39 Bridge Street, South New Brighton, Christchurch
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens South Brighton is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens South Brighton is one of 69 early learning services governed and managed by Canterbury Westland Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
The kindergarten provides for the education and care of young children from two to school age. All teachers/kaiako are qualified and certified. The association education manager (EM) provides consistent professional advice and guidance to support the effective operation of the service.
The kindergarten's vision statement is that the teaching team will value partnership with parents/whānau, children/tamariki and the wider community in the children's learning, building a community of lifelong learners. Conversations with children and their whānau are highly valued. Curriculum priorities include developing social competencies, physical play, children being empowered to sustain their own play and activities, construction and creativity.
ERO's February 2012 report noted that teachers needed to further develop and refine some aspects of children’s assessment and programme planning, and that bicultural practices needed strengthening. While there has been good progress in assessment and some progress in the other areas, there is further work to be done in the areas of planning and strengthening bicultural practices.
This review was one of seven in the Canterbury Westland Kindergarten Association.
Teachers are fostering positive reciprocal relationships among each other and children. They know children and their families well. There is a strong sense of belonging/whānaungatanga at the kindergarten. Children are well supported to settle when they arrive. Tuakana teina relationships, where older children take initiative to help younger children, are promoted. Parents and whānau have many opportunities to be involved in the day-to-day life of the kindergarten.
The priority placed on developing children’s social competencies and emotional intelligence is highly evident in the programme. Teachers nurture emotional wellbeing, and manaakitanga. Teachers value conversations with children and listen to, and consider children’s views. Teachers model care and respect for children and each other.
Children are engaged in a wide range of learning experiences. They have many opportunities to lead their own learning. Teachers are responsive to children’s interests, strengths and capabilities. Children enjoy being creative in attractive and well used music and art areas. Teachers and children engage in activities unique to the community such as exploring the estuary and beach, and participating in local events. Teachers know the value of, and continue to develop children’s knowledge and understanding of their local environment.
The Canterbury Westland Kindergarten Association has a well-developed and clearly understood vision. It is underpinned by targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. The teachers are well supported by association managers and leaders to achieve the priorities of the kindergarten and to promote high quality learning outcomes for all children.
Since the last review, a restructure has enabled a key focus on education excellence within the kindergartens, and innovation and collaboration within the association and in the wider early childhood community. Key staff make a significant contribution to supporting other early learning services in Te Waipounamu / South Island.
The association has a very strong commitment to providing high quality professional development to build on leadership capacity and teacher capability. It has high expectations for teaching and learning and equitable outcomes for all children. This includes promoting understandings of and respect for te ao Māori at all levels of the organisation. The association's internal evaluation practices are being well used to inform decision making and support the strong focus on continuous improvement.
ERO and the teaching team agree that the next steps are to:
embedding new processes for internal evaluation: program planning, and evaluating the impact of teaching strategies and outcomes for children.
further documenting understandings of the child as a learner in the context of their home language, culture and identity.
building capability and understanding of te ao and tikanga Māori to provide a rich bicultural curriculum
embed new appraisal processes.
Before the review, the staff and management of Kidsfirst Kindergartens South Brighton 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.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
15 May 2019
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 |
Christchurch |
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Ministry of Education profile number |
5456 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children over 2 years of age |
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Service roll |
42 |
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Gender composition |
Boys 23, Girls 19 |
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Ethnic composition |
Māori |
2 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2019 |
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Date of this report |
15 May 2019 |
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Most recent ERO report(s) |
Education Review |
February 2012 |
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Education Review |
October 2007 |
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Education Review |
June 2004 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Kidsfirst Kindergartens - South Brighton is located in the New Brighton suburb of Christchurch. This kindergarten operates on a full day basis for six hours a day to provide care and education for 40 children over the age of two.
South Brighton is one of 63 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides clear policies and procedures, a comprehensive framework for monitoring health and safety, regular professional development support and opportunities for teachers. All teachers are fully qualified and registered as early childhood teachers.
Teachers work well together and provide a range of learning opportunities for children.
Positive features of this kindergarten are:
The next step is for teachers to strengthen assessment and self-review processes.
This review occurred at a time when the association and its kindergartens were responding to issues associated with the Canterbury earthquakes relating to children, family, personnel and property. The association has been proactive in addressing these challenges.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Before the review, the management of Kidsfirst Kindergartens - South Brighton was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kindergarten to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the kindergarten (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Kidsfirst Kindergartens - South Brighton.
ERO’s findings in these areas are set out below.
Kidsfirst Kindergarten - South Brighton has a philosophy that encourages children to contribute to their own learning. Teachers have high expectations for children, and provide a wide range of experiences to support children’s curiosity and problem-solving skills. The kindergarten reflects and celebrates the cultural diversity of families and community. Partnerships between home and the kindergarten are valued.
Children demonstrate a strong sense of belonging. They benefit from respectful and caring relationships. Teachers know the children and their families well, and use effective practices and routines to encourage and extend children’s thinking. This helps children to develop curiosity, and willingness to take learning risks. Teachers and parents model positive relationships and are effective in supporting children’s choices and responsibilities. Children play well together, sharing ideas and helping each other.
Children learn and play in an attractive well-resourced environment. The indoor area has a range of resources that encourage children to choose and participate in a wide variety of play activities. There is a good balance of indoor, outdoor and natural areas for children to explore. The outdoor area reflects the community values of sustainability and enjoying the outdoors. All areas are easy for children to access and provide opportunities for them to be challenged.
The kindergarten supports parents to feel comfortable, and to stay on and be involved in their children’s care and learning. New Zealand’s bicultural heritage is reflected in the environment through te reo prompts, natural materials, and kowhaiwhai patterns. Teachers and children enjoy waiata at mat time.
Teachers notice and respond effectively to children’s developing interests and abilities. Monthly planning meetings make good use of teachers’ evaluation of their practices to bring positive changes for learning. The kindergarten’s planning is well displayed to inform parents and invite their contribution.
Recent programme focuses on literacy and children’s cultures have effectively engaged children and developed their learning interests and abilities. Children’s profile books have regular entries about children’s progress and achievements. They are well written, attractively presented and easily accessible for children and families. Teachers provide useful analysis of children’s learning in the profiles.
Teachers work well together to provide good quality care for children. They regularly reflect and review how they can improve practices which includes effective consultation and communication with families. The head teacher is an effective leader who is aware of and uses individual and team strengths to improve outcomes for children.
Teachers’ analysis of learning in individual children’s profiles is useful. However it is not always clear what children’s next steps for learning are. Teachers should further develop the links between learning stories to show how individual children’s learning is progressing.
It is not always clear how self-review information is used to plan for the kindergarten’s improvements. The next step is to further develop ways to use the findings of self review to make specific changes for improvement.
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
As part of this review ERO evaluated the extent to which:
The kindergarten has developed useful processes for the enrolment and inclusion of children with moderate or severe special needs. Teachers regularly consult and communicate with support agencies. These agencies provide useful information, expertise and training for teachers to improve outcomes for children with special needs.
The kindergarten philosophy emphasises inclusive practices. Teachers value the partnership with parents and whānau, and recognise the differing learning styles, strengths and interests of children. This has helped them to develop useful transition processes including:
Before the review, the staff of Kidsfirst Kindergartens - South Brighton completed an ERO 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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Graham Randell
National Manager Review Services
Southern Region
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Type |
All day Kindergarten |
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Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
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Number licensed for |
40 children |
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Roll number |
55 |
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Gender composition |
Boys 32 Girls 23 |
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Ethnic composition |
NZ European/Pākehā 40; Māori 5; Samoan 3 Asian 3; Other 4 |
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Review team on site |
September 2011 |
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Date of this report |
17 February 2012 |
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Previous three ERO reports |
Education Review October 2007 Education Review June 2004 Accountability Review November 1998 |
17 February 2012
These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens - South Brighton.
Kidsfirst Kindergartens - South Brighton is located in the New Brighton suburb of Christchurch. This kindergarten operates on a full day basis for six hours a day to provide care and education for 40 children over the age of two.
South Brighton is one of 63 kindergartens (including one early learning centre) administered by the Canterbury Westland Kindergarten Association Incorporated trading as Kidsfirst Kindergartens.
The association that governs this kindergarten is well organised and managed. It provides clear policies and procedures, a comprehensive framework for monitoring health and safety, regular professional development support and opportunities for teachers. All teachers are fully qualified and registered as early childhood teachers.
Teachers work well together and provide a range of learning opportunities for children.
Positive features of this kindergarten are:
This review occurred at a time when the association and its kindergartens were responding to issues associated with the Canterbury earthquakes relating to children, family, personnel and property. The association has been proactive in addressing these challenges.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Graham Randell
National Manager Review Services
Southern Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
National Evaluation Topics – This strand contributes to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.
Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.