ABC Marchwiel - 12/05/2016

1 Evaluation of ABC Marchwiel

How well placed is ABC Marchwiel to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ABC Marchwiel is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


ABC Marchweil operates under the BestStart Educare Ltd management structure. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood education centres across New Zealand.

Since the last ERO review, in March 2012, significant improvements have been made to the centre's spacious facilities, resources and equipment. Major building work has created specific indoor and outdoor areas to cater for the learning needs of children aged under two years old and two-to-five year olds. The centre, with support from BestStart management, continues to be responsive to the unique needs of its local community.

In 2015 there were some changes to the management and leadership structure of the centre. This included the appointment of a new centre manager and professional service manager. Two existing staff have been appointed to head teacher positions in the preschool and under two-area. The business manager has provided continuity of leadership for the last few years. Staff work well together. Most teachers are fully-qualified registered teachers.

Centre managers have made recent good progress in addressing the recommendations from the 2012 ERO review. A lot of well-considered, useful centre initiatives are still at the early stages of implementation.

The Review Findings

The centre's philosophy was recently revised by management, teachers, parents and whānau. It is underpinned by shared values and beliefs of what this community considers is important for their children. There is a strong emphasis given to promoting children's sense of wellbeing and belonging.

Managers and teachers offer a welcoming, inclusive and supportive environment for children and families. They foster positive and respectful relationships across the centre community.

Managers and teachers have a strong focus on providing a curriculum that is responsive to the individual interests, strengths and capabilities of children, and increasingly to parent aspirations. Children benefit from the provision of a wide range of interesting learning experiences within and beyond the centre.

Teachers are developing ways to extend on children's thinking and problem solving skills. They purposefully set up the environment in ways that provoke children's curiosity, investigation and sustained involvement in a variety of exploratory play. Teachers work closely with children to promote children's health, physical activity, oral language, and social competencies.

Managers and teachers work closely with community agencies to further support children and families, particularly when children have additional needs.

The wellbeing of infants and toddlers is actively promoted within a small group setting. Responsive teachers support infants’ and toddlers’ need for strong and secure attachments. Teachers provide nurturing and caring interactions that encourage children's independence and confidence to explore and make their own discoveries.

The centre manager, professional service manager and the business manager work in partnership to implement BestStart management systems including quality assurance and strategic planning processes. They are professional leaders who promote collaborative ways of working to strengthen capacity and capability amongst the teaching team.

The management team is successfully building on the best of past practices to promote further improvements to the quality of education and care. These include improvements to the centre's annual plans and a more systematic and in depth approach to self-review practices.

There is a strong shared focus on continuous improvement and promoting positive outcomes for children and families.

Key Next Steps

The next steps relate to embedding and building on recent initiatives to improve centre practices. Managers have identified, and ERO agrees, priority should be given to:

  • long-term planning and self review

  • assessment, planning and evaluation practices

  • placing a greater emphasis on bicultural perspectives across all aspects of centre operation including the curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Marchwiel 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Marchwiel will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

12 May 2016

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, including up to 10 aged under two

Service roll


Gender composition

Boys 28; Girls 24

Ethnic composition



Cook Island

Other ethnicities





Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

March 2016

Date of this report

12 May 2016

Most recent ERO reports 

Education Review

March 2012

Education Review

March 2009

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.