ABC Rangiora - 17/03/2017

1 Evaluation of ABC Rangiora

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

Not well placed

Requires further development

Well placed

Very well placed

ABC Rangiora BestStart Educare is well placed to promote positive learning outcomes for children.

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


ABC Rangiora operates under the BestStart Educare Ltd management structure. BestStart is a large national organisation that owns early childhood education centres across New Zealand.

The service provides full-day education and care for up to 75 children aged from birth to school age in four separate learning areas. Infants and toddlers have separate indoor and outdoor areas. Children in the preschool and prep rooms have their own indoor space but share the outdoor area. Most staff are qualified and registered teachers. An on-site cook provides meals and snacks to meet children's dietary needs.

The centre manager is responsible for the day-to-day operations. There is a head teacher with responsibility for each of the four separate learning areas. A newly appointed BestStart business manager and professional services manager visit regularly to support the service.

The service has responded strategically to the recommendations in the 2013 ERO report. Teachers have made good progress in addressing all areas for improvement including bicultural practices, self-review, assessment and planning and extending the natural environment.

ABC Rangiora is involved in a local learning community with other early childhood centres and schools.

This review was part of a cluster of seven centre reviews in the BestStart Group in Canterbury.

The Review Findings

Children and their families are warmly welcomed and supported to settle into the centre. Teachers build strong relationships with all children. They recognise and value their diversity and cultural backgrounds. Children benefit from the positive and respectful relationships they have with staff.

Children's sense of belonging is actively promoted. They are confident within the environment and programme. Children are encouraged to make choices about their play, develop independence and become self-managing learners. Children appear active in the programme and play well together for extended periods of time. The mixed-age settings encourage older children to engage with and support younger children.

Teachers respond effectively to children’s interests, strengths and capabilities. They make very good use of local resources to engage children in learning. Teachers provide meaningful opportunities for children to build community links that promote awareness and empathy for others.

A variety of interesting and natural resources engage children in play and encourages their physical and creative development. Teachers give careful consideration to the presentation of the learning spaces and equipment to support children's involvement in the programme. The centre's well-considered approach to child-centred programme planning is closely aligned to Te Whāriki (the Early Childhood curriculum), Māori concepts and the centre philosophy.

Centre leaders and teachers are increasingly promoting bicultural perspectives and te ao Māori across the centre. They have identified the need to further include a local bicultural context within the programme.

Nursery children and toddlers benefit from caring and respectful relationships. Teachers are responsive to the specific learning needs of young children. They provide nurturing, child-paced interactions and routines. Teachers respond appropriately to young children’s non-verbal communication.

Transitions into, within and beyond the centre are flexible and responsive to the needs of children and families. Teachers have developed close links with local primary schools that support children's smooth transitions to school.

Parents are actively involved in the life of the centre. Teachers regularly share information with parents and whānau about their child’s interests and participation in the learning through informative wall displays, well-written learning stories, and digital technologies.

Centre leaders and teachers have developed good links with external support specialists and agencies. They work closely together to support children with identified learning and physical needs.

The centre manager, business manager and professional services manager work effectively in partnership to implement BestStart systems to ensure accountability and continuous improvement. They have clear expectations for teaching and learning and appropriate systems for supporting teachers and leaders' capability and professional growth. Managers make good use of individual teachers' strengths and expertise and provide opportunities to build leadership capacity.

Teachers are provided with regular and targeted professional development and mentoring to help build reflective and evaluative practices. They work collaboratively within their teaching teams and across the centre.

Key Next Steps

Centre managers have identified, and ERO evaluations have confirmed, that the key next steps for the service are to continue to:

  • extend on current best practice to promote greater centre-wide consistency in programme planning

  • deepen educational partnerships with families of all children

  • strengthen internal evaluation practices, including evaluating the effectiveness of outcomes for children

  • ensure all teachers are provided with formalised, robust and useful feedback and next steps about their teaching.

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.

Next ERO Review

When is ERO likely to review the service again?

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

Dr Lesley Patterson

Deputy Chief Review Officer - Te Waipounamu / Southern

17 March 2017 

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

75 children, including up to 25 aged under two

Service roll


Gender composition

Girls 39; Boys 41%

Ethnic composition





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

January 2017

Date of this report

17 March 2017

Most recent ERO reports

Education Review

April 2014

Education Review

February 2010

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.