29 The Crescent, Lincoln
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 Lincoln University Early Childcare Centre 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 |
Lincoln University Early Childhood Centre is a semi-rural centre providing education and care for the children of students and staff of Lincoln University as well as children from the local community. Children who attend the centre are from a diverse range of cultural backgrounds. A long-standing centre manager is responsible for the services day-to-day operation.
The service’s philosophy is highly visible in the teaching and learning environment and curriculum. Strong connections to Lincoln University are evident. Children have regular opportunities to visit the university grounds where they make good use of the natural environment as a place of learning. This aligns with the service’s enviro-school programme and its learning priorities.
Children have many opportunities to learn through a responsive curriculum that is consistent with Te Whāriki, the early childhood curriculum. Children with additional learning needs are well supported. The teaching team fosters children’s wellbeing through their inclusive, affirming practices.
Children and their learning are at the centre of what matters most at this service. Group planning is well established. It is informed by children’s interests and shows clear links to the learning outcomes from Te Whāriki. Teachers are yet to evaluate children’s progress clearly and consistently in relation to their planned learning goals.
Teachers purposefully seek the views of children and whānau. Children’s diverse languages, cultures and identities are well reflected in the learning environment. There are strong links between home and the centre, supporting a sense of belonging. Teachers integrate aspects of tikanga Māori and some te reo Māori into daily teaching practice. These need to be more intentionally implemented.
Teachers who work with children aged under three years, are highly responsive to their non-verbal cues and signals. The learning environment is settled and peaceful. This helps to maintain a slower pace allowing younger children to lead their learning.
Leaders and teachers are collaborative. They seek opportunities to share their knowledge and practice. Teachers take responsibility for their own learning. They engage in relevant professional learning and development that is aligned to their growth cycle. The impact on learners is yet to be evaluated.
Internal evaluation processes are embedding. Internal evaluation aligns to the service’s identified priorities and is responsive to arising needs. Internal evaluation requires strengthening to better show the impact of improvements on outcomes for children and to better evaluate children’s progress in relation to service’s learning priorities.
Lincoln University Early Childcare Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Lincoln University Early Childcare 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
20 December 2021
| Early Childhood Service Name | Lincoln University Early Childcare Centre |
| Profile Number | 70557 |
| Location | Lincoln, Christchurch |
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Service type |
Education and care service |
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Number licensed for |
33 children, including up to 9 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
43 |
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Ethnic composition |
Māori 2, NZ European/Pākehā 23, Pacific 2, other ethnic groups 16 |
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Review team on site |
October 2021 |
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Date of this report |
20 December 2021 |
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Most recent ERO report(s) |
Education Review, September 2017; Education Review, June 2013. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Lincoln University Early Childhood Centre is very well placed to promote learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Lincoln University Early Childhood Centre is one of two centres managed and supported by Lincoln Hospitality Ltd, a subsidiary of Lincoln University. This small, semi-rural centre provides education and care for the children of students and staff of the university as well as children from the local community.
The centre is licensed for 33 children aged from birth to school age. Families from a diverse range of cultural backgrounds attend the centre.
The experienced centre manager is responsible for the day-to-day operation of the centre. Most staff are qualified and certified early childhood teachers. Some have been at the centre for a long time.
The centre has a focus on sustainable practices. It has achieved the bronze level of the Enviroschool programme.
Leaders and teachers have made good progress addressing the key next steps from the 2013 ERO report. They have strengthened assessment processes and embedded their internal evaluation practices. A thorough appraisal system is in place. They have yet to fully implement their ideas to extend the role of children in assessing their own learning.
Children are settled and well engaged in their learning. They experience respectful, responsive relationships with each other and their teachers. There are many opportunities for them to work with peers cooperatively or alone in interesting play spaces.
Children choose from a wide range of inviting resources, including materials that foster their creative thinking skills. They are supported to investigate deeply any areas of interest. Children are encouraged to explore and play in the natural environment. They enjoy an extensive range of physically challenging equipment.
Teachers are welcoming and inclusive. They place strong emphasis on being effective, intentional teachers who focus thoughtfully on children's learning by providing a rich learning environment. Teachers purposefully plan creative and meaningful learning experiences to foster children's growing independence and confidence.
Teachers work as a collaborative, supportive team. They regularly share information about children's learning and development. Teachers highly value and celebrate children's home cultures. Their commitment to bicultural practice is clearly visible in the centre environment. Children benefit from the close relationships teachers build with families to ensure they know each child well.
The small group of infants and toddlers experience calm, unhurried and nurturing interactions with their teachers. They have easy access to a wide range of sensory experiences and carefully- presented resources. Teachers use relevant New Zealand sign language with these children to support the ongoing development of their communication skills. Toddlers have many opportunities to play with older children as part of the learning programme.
Transitions into and within the centre are flexible and focused on the needs of children and their families. Leaders and teachers have close working relationships with local schools. They regularly arrange visits to two of these schools to support children's successful transitions to school.
Parents are kept well informed about their child's learning, development and participation at the centre. They are encouraged to be regularly involved in the centre and their contributions are highly valued. Teachers create effective learning partnerships with parents to ensure they are part of setting their children's learning priorities.
Teachers have many opportunities to develop and share their leadership skills. They work in a culture of critical reflection. Teachers place a strong emphasis on improving learning outcomes for children and extending their own knowledge and skills.
Leaders and teachers are deeply improvement focused. The centre manager ensures there is consistent alignment of university processes, the centre's strategic and annual plans, staff appraisal processes, targeted professional development and internal evaluation. A comprehensive range of policies and practices guides the smooth operation of the centre.
Leaders and teachers have identified, and ERO agrees, that the key next steps to promote positive learning outcomes for all children include:
Before the review, the staff and management of Lincoln University Early Childhood 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 Lincoln University Early Childhood Centre will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
29 June 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 |
Lincoln |
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Ministry of Education profile number |
70557 |
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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 |
33 children, including up to 9 aged under 2 |
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Service roll |
37 |
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Gender composition |
Girls 12: Boys 25 |
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Ethnic composition |
Māori |
3 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
29 June 2017 |
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Most recent ERO report(s)
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Education Review |
September 2013 |
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Education Review |
August 2010 |
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Education Review |
March 2007 |
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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.