Prebbleton Kindergarten

Education institution number:
Service type:
Education and Care Service
Not Applicable
Total roll:

504 Springs Road, Christchurch

View on map

1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Prebbleton Kindergarten are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding


Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Prebbleton Kindergarten is one of three centres owned by Prebbleton Childcare Ltd Company. A manager oversees the operation of the Prebbleton services. This centre caters for children from two years-to-school age. A supervisor is responsible for the day-to-day curriculum.

3 Summary of findings

Children show sustained engagement in the wide range of learning activities, within a learning environment that captures their interest and imagination. Kaiako are supportive and caring. Leaders and kaiako enact the service’s philosophy, encouraging children’s confidence, capability, problem solving skills and social and emotional competence. Kaiako work collaboratively to develop, design and implement a responsive, curriculum that is underpinned by Te Whāriki, the early childhood curriculum.  

Bicultural perspectives are evident within the curriculum. Kaiako are still to deepen their understanding and integration of te reo me ngā tikanga Māori and culturally responsive teaching practices that have a positive impact for Māori children. Cultural values and expectations within key documents such as the strategic planning and philosophy are yet to be effectively evaluated.

Leaders and kaiako foster reciprocal, respectful relationships and learning-focused partnerships, with parents, children and whānau. Assessment and planning for individual children, identifies desired learning outcomes, shows progress over time and affirms the child as a successful learner.  The intentional teaching practices to support children's learning are not always clear in curriculum design planning and evaluation.   

Relational leadership fosters collaboration and is sustaining the conditions that promote continuous improvement. The learning and wellbeing of children in the context of family relationships are the primary consideration in decision making.

Leaders and kaiako have established purposeful relationships, within and beyond the service to build kaiako capability, leadership capacity and cultural competence. They have implemented useful curriculum, evaluation and operational processes.

The operation of this service is well supported through strategic approaches to developing, implementing and evaluating practices that promote learner priorities and outcomes. These include regular curriculum, internal evaluation and health and safety assurance and accountability processes.

4 Improvement actions

Prebbleton Kindergarten will include the following actions in its Quality Improvement Planning. These are to:

  • make more explicit the good practice examples as outlined in Te Whāriki evident in curriculum design, planning and evaluation
  • build greater depth and complexity in the provision of a bicultural curriculum for all children by deepening teaching practices and levels of understanding and evaluation. To include consideration of te reo me ngā tikanga Māori and Māori concepts and values that reflect the uniqueness of each Māori child
  • deepen the evaluation and monitoring of the enactment of the cultural values and expectations that are given prominence within the service’s strategic plan, philosophy and mission statement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Prebbleton 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

1 August 2021 

6 About the Early Childhood Service 

Early Childhood Service Name

Prebbleton Kindergarten

Profile Number




Service type

Education and care service

Number licensed for

40 children, over the age of 2 years.

Percentage of qualified teachers


Service roll


Ethnic composition

Māori 1, NZ European/Pākehā 31, Other ethnicities 6.

Review team on site

May 2021

Date of this report

1 August 2021

Most recent ERO report(s)

Education Review, June 2016; Education Review, April 2012.

1 Evaluation of Prebbleton Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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


Prebbleton Kindergarten is one of four centres owned and operated by same managers. Three of these centres are located in Prebbleton.

Most of the children who attend the centre are aged between three to five years old. The majority of staff are early childhood trained and some are newly qualified teachers.

Since the 2012 ERO review there have been several changes in staffing. Three new teachers have been appointed since the end of 2015. Centre leadership is consistent. The same centre supervisor has been with the centre since it opened. A curriculum leader visits the centre on a regular basis to provide support and feedback to the centre supervisor and managers about the quality of the curriculum.

The centre philosophy has been regularly reviewed, and was recently revisited by new staff to ensure it is relevant and shared by current teachers.

This review was part of a cluster of 4 reviews in the Prebbleton Childcare Ltd company.

The Review Findings

Children are actively involved in a wide range of interesting learning experiences. Teachers present the environment and resources in ways that children can easily access and choose equipment to support their play and ideas. Play equipment that children can use in a variety of ways is effectively supporting their creative, imaginative and physical play.

There are positive interactions and relationships between teachers and children. Teachers become involved with children during play. They notice, respond to, and extend on children’s interests and ideas. Teachers use conversations well to promote children's oral language. They share information in effective ways that supports children’s interests and wellbeing.

Teachers also make good use of their interactions with children to:

  • build children’s social competency and relationships with others

  • encourage children’s independence, particularly in routines

  • provide meaningful literacy and numeracy learning experiences. 

Children experience predictable, yet flexible routines that are responsive to their preferences and needs.

Teachers keep useful records of children's learning. These records highlight children's interests and involvement in the programme and show how teachers are responding to, and extending these. Parent contribution and participation is actively encouraged within the programme and individual planning.

Teachers have a growing awareness through professional learning of how they can better support Māori learners and increase bicultural learning experiences for all children. Most teachers include aspects of te reo and tikanga Māori regularly in the programme.

The centre is located next to, and has well established relationships with the local school. There are good systems and practices in place to help children and their families become familiar with the local school, and be well prepared to move onto primary education.

The centre has several recently graduated teachers. There are a good range of practices in place for inducting and supporting new teachers.

Centre leaders have developed clear strategic planning to guide the development of this centre and service overall. They have an increased focus on ensuring accountability with regular informative reports to management. Useful formats and prompts support centre self-review and assist in the effective monitoring of health and safety and compliance practices. Centre leaders have strengthened appraisal with clearer expectations and processes and updated policy and procedures.

There are supportive practices in place for centre leadership and to help guide improvement. This includes regular feedback from a curriculum leader to the supervisor to help identify practices for improvement and promote centre development.

Key Next Steps

Centre leaders have identified, and ERO's findings confirm, that key next steps for this centre include:

  • further developing aspects of assessment and planning

  • developing all teachers understanding and use of self-review as a collaborative process

  • continuing to strengthen all teachers understanding of bicultural perspectives in centre documentation and practices

  • successfully embedding the new appraisal process and further strengthening aspects of performance management.

In addition, the centre leaders should also develop ways to evaluate how well service-wide goals are being responded to, and met across the centres.

Management Assurance on Legal Requirements

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 Prebbleton Kindergarten will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

28 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

40 children

Service roll


Gender composition

Boys 26: Girls 31

Ethnic composition



Other ethnicities




Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

May 2016

Date of this report

28 June 2016

Most recent ERO report

Education Review

April 2012

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.