4 John Street, Rolleston
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 Ako Rolleston are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Ako Rolleston is owned, governed and operated by two owners, one of whom is qualified. Three age-based learning areas cater for children from infants to school age. Nearly a quarter of the children attending are of Māori descent, and a few children are of Pacific heritage.
Children demonstrate a sense of belonging. They benefit from teachers valuing them as confident and capable learners. Those with additional learning needs are well supported to succeed, by teachers using appropriate strategies and a flexible teaching approach.
Infants and toddlers have opportunities to learn and explore at their pace, in a calm environment. They enjoy positive outcomes due to teachers respecting and responding to their preferences. Children experience a curriculum reflecting their home life, due to teachers communicating regularly with families to seek their input.
Some aspects of te reo Māori and tikanga Māori is used by teachers. This is an area that requires strengthening across the service.
Teachers discuss and plan for children on a regular basis. Assessment shows whānau aspirations are sought and used to plan and assess children’s learning, and parent voice is captured. Dispositional learning is used, especially for children aged under two to show their progress. There is variability in the use of learning outcomes from Te Whāriki, the early childhood curriculum across the teaching team. Integrating children’s culture, language and identity in all individual assessment portfolios requires strengthening.
Leaders prioritise the allocation of resources in ways that align with the service’s shared philosophy, vision, and goals. Teachers engage in regular review to create improved systems and practices. Teachers need further support to grow their evaluative capability in measuring the impact of changes made in relation to groups of learners.
Ako Rolleston will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Ako Rolleston 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)
2 October 2024
| Early Childhood Service Name | Ako Rolleston |
| Profile Number | 65073 |
| Location | Rolleston |
| Service type | Education and care service |
| Number licensed for | 53 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 62 |
| Review team on site | July 2024 |
| Date of this report | 2 October 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, May 2021; Education Review, March 2018 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
At the time of the onsite visit the service provided ERO with evidence that shows it addressed an area of non-compliance and is now taking reasonable steps to meet regulatory standards.
Ako Rolleston is a privately-owned and operated education and care service. It was relicensed under new ownership in December 2019. The owner/centre manager leads a team of teachers. Three
age-based areas cater for children from infants to school age.
The service curriculum is inclusive and responsive to infants, toddlers and older children. Adults use positive, meaningful interactions with children. Children’s exploration is promoted through planned and spontaneous experiences in appropriately resourced environments.
Strategies are in place to involve parents and whānau in their children’s learning. Consistently implemented health and safety practices promote the safety and wellbeing of children. A policy framework and annual planning guide centre operations. Suitable human resource management practices are implemented.
Next steps include:
At the time of the onsite visit the service provided ERO with evidence that shows it addressed the following non-compliance:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
3 May 2021
| Early Childhood Service Name | Ako Rolleston |
| Profile Number | 65073 |
| Location | Rolleston, Christchurch |
| Service type | Education and care service |
| Number licensed for | 54 children, including up to 10 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 61 |
| Ethnic composition | Māori 9, NZ European/Pākehā 43, Indian 3, African 3, Other ethnicities 3. |
| Review team on site | January 2021 |
| Date of this report | 3 May 2021 |
| Most recent ERO report(s) | Education Review March 2018; Education Review, February 2015. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
Ako - Rolleston is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Ako - Rolleston is a privately-owned centre that provides education and care for infants, toddlers and children through to school age. It is licenced for 50 children, including 15 under-two year olds.
The owner is the centre manager. She is responsible for the day-to-day operation of the centre and is supported by a curriculum leader. Most staff are qualified and certified early childhood teachers. Some staff are training to be early childhood teachers.
Leaders and teachers have made some good progress in addressing the key next steps from the 2015 ERO review report. Teachers' curriculum knowledge has been extended. The effectiveness of the poutama school readiness programme has been evaluated and refocused. Full implementation of a staff appraisal process remains an area for ongoing development.
The centre is part of the Ngā Peka o Tauwharekākaho (Rolleston) Kāhui Ako | Community of Learning (CoL).
The centre philosophy provides a clear vision and guides centre practices, including a focus on building strong and reciprocal relationships.
Children are actively involved in an environment where they can choose from a wide range of resources in the indoor and outdoor areas. Teachers provide children with the time they need to make decisions and learn from watching their peers. Children choose from a wide range of resources and the centre is well resourced both inside and outdoors. Interactions between children, parents and teachers are respectful.
The specific wellbeing and learning needs of infants and toddlers are well met. They experience calm routines, a caring, sensitive, unhurried environment and have easy access to a range of equipment and resources. Teachers are responsive to the individual needs of infants and toddlers and use a range of ways to extend their language learning.
Teachers successfully follow children's interests and extend their learning through conversations and experiences. They effectively support children to problem-solve during their learning and in their social interactions with each other. Teachers provide a curriculum that is responsive to the individual interests, strengths and capabilities of each child.
Transitions into and within the centre are well managed and focused on the needs of children and their families. Child-paced involvement in the programme helps to give the children a sense of responsibility and promotes their independence and self-help skills.
Teachers work as a collaborative team. They regularly share information about children's learning and development. Centre leaders provide a range of professional learning and development for staff. The centre is yet to fully implement an appropriate appraisal system and attestation process for all teachers.
Centre leaders and ERO agree that the key next steps to improve outcomes for children are to:
Before the review, the staff and management of Ako - Rolleston 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 Ako - Rolleston will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
19 March 2018
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 | Rolleston | ||
| Ministry of Education profile number | 65073 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 15 aged under 2 | ||
| Service roll | 67 | ||
| Gender composition | Boys 32: Girls 35 | ||
| Ethnic composition | Māori Pākehā Other ethnicities | 7 51 9 | |
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 | 1:6 | Better than minimum requirements | |
| Review team on site | January 2018 | ||
| Date of this report | 19 March 2018 | ||
Most recent ERO report(s)
| Education Review | February 2015 | |
| Education Review | April 2011 | ||
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.