Fairleigh Kindergarten - 29/06/2016

1 Evaluation of Fairleigh Kindergarten

How well placed is Fairleigh Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Fairleigh Kindergarten is Well placed to promote positive learning outcomes for children.

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


Fairleigh Kindergarten is a long established, community-based kindergarten that provides education and care for children from two years to school age. All staff, including the manager and administrator are qualified early childhood teachers. Some teachers are very experienced and have taught at the kindergarten for a number of years. Other teachers have recently graduated.

The manager and teachers have made considerable progress in meeting the recommendations in the 2013 ERO review report. Child assessment and evaluation effectively guide learning and teaching. Strategic planning and internal evaluation remain areas for continuing development.

The Review Findings

Children are motivated and confident learners. They make very good use of the well-resourced indoor and outdoor areas to develop their interests and extend their learning.

Teachers use a wide range of effective approaches to help children share their ideas, think creatively and make links between new and previous learning. They have a good knowledge of individual children and each child's capacity to independently problem solve and incorporate the ideas of others.

Children are actively engaged in their own self-initiated learning for long periods of time. Play is complex, constantly evolving and often involves a number of children working cooperatively.

Children and teachers are making good progress in including te reo and tikanga Māori into the daily programme. Many children confidently sing waiata and say karakia before meals. Celebrations, such as Matariki are becoming regular features in the kindergarten programme. Māori parents are becoming more involved in supporting these aspects of the programme.

The manager and teachers have established systems and practices for child assessment and planning that effectively guide learning and teaching. Teachers use the processes successfully to:

  • involve parents in helping to set goals for their children's learning

  • identify the role of the teacher in extending learning

  • show children's progress in meeting the expected learning outcomes.

Children's transition to school is well supported within the kindergarten programme. Parents and the school receive very good documentation about each child's interests, skills, confidence and wellbeing.

The managers and teachers have a well-established team culture that is based on strong collegial support and focused on improving the quality of learning and teaching for all children. Teachers regularly discuss and reflect on their teaching, curriculum design and implementation. They effectively use these discussions to improve practice.

Key Next Steps

The manager and ERO agree that the next key steps for ensuring improvements to learning and teaching continue to occur include:

  • strengthening strategic planning and centre internal evaluation
  • embedding the new staff appraisal system
  • increasing the inclusion of te reo and tikanga Māori in documentation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fairleigh Kindergarten 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 Fairleigh Kindergarten will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

29 June 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

50 children, two years and older

Service roll


Gender composition

Boys 29; Girls 18

Ethnic composition









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


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

June 2016

Date of this report

29 June 2016

Most recent ERO reports 

Education Review

March 2013

Education Review

June 2009

Education Review

September 2005

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.