Kindercare Learning Centres-Burwood (208) - 13/06/2017

1 Evaluation of Kindercare Learning Centres-Burwood (208)

How well placed is Kindercare Learning Centres-Burwood (208) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centre (208) Burwood is well placed to promote positive learning outcomes for children.

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


Kindercare Learning Centre (208) Burwood is one of 12 early childhood education and care centres in Christchurch owned and administered by Kindercare Learning Centres Ltd. The centre operates under the Kindercare philosophy, and management and accountability systems. An area manager works in partnership with centre leaders to guide the effective operation of each centre.

Kindercare Learning Centre (208) Burwood is located in a purpose-built building in Burwood. It provides full-day education and care for children from birth to school age in three separate rooms that are specifically designed to meet the needs of the different age groups.

There have been some recent changes to the leadership of the centre and to some staffing within the last six months. Most staff are qualified and registered teachers. An on-site cook provides nutritious vegetarian meals and snacks for children.

Leaders and teachers have made some progress in addressing the areas for improvement identified in the previous ERO 2014 review. This includes aligning self review to centre priorities, increasing ways to gather parent feedback, and promoting bicultural perspectives.

The service has developed a focus providing useful parent education and support.

This review was part of a cluster of 12 Kindercare Learning Centres reviewed in the Christchurch area in Term 1 2017.

The Review Findings

The service values of 'safe, loved and learning' are evident in practice and used to guide all aspects of centre operation. Teachers actively foster positive and reciprocal relationships and a sense of belonging for children and families.

Transitions into the centre and between areas are flexible and personalised to the needs of the child. Staff are sensitive to any additional needs of children and families. They work closely with parents and use their internal and external expertise to promote an inclusive culture that supports children to succeed.

Teachers promote a child-focused curriculum. Children have easy access to a wide range of natural resources and creative learning experiences. Purposefully presented areas reflect children’s interests and encourage curiosity, investigation and participation in learning. Literacy, mathematics and oral language learning are well integrated into play in ways that are meaningful to children.

Children are encouraged to develop social and emotional skills that promote their wellbeing and learning. They are actively encouraged to take responsibility for themselves and to care for others and the environment. Teachers are increasingly developing ways to provide a bicultural curriculum to help children gain an understanding of and respect for the Māori culture.

Children in the under-two area benefit from calm and unhurried interactions. Teachers respectfully involve children in routines that are child-paced and aligned to parent preferences. Teachers give careful thought to the provision of interesting resources and places for children to explore. Safe, quiet spaces are provided for infants where they can move freely and interact with a familiar adult who is attentive them.

Parents are regularly informed of their children’s learning and wellbeing through written records, digital technologies and regular conversations with teachers.

The centre is very well led and managed by an experienced leadership team. Leaders are building reflective processes to extend on teacher practices and promote positive learning outcomes for children. The individual strengths of teachers are valued and well used. Teachers attend regular professional learning and development to improve their knowledge and teaching practices. Teachers' leadership potential is recognised and fostered through regular coaching and mentoring.

Centre leaders and teachers work collaboratively to successfully implement Kindercare management, curriculum and health and safety systems. They have high expectations of developing a centre culture where teachers regularly discuss and improve learning outcomes for children.

Key Next Steps

Centre leaders have identified, and ERO evaluation has confirmed, that the key next steps are to continue to strengthen:

  • bicultural perspectives, practices and resourcing
  • all teachers' understanding and use of in-depth evaluative self review
  • new planning, assessment and evaluation processes
  • transition to school processes and partnerships.

ERO has identified that the key next steps for Kindercare Learning Centres Ltd are to:

  • give greater prominence to bicultural perspectives in key documentation
  • further develop strategic coverage of priorities and annual action planning and evaluation processes in centres
  • consider ways to strengthen partnerships in learning with schools
  • formalise and document the procedure for appraisal and attestation in the Christchurch area
  • evaluate how well current learning-record practices allow children to revisit their own learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres-Burwood (208) 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 Kindercare Learning Centres-Burwood (208) will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer

Southern/Te Waipounamu

13 June 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

55 children, including up to 19 aged under 2

Service roll


Gender composition

Girls 30; Boys 27

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

March 2017

Date of this report

13 June 2017

Most recent ERO report(s)


Education Review

April 2013

Education Review

January 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.