6 Isleworth Road, Bishopdale, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidsfirst Kindergartens Isleworth Road is very well placed to provide positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidsfirst Kindergartens Isleworth Road is one of 71 early learning services governed and managed by Canterbury Westland Free Kindergarten Association Incorporated, trading as Kidsfirst Kindergartens.
This kindergarten provides education and care for up to 40 pre-school children over two years of age. All teachers are fully qualified and certified in early childhood education.
The centre's education services manager (ESM) provides staff with professional advice and guidance and works closely with the newly-appointed head teacher to lead the curriculum. The association through its Chief Executive, provides a comprehensive, coherent infrastructure and support to the kindergarten.
This review was part of a cluster of nine kindergartens in the Canterbury Westland Free Kindergarten Association.
Kidsfirst Kindergartens Isleworth Road provides a safe and inclusive environment for children. The centre's vision and values are well embedded and highly evident in practice. The care of children is underpinned by tikanga Māori, in particular manaakitanga (caring, nurturing) and whanaungatanga (positive relationships). Kindergarten staff actively promote lifelong learning.
Children confidently demonstrate a high degree of independence and self-worth. Teachers strongly focus on building social competencies so that children learn skills of negotiation, leadership and collaboration. They actively foster child-led activities.
The ESM and staff have developed a reflective team culture. They have effectively updated their systems for planning, assessment, appraisal and internal evaluation. Planning and assessment procedures closely link to children's interests, needs and learning.
Teachers effectively promote literacy and mathematical skills and concepts through play and exploration. They actively support the development of children's oral language. Responsive routines and the well-considered resources provoke children's interest and investigation. Well laid out equipment challenges children to take safe risks in the outdoor area.
Whānau are highly involved in the life of the kindergarten. They are well informed about their child's learning and regularly consulted about the programme. Through digital technologies, parents and teachers openly share children's key milestones and learning. Parents keenly participate in the programme, sharing their skills, knowledge and time to benefit all children.
The ESM and staff purposefully maintain reciprocal relationships within the local education community. They actively participate in and contribute to the Hereora Community of Learning (CoL). This professional collaboration effectively supports children's smooth transition to school.
The Canterbury Westland Free Kindergarten Association supports high quality professional development that builds on teachers' professional practice.
The Canterbury Westland Free Kindergarten Association is well supported by an experienced, professional board. The association has a well understood vision and targeted strategic and annual planning systems. There are close links between the kindergarten plans, internal evaluation, appraisal and professional development. Teachers are well supported by association managers and leaders to achieve the priorities of the association, and their own kindergarten objectives and vision to provide high quality learning outcomes for all children.
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 the appointment of a kaitautoko to further promote a strong focus on Tiriti aspirations at all levels of the organisation.
The Canterbury Westland Free Kindergarten Association is innovative in its approaches and regularly seeks opportunities to be involved in wider educational and local communities to promote high quality learning outcomes for all children.
The ESM, head teacher and ERO agree that the key next steps for sustaining and continuing to improve the quality of learning and teaching is to embed the improved processes of appraisal, planning and assessment and internal evaluation.
The chief executive has identified and ERO’s evaluation has confirmed, that the key next step for the association is to continue its property improvement long-term plan, ensuring that enhancements to its buildings reflect the changing needs of its communities.
Before the review, the staff and management of Kidsfirst Kindergartens Isleworth Road 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.
The next ERO review of Kidsfirst Kindergartens Isleworth Road will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer, Southern - Te Waipounamu
21 March 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.
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Location |
Christchurch |
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Ministry of Education profile number |
5426 |
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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 aged over two years old |
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Service roll |
41 |
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Gender composition |
Boys 22; Girls 19 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
7 23 5 6 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
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 |
November 2016 |
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Date of this report |
21 March 2017 |
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Most recent ERO reports |
Education Review |
May 2012 |
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Education Review |
June 2008 |
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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 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.
Kidsfirst Kindergarten Isleworth Road operates between 8.30 am and 2.30 pm, five days per week. It provides care and education for children over the age of two.
Children come from a variety of cultural backgrounds and for some English is their second language. All teachers at the Kindergarten are early childhood trained and fully registered.
The kindergarten is one of 62 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 useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
Since the kindergarten’s last ERO review in June 2008 there have been changes to the makeup of the teaching team and to the hours of operation. The newly formed teaching team is continuing to improve aspects of the kindergarten’s programmes and practices. This includes developing more ways for children to lead their own learning.
Other positive features of this kindergarten include:
The education service manager and teachers agree that the next steps for the kindergarten include further developing some aspects of children’s assessment, programme planning and evaluation.
Leadership and effective management practices help teachers to foster team work and work collaboratively.
This review occurred at a time when the association and its kindergartens were still responding to issues associated with the Canterbury earthquakes relating to children, families, and personnel. The association has been proactive in addressing these challenges.
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten again in three years.
Before the review, the management of Kidsfirst Kindergartens Isleworth Road was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre 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 Isleworth Road.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
The kindergarten vision states that children are valued as individual learners and their interests and abilities will be recognised, supported and extended. Teachers focus on providing a welcoming, friendly and safe environment. Collaborative partnerships between teachers, parents and children are fostered and all cultures are embraced.
Children, parents and teachers have warm, positive and respectful relationships. These relationships contribute to a strong sense of belonging for children and their whānau. Teachers know all children well and are responsive to their individual needs and interests.
Children are well supported to take an active part in the programme. They are given many opportunities to develop responsibility and take leadership roles. This supports children to develop confidence and independence. ERO observed children playing cooperatively for sustained periods of times. Teachers effectively involve themselves in children’s play and support and encourage children’s participation. They give children many opportunities to develop and revisit their learning.
Children learn and play in high quality indoor and outdoor areas. Teachers make the best use of available spaces to provide a variety of well-considered learning activities, including physical and creative challenges. Children are provided with a wide range of easily accessible resources.
Teachers have developed an interesting and appropriate programme that recognises and includes children’s identified interests, needs and abilities. They have effectively integrated literacy and numeracy into a wide range of learning activities. New Zealand’s bicultural heritage is well represented within the kindergarten’s practices and learning environment. Parent’s and children’s contributions are clearly evident in individual learning portfolios.
Parents and whānau are actively involved in all aspects of the kindergarten. Teachers and parents regularly share information about children’s interests and needs. Parents are welcome in the kindergarten at all times and often participate in learning programmes. Teachers make good use of family expertise to add to children’s learning. They also provide useful information for parents including making children’s learning more visible and useful for parents.
The teaching team works well together to ensure positive outcomes for children’s well-being and learning. Teachers regularly and collaboratively reflect on children’s participation and learning to help guide their planning. Teachers receive regular feedback and professional development from their education service manager.
Teachers should review how they build on individual children’s prior learning to show progress over time. This includes clear descriptions of the teaching practices used to extend children’s learning and how assessment information is used for individuals.
Teachers collect good information on children’s learning. They should now consider more ways to evaluate the impact that teaching practices have on the way children learn.
Before the review, the staff of Kidsfirst Kindergartens Isleworth Road completed an ERO CentreAssurance Statement andSelf-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 kindergarten again in three years.
Graham Randell
National Manager Review Services
Southern Region
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Type |
Kindergarten |
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Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
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Number licensed for |
45 children |
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Roll number |
56 |
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Gender composition |
Boys 31 Girls 25 |
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Ethnic composition |
New Zealand European/Pākehā 39; Māori 8; Samoan 1; Asian 4; Other Ethnicities 4 |
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Review team on site |
March 2012 |
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Date of this report |
7 May 2012 |
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Previous three ERO reports |
Education Review June 2008 Education Review November 2004 Accountability Review June 2000 |
7 May 2012
These are the findings of the Education Review Office’s latest report on Kidsfirst Kindergartens Isleworth Road.
Kidsfirst Kindergarten Isleworth Road operates between 8.30 am and 2.30 pm, five days per week. It provides care and education for children over the age of two.
Children come from a variety of cultural backgrounds and for some English is their second language. All teachers at the Kindergarten are early childhood trained and fully registered.
The kindergarten is one of 62 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 useful policies and procedures and a comprehensive framework for monitoring health and safety. The association incorporates a management layer in the form of education service managers and a manager of kindergarten operations who works in partnership with teachers providing ongoing educational leadership and professional development.
Since the kindergarten’s last ERO review in June 2008 there have been changes to the makeup of the teaching team and to the hours of operation. The newly formed teaching team is continuing to improve aspects of the kindergarten’s programmes and practices. This includes developing more ways for children to lead their own learning.
Other positive features of this kindergarten include:
The education service manager and teachers agree that the next steps for the kindergarten include further developing some aspects of children’s assessment, programme planning and evaluation.
Leadership and effective management practices help teachers to foster team work and work collaboratively.
This review occurred at a time when the association and its kindergartens were still responding to issues associated with the Canterbury earthquakes relating to children, families, and personnel. The association has been proactive in addressing these challenges.
ERO is confident that the kindergarten is being managed in the interest of the children. Therefore ERO is likely to review the kindergarten 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.
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.