14 Kotuku Place, Temuka
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Clandeboye Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakaū Embedding |
Clandeboye Kindergarten is one of 13 kindergartens governed by South Canterbury Kindergarten Association. A general manager is responsible for day-to-day operations, and a senior teaching team leads teaching and learning. There have been several changes in leadership in the last two years. Children from a range of ethnicities attend, and nearly a quarter are Māori. Good progress has been made since the 2022 ERO report.
Children learn within a well-resourced curriculum aligned to the kindergarten’s learning priorities and Te Whāriki, the early childhood curriculum. Teachers empower them to lead their own learning and develop a sense of belonging. Children are effectively supported to develop their social competence, emotional wellbeing, thinking and oral language skills. Those with additional learning needs are well supported to achieve their learning goals. Teachers are responsive to children’s strengths, interests and abilities and view them as confident and capable learners.
The bicultural curriculum is evident. Te reo Māori and tikanga Māori are noticeable in the daily curriculum. Children hear, see, and speak some te reo Māori. Aspects of children’s cultures, languages and identity are evident in the learning environment, however not yet consistently evident in assessment documentation.
Assessment documentation shows children’s participation in a range of curriculum experiences and their learning. Individual planning is informed by whānau aspirations and goals for their children. There is yet to be consistent documentation of children’s progress over time in relation to Te Whāriki learning outcomes.
Leaders and those in governance roles have established and implement sound systems, processes and practices to drive improvement within the association. This includes relevant opportunities for professional learning and engagement in professional growth and reflection. Senior teachers support improved practice by regularly visiting and mentoring kindergarten staff.
Improved guidelines for internal evaluation are in place. However, at association level and within individual kindergartens, evaluation practices require further embedding to be fully effective. This includes developing collective capability to effectively monitor and evaluate the improvement actions to better determine whether these are having the desired impact.
Leaders and teachers work alongside parents, the community, and mana whenua to implement the association’s strategic vision and goals. This is enabling them to develop practices committed to implementing practices related to Te Tiriti o Waitangi.
Clandeboye Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Clandeboye Kindergarten completed an ERO 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.
ERO identified the following area of non-compliance:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS28.
During the review, the service provided ERO with evidence that shows it has addressed the following
non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
11 December 2023
| Early Childhood Service Name | Clandeboye Kindergarten |
| Profile Number | 70345 |
| Location | Temuka, Timaru |
| Service type | Free Kindergarten |
| Number licensed for | 20 children aged over 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 22 |
| Review team on site | July 2023 |
| Date of this report | 11 December 2023 |
| Most recent ERO report(s) | Akanuku | Assurance Review, February 2022; Education Review, February 2017 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management, and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Clandeboye kindergarten is a small early childhood service that offers education and care for children from two years to school age. The service was known as Clandeboye Preschool but is now part of the South Canterbury Kindergartens. All staff are qualified early childhood teachers.
The service curriculum is designed to be inclusive and responsive to children as competent and confident learners. It provides children with experiences and opportunities to extend their learning indoors and outdoors. The curriculum is informed by assessment, planning and evaluation that shows an understanding of children’s learning and interests. Children have access to a range of equipment and resources suitable for the age and abilities attending.
There are systems and processes in place that support the health, safety and wellbeing of children. Ongoing reviews help the service maintain and improve the quality of its education and care. Parents have opportunities to be involved in the review of service policies.
The key next step is to:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
17 February 2022
| Early Childhood Service Name | Clandeboye Kindergarten |
| Profile Number | 70345 |
| Location | Temuka |
| Service type | Free Kindergarten |
| Number licensed for | 20 children, including up to 0 aged under 2. |
| Percentage of qualified teachers | 100% |
| Service roll | 25 |
| Ethnic composition | NZ European/Pākehā 15; other ethnicities 10. |
| Review team on site | November 2021 |
| Date of this report | 17 February 2022 |
| Most recent ERO report(s) | Education Review, February 2017; Education Review, September 2013. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a license to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Clandeboye Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Clandeboye Preschool is a small, rural early childhood service governed by elected parents and appointed staff members. A parent group also provides ongoing support for the centre.
The preschool offers education and care for children from two years to school age. Most staff are qualified early childhood teachers and one is in training to become a teacher. Parents regularly help in the learning programme.
Since the 2013 ERO review, leaders, teachers and parents have reviewed the centre philosophy. They have yet to include bicultural perspectives in this key centre document. The governance group has clarified management and governance roles and responsibilities. They have also created and regularly monitor strategic and operational plans. Further work is needed to improve assessment and planning.
Children are settled and confident in the centre. They are purposefully focused on their interests and chosen activities. Two-year-old children are well supported to actively participate in the programme and join the play of older children.
Children experience positive, nurturing relationships with their teachers. Teachers listen carefully, and make appropriate use of questioning to help children extend their interests and ideas.
Children benefit from the well-resourced and carefully presented indoor and outside environments. Teachers actively promote sustainable practices, caring for animals and the environment. The expansive outdoor area is regularly reviewed and new features added to promote learning outcomes for children.
Parents have many opportunities to be involved in the programme and operation of the centre. They are kept well informed about their child's time at the centre. Parents are frequently consulted about policy reviews and centre internal evaluation.
Leaders and teachers have established strong links to the local community. The centre manager is part of a Community of Learning (CoL) and is building positive relationships with the participating schools and early childhood services.
Leaders make good use of strategic planning to set clear priorities and goals for the centre. Their annual operational plan is well aligned to the strategic plan and both are regularly monitored. Teachers often engage in systematic internal evaluation that identifies where improvements can be made.
Centre leaders and ERO agree, that the key next steps to improve outcomes for all children include:
integrating te ao Māori more fully into centre practices and documentation
improving assessment, planning and evaluation processes to show more clearly outcomes for children’s learning
reviewing the four-year-old programme to ensure it effectively supports children transitioning to school
continuing to develop ways to include children’s home culture in the programme
extending appraisal practices to meet Education Council requirements.
Before the review, the staff and management of Clandeboye Preschool 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 Clandeboye Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer-Southern/Te Waipounamu
9 February 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 |
Temuka |
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Ministry of Education profile number |
70345 |
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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 |
20 children over the age of two years |
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Service roll |
32 |
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Gender composition |
Girls 15; Boys 17 |
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Ethnic composition |
Pākehā Korean Filipino Indian Latin American |
28 1 1 1 1 |
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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 |
Not applicable |
Choose an item. |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
December 2016 |
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Date of this report |
9 February 2017 |
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Most recent ERO reports
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Education Review |
September 2013 |
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Education Review |
August 2010 |
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Education Review |
May 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:
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.
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.