within the programme.
Teachers are provided with good templates to review the curriculum. They could make better use of these processes by more clearly identifying a reflective question, developing indicators, and determining desired outcomes for children.
Teachers could use a wider of range of research and information sources to inform their decisions about self review and better document the information they collect.
Before the review, the staff of Kidsfirst Kindergartens Cotswold completed an ERO CentreManagement Assurance Statement andSelf-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 kindergarten’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Graham Randell
National Manager Review Services
Southern Region
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Type |
Kindergarten |
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Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
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Number licensed for |
40 children aged over two |
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Roll number |
50 |
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Gender composition |
Boys 28 Girls 22 |
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Ethnic composition |
New Zealand European/Pākehā 34; Māori 6; Asian 5; Pacific 3; Other Ethnicities 2 |
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Review team on site |
March 2012 |
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Date of this report |
11 May 2012 |
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Previous three ERO reports |
Education Review October 2008 Education Review February 2005 Accountability Review May 2000 |
11 May 2012
These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Cotswold.
Kidsfirst Kindergartens Cotswold Avenue is located in the suburb of Bishopdale in Christchurch. Since the October 2008 ERO review, the kindergarten has changed its operating hours and staffing. The kindergarten currently operates all day and half day sessions for up to 40 children over the age of two years old. All teachers are fully qualified and registered early childhood teachers.
It is one of 62 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
Positive features of this kindergarten include:
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Graham Randell
National Manager Review Services
Southern Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.