ABC Rangiora - 04/04/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

ABC Rangiora is well placed to promote positive outcomes for children’s wellbeing and sense of belonging. It is building its capacity in aspects of self review, assessment and planning with the continuing support of the Kidicorp managers.


In 2012 there was a change in management. The centre is now owned by Kidicorp Education and Care Centres. The centre has separate areas for particular ages of children, for example, nursery and toddler rooms and two rooms for older children. Staff are either qualified early childhood teachers or in training to become qualified.

Since the previous review, teachers have begun to provide a more natural environment. They have plans to develop this further in 2013.

The centre provides nutritional meals and has achieved a gold Healthy Heart award.

This review was conducted as part of a cluster approach to reviews in 15 early childhood education services within the Kidicorp Education and Care Centres umbrella organisation.

The Review Findings

Teachers promote children’s wellbeing and sense of belonging. Children are confident, settled and play well together.

Children’s preferences and home routines are well supported by teachers, particularly in the toddler and nursery areas. Relationships between children and teachers are warm, positive and caring throughout the centre.

Staff work well as a team. They regularly share useful information to help them respond effectively to children’s needs.

Teachers use a number of effective ways to involve families in the programme and share information about their child’s learning. Managers and teachers have made strong links with the wider community. This includes regular opportunities for children to learn about their local community and how to help others.

Since the February 2010 ERO review, the teachers have developed strong relationships with local primary schools to support children and families as they transition to school. They have also significantly increased the ways that they share information about children and their learning between the centre and the schools.

Recent initiatives in programme planning have led to an increased emphasis on teachers recognising and planning for individual children’s interests and diverse needs.

The head teachers are effective role models for other staff in the ways they relate to children and extend their interests and learning. They make good use of regular teacher discussions to help inform decisions about changes to the environment, resources and routines.

Kidicorp has a well-developed management structure to sustain and improve the ongoing development of the centre. Kidicorp managers make good use of nationally developed review and planning systems to identify what is going well and what needs to be improved for children’s learning.

Key Next Steps

Managers and teachers have identified, and ERO agrees, that the key next steps to improve outcomes for children include:

  • increasing the depth of self review to place more emphasis on teaching and learning, and outcomes for all children
  • reviewing the way that teaching strategies are made visible in the assessment and documentation of children's learning
  • increasing bicultural practices and developing further ways to recognise children’s identities and cultures.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Rangiora 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.Click here to enter text.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell National Manager Review Services Southern Region

4 April 2013

Information about the Early Childhood Service


Rangiora, North Canterbury

Ministry of Education profile number


Licence type

Education and care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll


Gender composition

Girls 58%

Boys 42%

Ethnic composition

New Zealand European/Pākehā





Other Ethnicities







Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Exceeds minimum requirements

Review team on site

February 2013

Date of this report

4 April 2013

Most recent ERO report(s)

Education Review


February 2010

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service 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 the service.