96 Gayhurst Road, Dallington, 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 Educational Child Care Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
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 |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Educational Childcare Centre Inc is a not-for-profit, community-based centre. The service provides education and care for children from birth to school age. Most of the staff are certificated early childhood teachers. The principal is supported by a curriculum leader, a head teacher and team leader. A committee of elected parents form the governance group.
The service’s philosophy, vision and values are evident in practice. Children are actively involved in the learning environment with kaiako who purposefully work with small groups and individuals.
Kaiako provide a responsive curriculum that enables children to:
These aspects help foster children’s mana and encourages them to take increasing responsibility for themselves, others, and the environment. The service values cultural celebrations that support children to maintain connections to their home languages and cultural identities.
Kaiako identify and remove barriers to enable children’s full participation and access to the curriculum. They work well with external agencies to support children and their whānau, as needed.
Children under three years are well supported. Kaiako engage in language-rich interactions with infants and toddlers. There is a focus on consistency of routines and a calm unhurried pace to give young children a sense of security in being able to predict what will happen next.
Kaiako know children and their whānau well. They are highly responsive to the individual priorities of each child and their whānau. Kaiako plan for children’s learning based on their strengths and abilities. Whānau have regular opportunities to contribute to their child’s learning by sharing their aspirations to inform the planning for their child.
The service with the support of the curriculum leader, is taking steps to explore the learning outcomes in Te Whāriki, the early childhood curriculum. Leaders recognise that there are inconsistencies in the use of the learning outcomes in children’s documented learning records. Leaders and kaiako, in consultation with the community, now need to establish a shared understanding of these learning outcomes. They are planning to address this.
Self-review is collaborative and supports decision making. Processes for internal evaluation are established but require further refinement and strengthening to focus more on the service’s priorities and what makes the most difference to children’s learning and development. This also includes making greater use of evaluative questions to focus the evaluation.
Governance and leaders actively pursue ways to promote the wellbeing and participation of all children and their whānau. Kaiako have undertaken a self-review with an emphasis on wellbeing for children and teachers. They have made several changes to their practices that foster wellbeing. The impact of these now need to be evaluated with a focus on outcomes for learners.
Educational Child Care Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Educational Child Care Centre 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
8 February 2022
| Early Childhood Service Name | Educational Child Care Centre |
| Profile Number | 70353 |
| Location | Christchurch |
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Service type |
Education and care service |
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Number licensed for |
36 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
46 |
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Ethnic composition |
Māori 11, NZ European/Pākehā 28, Samoan 3 Other ethnic groups 4 |
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Review team on site |
October 2021 |
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Date of this report |
8 February 2022 |
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Most recent ERO report(s) |
Education Review, October 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Educational Child Care Centre Inc is very well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Educational Childcare Centre Inc is a not-for-profit, community-based centre. The centre provides education and care for children to school age in three separate rooms. Each room has access to an outdoor area.
Most of the staff are registered early childhood teachers. Many of the staff have worked in the centre for some time.
The centre's philosophy focuses on promoting bicultural relationships that support children's wellbeing, sense of belonging and learning through inquiry and exploration.
Since the last ERO review, the principal, senior leaders and some new staff were appointed. In 2014, as a result of the Canterbury earthquakes, the centre temporarily re-located. In 2016, the centre returned to the old site into a new building.
Children enjoy a well-presented bicultural environment. Te reo and tikanga Māori are well embedded into the centre's curriculum, philosophy, documentation and values. Children have many opportunities to use and hear te reo and learn about tikanga Māori openly in the daily life of the centre. Māori children are encouraged and supported to be proud and successful, as Māori. Teachers have a good understanding of te reo and tikanga Māori. Parents and whānau actively work in partnership with leaders and teachers. Their knowledge and aspirations are used to integrate Māori values, language and culture into all aspects of the centre and in children's learning.
Pacific children's cultures are recognised and respected. Teachers and leaders are responsive and understand that Pacific children come from diverse cultures and languages. Pacific children have opportunities to experience success, as Pacific. Pacific parents are valued as cultural experts and their knowledge is used in appropriate and meaningful ways that are important to children.
Children are actively engaged in their learning. A wide range of choices, resources and experiences are provided to extend their learning. Children experience friendly, caring and supportive relationships with each other and their teachers. The holistic development and wellbeing of each child is a focus for leaders and teachers. Diverse needs and cultures are well supported. Parents are given many opportunities to be involved in their child's learning.
Infants and toddlers receive a high level of care and nurturing. Teachers are responsive and have an in-depth knowledge of each child. They carefully connect children's care with their home routines to provide consistency and continuity and effectively support the child's wellbeing and learning. The environment is calm and routines are flexible and centred on the needs of each child and family. Children are happy and relaxed in the nursery environment.
Transitions into and within the centre are well established, yet flexible to meet the needs of the child and the family. Parents and whānau are kept well informed about their child's progress, interests and strengths.
Leaders and teachers have high expectations for teaching and learning. They have warm, respectful reciprocal relationships with children, parents and whānau. They work collaboratively to ensure that children have positive learning experiences. Teachers are actively involved in children's learning. They make good use of conversations with children to extend thinking and promote problem-solving.
The centre's management committee has developed a strategic plan that clearly identifies the service's priorities. The committee of parents and whānau are from a wide range of cultures and backgrounds. They value the teachers' skills. Appropriate links are made between strategic goals and professional development opportunities. Leaders and teachers consult and involve parents and whānau in the decision making of the centre.
The centre has useful internal evaluation processes. Leaders and teachers gather a wide range of information and carefully analyse the data to make improvements that benefit children.
ERO, the service provider and leaders agree that the next steps for Educational Child Care Centre include:
strengthening internal evaluation
evaluating the outcomes of the strategic goals in achieving the centre's vision.
Before the review, the staff and management of Educational Child Care Centre 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 Educational Child Care Centre will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
5 July 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 |
70353 |
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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 |
38 children, including up to 8 aged under 2 |
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Service roll |
58 |
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Gender composition |
Boys: 37 Girls: 21 |
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Ethnic composition |
Māori |
16 |
|
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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 |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
5 July 2017 |
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Most recent ERO report(s)
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Education Review |
2014 |
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Education Review |
2010 |
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Education Review |
2006 |
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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:
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.