584 Birchs Road, Lincoln, Christchurch
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 Giggles and Scribbles Early Learning Centre Limited 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 |
Giggles and Scribbles Early Learning Centre Limited is one of two centres operated by the same owner. The owner and newly appointed curriculum leader are responsible for day-to-day operations. A small number of Māori learners and children of Pacific heritages attend the centre. The service has made progress in addressing the key next steps from the 2020 ERO report.
Children are encouraged to be independent learners and take increasing responsibility for themselves. Social and emotional competence is supported by responsive teachers. Children’s learning is visible. Parents and whānau have regular opportunities to contribute to their child’s learning and to the curriculum. They are involved in events and celebrations and are invited to share their knowledge with the service, fostering a sense of belonging.
Leaders and teachers are beginning to explore the learning outcomes from Te Whāriki, the early childhood curriculum. They are building consistency in using these outcomes in children’s documented assessment. The visibility of children’s individual languages, cultures and identity requires further strengthening in their individual assessment. Leaders agree that this is an area for continued growth.
Minimal te reo Māori is used in daily interactions with children. Waiata, single words and short phrases are incorporated into the programme during regular routines.
Children with additional learning needs are well supported. Their parents, teachers, and outside agencies collaboratively develop and implement strategies to enable access to the curriculum. Teachers who work with children aged under two years are responsive to their verbal and non-verbal cues. Infants and toddlers experience a calm and settled environment.
Those in roles of governance and leadership work well together. Resourcing is aligned to the service’s priorities. Teachers share their professional learning and take opportunities for shared leadership. Leaders and teachers have established a collaborative and reflective system for review and evaluation. They are building capability and collective capacity across the teaching team to do and use internal evaluation for improvement.
Giggles and Scribbles Early Learning Centre Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Giggles and Scribbles Early Learning Centre Limited 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.
Patricia Davey
Director of Early Childhood Education (ECE)
7 December 2023
| Early Childhood Service Name | Giggles and Scribbles Early Learning Centre Limited |
| Profile Number | 46769 |
| Location | Lincoln, Christchurch |
| Service type | Education and care service |
| Number licensed for | 75 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 97 |
| Review team on site | September 2023 |
| Date of this report | 7 December 2023 |
| Most recent ERO report(s) | Education Review, June 2020; Education Review, June 2017 |
Not well placed | Requires further development | Well placed | Very well placed |
Giggles and Scribbles Early Learning Centre Limited is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Giggles and Scribbles Early Learning Centre is one of two purpose-built centres operated by the same owner in Lincoln, Canterbury. It is licensed for up to 75 children from birth to school age, including up to 20 under two years. The service is divided into three separate areas; one each for infants, toddlers and children to school age. There are two separate outdoor play spaces. Of the 98 children enrolled, six are Māori.
The owner and curriculum leader are responsible for the day-to-day operations and are supported by two team leaders. Most teachers are qualified and certified early childhood teachers.
The philosophy emphasises the importance of respectful relationships across a variety of settings. The service has a focus on primary care-giving across all three rooms. Leaders and teachers have made progress addressing the key next steps from the June 2017 ERO report.
Teachers effectively support children's wellbeing and belonging. There is a calm and settled atmosphere. Teachers know children and their families well. They are sensitive to the cues of infants and toddlers. Warm interactions and positive relationships are highly evident. Teachers respond to interests, model and build children's language development. There is an inclusive and collaborative approach to supporting children with additional learning needs.
Individualised programmes are well established. Key teachers plan for the children in their care, and actively and successfully gather parents' stated aspirations for their children's learning. Records of learning show how teachers respond to these, evaluate progress and develop successive plans while communicating with whānau. Teachers identify teaching actions to support children's developing dispositions. The goals and learning outcomes of Te Whāriki -the early learning curriculum, are blended within planning documents. Professional development focused on Te Whāriki should further increase teachers' capability to develop positive learning outcomes for children and develop a local curriculum that reflects the learning valued by the centre's community. A next step is to ensure that culture, language and identity is effectively reflected in children's learning records.
The service is well resourced providing children with a broad range of play choices. Additional adults come to the centre to support music and active movement programmes. These, along with regular excursions, help children to develop a wider sense of their local community. Transition processes into and between each room are well considered. An identified next step is to further develop transition to school practices.
Bicultural practice is effectively woven across the curriculum. Good progress has been made in building aspects of te ao Māori into centre practices. Teachers show differing stages of confidence to integrate te reo Māori in their day-to-day interactions with children.
The appraisal system requires full implementation, including regular formal observations of teachers, to ensure that practices align with policy and Teaching Council requirements. Consideration should be given to ensuring that each teacher has robust appraisal goals.
The strategic plan appropriately identifies the service's priorities over a six-year period. The accompanying annual plan is a calendar of events that supports the monitoring of legislative requirements. A next step is to more clearly record progress towards, and completion of goals as they occur.
The use of self review to reflect on various aspects of centre practice is extensively documented. Next steps are to more clearly differentiate between service developments and internal evaluation of effectiveness of key aspects of the organisation, and to build teachers' capability and understanding as they lead regular and spontaneous evaluations.
ERO recommends the next steps for improvement are to:
Before the review, the staff and management of Giggles and Scribbles Early Learning Centre Limited 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
16 June 2020
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.
| Location | Christchurch | ||
| Ministry of Education profile number | 46769 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 75 children, including up to 20 aged under 2 | ||
| Service roll | 98 | ||
| Gender composition | Female 52, Male 46 | ||
| Ethnic composition | Māori NZ European/Pākehā Chinese Other ethnic groups | 6 69 8 15 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | March 2020 | ||
| Date of this report | 16 June 2020 | ||
Most recent ERO report(s)
| Education Review | June 2017 | |
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 will depend on how well the service promotes 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.
Not well placed | Requires further development | Well placed | Very well placed |
Giggles and Scribbles Early Learning Centre Limited is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Giggles and Scribbles Early Learning Centre Limited is one of two purpose-built centres owned and operated by the same company in Lincoln, Canterbury. Since 2015 it has changed its name, and the approach of teachers in their work with children.
The centre provides full-day education and care for up to 75 children from birth to school age. There are separate, spacious indoor and outdoor areas for infants, toddlers and preschool children. Families from a diverse range of cultural backgrounds attend the centre.
There have been a number of changes in staff. Most staff are qualified early childhood education teachers.
This is the first ERO review for this centre under new ownership.
Children play respectfully together. They have many opportunities to participate in a range of interesting activities, with easy access to a variety of natural and creative materials. Learning areas are thoughtfully presented to invite and engage children in the programme.
Teachers provide an inclusive environment. Children and their families are warmly welcomed into the centre. Parents are very well supported and are kept regularly informed about what is happening in the learning programme through a number of ways.
Infants and toddlers enjoy a calm and settled environment. They have familiar adults who are sensitive to their individual cues and preferences. Routines are paced appropriately to meet each child's needs.
Teachers know children well and foster individual and group interests. They actively engage children in conversations to encourage their oral language development and extend their learning. Teachers effectively use questions to promote children’s thinking and creativity. They model positive interactions and behaviours to support children's development and social competency.
Children's transitions into and within the centre are child-paced and flexible. Teachers work closely with parents to ensure that there are opportunities for them to contribute to their child's learning.
The centre leaders and teachers have a useful internal evaluation process. They regularly reflect on what is working well for children and what could be improved. The centre's strategic plan provides good direction for centre improvement and teachers are provided with many opportunities for professional learning to support the centre's goals.
The centre director, head teachers and ERO agree, that the key next steps to improve outcomes for children are to:
ERO recommends that to improve outcomes for children the centre:
Before the review, the staff and management of Giggles and Scribbles Early Learning Centre Limited 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:
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 Giggles and Scribbles Early Learning Centre Limited will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
30 June 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.
| Location | Lincoln | ||
| Ministry of Education profile number | 46769 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 75 children, including up to 20 aged under 2 | ||
| Service roll | 64 | ||
| Gender composition | Boys: 39 Girls: 25 | ||
| Ethnic composition | Māori Pākehā Asian Other ethnicities | 7 46 7 4 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:5 | Meets minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | April 2017 | ||
| Date of this report | 30 June 2017 | ||
| Most recent ERO report(s) | First ERO review | ||
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:
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.