47 Old Lake Road, Narrow Neck, Auckland
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 Naturally Kids Early Learning Centre 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 |
Whakaū Embedding |
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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 |
Naturally Kids Early Learning has operated by the same owner since 1996. The owner oversees the day-to-day operations of the service supported by a team leader and an administrator. Six qualified, two unqualified staff, one kitchen aide and two qualified relievers form the teaching team. The centre provides education and care for a culturally diverse group of children.
Children have a strong sense of belonging in the centre. They experience a calm and peaceful environment supported by caring and nurturing teachers. Their early communication skills are encouraged, supporting the development of a positive sense of self. Teachers provide a variety of learning opportunities to support children’s exploration, discoveries, and learning.
Children’s interests, strengths and development are well supported through responsive teaching strategies. The service has established learning-focused partnerships with whānau that include opportunities for sharing information and insights about children’s progress and learning.
The curriculum is coherent with Te Whāriki, the early childhood curriculum. Providing children with equitable opportunities to learn through a responsive curriculum is a service focus. This is evident through the range of ways the service engages with parents, and the assessment for learning information in children’s portfolios.
Teachers promote te reo Māori through waiata, karakia, wall displays and resources for play. They could now consider how they might respond more deeply to the language, cultures, and identities of all children through the programme and centre documentation.
Leaders ensure that ongoing internal evaluation informs decisions with a focus on continuous improvement. Parents and whānau participate in the internal evaluation process. Service leaders understand the importance of building professional knowledge and capability based on teachers’ strengths and needs.
Those responsible for governance and management ensure that there is time available for ongoing communications between teachers and parents. A positive working environment supports staff retention and ensures consistency of care for children. A strategic and annual plan guides the service.
Naturally Kids Early Learning will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Naturally Kids Early Learning 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:
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
11 November 2021
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Early Childhood Service Name |
Naturally Kids Early Learning |
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Profile Number |
20099 |
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Location |
Narrow Neck, Auckland |
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Service type |
Education and care service |
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Number licensed for |
35 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
40 |
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Ethnic composition |
Māori 2, NZ European/Pākehā 30, other ethnic groups 8 |
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Review team on site |
May 2021 |
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Date of this report |
11 November 2021 |
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Most recent ERO report(s) |
Education Review, June 2016; Education Review, March 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.
Naturally Kids Early Learning is a privately owned early childhood centre in Narrow Neck on the North Shore. It operates in a converted house in a well established community and provides for up to 35 children from infancy to school age. The majority of children attending are from the local community and some have older siblings who previously attended the centre.
The centre’s programme and teaching practices are guided by Te Whāriki, the early childhood curriculum. Its whānau-based philosophy emphasises the importance of relationships in nurturing children's holistic development.
The centre's 2013 ERO report identified many areas of strength that have been sustained. Partnerships with parents have continued to strengthen. Areas for development have focused on strategies to explore teachers' leadership roles and to strengthen self review.
Since ERO’s 2013 review, enrolment numbers have increased and additional staff have been employed. Some building improvements have also been completed. The centre's leadership team has remained constant, as has their commitment to providing high quality education and care. Teachers are all registered, and are encouraged to engage in professional development to promote ongoing improvements in teaching practices.
Children learn in a stimulating, well resourced environment that promotes child-initiated learning and supports their engagement in sustained play. The environment is print rich and features children’s creative work and investigations. Centre displays that children can refer to reflect the current interests of children and their families.
Children are confident and have a strong sense of ownership and belonging. They approach teachers with trust and affection when needing reassurance or assistance. Children have fun, play cooperatively and show respect for others. They are capable and inquiring learners.
Teachers view all children as competent and capable. Infants and toddlers are treated with dignity and respect and are encouraged to make choices. Teachers build on children’s ideas and interests in play and discussion. Sustained conversations between teachers and children promote children’s oral language, independent thinking and problem solving abilities. Literacy, mathematics, science and use of technologies are integrated into meaningful activities. Children’s creativity, music, art, dance and drama is nurtured. The focus on developing skills through play provides very effective support for children's transition to more formal learning at school.
Teachers provide a rich responsive curriculum that reflects the centre's play-based teaching philosophy. Respectful and affirming relationships and inclusive practices underpin the programme. Robust assessment and planning documentation shows how children’s group and individual interests guide the programme. Children’s ideas and parents’ aspirations are valued and included in the planned programme. Children’s portfolios are treasured, include parent contributions, and clearly show children's learning journey.
Teachers are reflective, improvement focused and work as an effective cohesive team. They benefit from strong professional leadership and robust appraisal. There are good opportunities and support for leadership and professional development. These contribute to the enactment of the centre philosophy and vision.
Sound governance and management with a clear understanding of roles and responsibilities underpin centre operations. There are clear lines of communication and accountability. Effective self review guides teaching practice and informs programme developments. Centre leaders have a strong commitment to bicultural practices and to continuous improvements for children and their families.
Centre leaders and ERO agree that key next steps for the centre should include continuation of work to:
increase the depth and rigour of long-term self review
strengthen bicultural knowledge and practice
Before the review, the staff and management of Naturally Kids Early Learning 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 Naturally Kids Early Learning will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
16 June 2016
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 |
Narrow Neck, Auckland |
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Ministry of Education profile number |
20099 |
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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 |
35 children, including up to 10 aged under 2 |
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Service roll |
52 |
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Gender composition |
Boys 27 Girls 25 |
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Ethnic composition |
Māori Pākehā Asian French other |
2 39 6 2 3 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
May 2016 |
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Date of this report |
16 June 2016 |
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Most recent ERO report(s) |
Education Review |
March 2013 |
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|
Education Review |
August 2009 |
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Education Review |
July 2006 |
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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.