85 Breens Road, Bishopdale, Christchurch
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 (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 Bishopdale Community Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Bishopdale Community Preschool is a not-for-profit service governed and supported by a parent-elected committee. The centre's vision is that children reach their full potential through exploring learning and creating together. Since the 2018 ERO review, the centre has undergone restructuring. The centre manager is responsible for the service’s day-to-day operation and is a member of the Waimari-iri Kāhui Ako I Community of Learning.
Learning partnerships are well established with whānau. Kaiako work collaboratively and meet regularly with whānau to discuss children's learning and development. Children’s learning and their work is valued by Kaiako who know each child and their whānau well.
The service is well resourced. Children can choose from a broad range of learning experiences and activities. There is balance between Kaiako-led and play-based learning with opportunities for children to take responsibility.
Children’s continuity of learning and progress over time is clearly identified to show how each child’s learning priorities are met. Kaiako are increasingly intentional about using the learning outcomes of Te Whāriki, the early childhood curriculum. They have a growing range of learning information about children's capabilities in relation to these outcomes. Whānau views and aspirations for their child's learning are evident in documented assessment. Leaders and kaiako have recognised that there is some variability in the documentation of children’s language, culture and identity in their learning records. This is an area for improvement.
Children are well supported in their transitions into and within the service, and onto school. Kaiako respond to the individual needs of each child, their parents and whānau. Children with additional learning needs are included in all aspects of the programme. Kaiako work in collaboration to support children’s wellbeing.
The service’s vision is clearly evident in the learning environment. The learning qualities of mana, manaakitanga, whanaungatanga, whakatoi, rangatiratanga and tinihanga are clearly apparent and promote a shared understanding of the services vision, goals and priorities for children learning.
Te reo me ngā tikanga Māori are highly valued within the service. Kaiako use te reo Māori regularly in their daily teaching practice. Māori are valued as tangata whenua and mana whenua fostering a sense of belonging and upholding the services commitment to children as confident and competent learners.
Kaiako engage in role modelling and respectful interactions with children. They are highly responsive to children's non-verbal cues. A calm, slow pace is evident in the infant and toddler area allowing younger children time to lead their learning.
Management strongly supports initiatives that contribute to positive community and social outcomes. There is regular involvement of whānau and the community in events that celebrate language, culture and identity. These opportunities help to support a sense of belonging for children and whānau.
Kaiako are reflective practitioners. They use review, action research and individual and collaborative inquiries to inform and improve their practice. There are opportunities for kaiako to take leadership roles within the service. Effective internal evaluation for improving the curriculum is not yet well understood by governance, management and Kaiako.
Bishopdale Community Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bishopdale Community Preschool 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing criteria for Early Childhood Care and Education services 2008, GMA7a.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
17 September 2021
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Early Childhood Service Name |
Bishopdale Community Preschool |
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Profile Number |
70329 |
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Location |
Christchurch |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
100% |
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Service roll |
39 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 25, other ethnicities 6. |
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Review team on site |
July 2021 |
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Date of this report |
17 September 2021 |
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Most recent ERO report(s) |
Education Review, January 2018; Education Review, April 2013. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bishopdale Community Preschool is a community based centre for children from 0 to 5 years of age. The centre was fully re-licenced in 2016 following a relocation and rebuild as a result of the Christchurch earthquakes.
The centre's philosophy aims to meet the community's needs, respect children's personalities and to provide a curriculum which enhances a child's well-being.
A parent elected committee provides governance and support. The centre manager and head teacher manage the day to day operations of the centre including provision of the curriculum. Most staff are fully qualified and certified early childhood teachers.
Since the 2013 ERO review, the centre has made significant progress in strategic planning and internal evaluation.
The centre is a member of the Waimari-iri Kahui Ako I Community of Learning (CoL).
Children are purposefully engaged, confident and happy. They experience positive and affirming interactions with their teachers and other children. Teachers respond to children's needs, abilities and interests in meaningful ways. Tuakana teina, within children's learning, play and routines is highly evident.
Children are provided with easy access to individual or group activities to develop their specific areas of interest, through well considered environments. An extensive and well-resourced outdoor area actively encourages exploration, creativity and challenge. Priority learners and children with additional needs are very well provided for.
Well managed, flexible and progressive transitions into, within and beyond the centre are supported by authentic partnerships with families and whānau, external agencies and schools.
Children experience planned and intentional te reo and tikanga Māori within the curriculum. Bi-cultural understandings are highly evident in the environment and teaching practices. Centre staff are committed to affirming and celebrating the cultural identity of each child. Oral language is actively promoted and encouraged.
Infants and toddlers have many opportunities to form close relationships with familiar adults within a calm environment. Routines are flexible, unhurried and valued as learning and relationship building opportunities.
Teachers work collaboratively to provide accessible, equitable and flexible play-based learning opportunities. Programme planning is aligned to Te Whariki, early childhood curriculum and the centre's philosophy. Teaching is strongly informed by inquiry and knowledge building to provide rich and relevant experiences for children.
Strong and effective leadership is providing a culture of continuous improvement. A sound understanding and use of internal evaluation combined with high levels of accountability, is building capability and capacity at all levels. A robust and well implemented performance management system including teaching as inquiry and purposeful feedback, is further strengthening teachers' practice.
A newly developed vision and the strategic goals, guides improvements, planned approaches to change and operations.
The centre manager and ERO agree that the key priorities are to:
Before the review, the staff and management of Bishopdale Community Preschool 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 Bishopdale Community Preschool will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
22 January 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.
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Location |
Christchurch |
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Ministry of Education profile number |
70329 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 10 aged under 2 |
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Service roll |
70 |
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Gender composition |
Boys 38 Girls 32 |
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Ethnic composition |
Māori |
12 |
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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 |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2017 |
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Date of this report |
22 January 2018 |
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Most recent ERO report(s) |
Education Review |
April 2013 |
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Education Review |
November 2009 |
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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:
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.