6 Patere Street, Tirau
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 Kids Rock Early Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
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 |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Kids Rock Early Learning Centre is a privately owned education and care centre located in Tirau. The centre philosophy prioritises kaupapa Māori in two age-based areas. The centre operates from 7.30am until 5.30pm each weekday and has a team of six qualified and three unqualified teachers.
The service integrates a culturally responsive curriculum that reflects Māori ways of being and doing. Te reo is promoted as a living and relevant language through the integration of te reo me ōna tikanga Māori throughout the curriculum. Infants and toddlers are engaged in cultural practices such as communal care, aroha and tuakana/teina relationships. The bicultural curriculum reflects Māori children’s cultural worldviews, identities, and behavioural expectations. This enriches children’s understanding and respect of the cultural heritages of both parties to Te Tiriti o Waitangi.
Children’s learning is enhanced by partnerships between kaiako and whānau. There are regular opportunities for parents and whānau to contribute to curriculum design. An emerging system of planning builds on children’s interests in relation to the learning outcomes of Te Whāriki, early childhood curriculum. Leaders are yet to ensure children’s language, culture and identity are reflected in documented assessment and planning.
Leaders and kaiako are at an early stage of developing the conditions and collective capacity to do and use evaluation for improvement. They inquire into and make changes to practice, based on their shared spontaneous review findings. They have a shared understanding of what matters for children and whānau and articulate valued priorities for children’s learning. Leaders are yet to provide the tools and methods to support strategic evaluation of teaching and learning outcomes for children.
Children’ learning is promoted in a service that supports their full acceptance and participation. Leaders have established a culture of relational trust at all levels of the service. They have built effective learning partnerships with kaiako and provide supportive mentoring and coaching. Leaders thoughtfully and intentionally provide equitable opportunities for all children. They contribute to social justice and equity through connections with the wider community. Children access equitable learning opportunities that promote positive outcomes.
Kids Rock Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kids Rock Early Learning Centre 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:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 September 2021
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Early Childhood Service Name: |
Kids Rock Early Learning Centre |
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Profile Number: |
45075
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| Location: | Tirau |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
59 |
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Ethnic composition |
Māori 29, NZ European/Pākehā 20, Other ethnic groups 10 |
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Review team on site |
May 2021 |
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Date of this report |
17 September 2021 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, June 2014. |
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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.
Kids Rock Early Learning Centre is a privately owned education and care centre located in Tirau. It is licensed for 50 children including up to 15 children under two years of age. Currently there are 60 children on the roll of whom 10 identify as Māori. The centre operates two age-based areas, one for children over the age of two and one for those under two years. The centre offers a full-day programme. It is open from 7.30am until 5.30pm each week day.
Centre leaders include the owner/manager, and the head teachers of two age-based areas. Staffing is now stable after a period of change. All staff are either qualified or are currently enrolled in trainee teacher education programmes. The centre philosophy prioritises creating an environment that motivates, inspires and supports children to think, wonder and be challenged.
The centre has responded well to most of the areas of review and development identified in the 2014 ERO report. Work is still required to implement a cohesive performance management system for all staff.
Babies and toddlers benefit from secure, caring relationships between teachers and their whānau. A key teacher provides most of the care for individual children, particularly for those under six months old. The daily transition for babies and toddlers from home to centre is sensitively managed and responsive to their changing care routines and needs.
Teachers maintain a calm, slow pace, which reduces stress and gives babies and toddlers the time and space to lead their own learning. Teachers provide good support for oral language development. The babies and toddlers area is well-resourced and encourages exploration.
Warm, sensitive relationships between young children and teachers contribute to children's sense of belonging and wellbeing. Children are encouraged to manage themselves and to take responsibility for their own wellbeing, that of others and the environment.
Teachers are committed to strengthening children's learning by recognising the different ways they learn, and extending their confidence, resilience, determination, and relationship building skills. Teachers acknowledge children's effort and successes, use a wide range of resources, encourage exploration, thinking and risk taking.
Teacher planning clearly identifies children's group interests and aims to extend different ways of learning. Parents and whānau knowledge of their child is recognised as an integral part of children's learning. Teachers increasingly include this information in programme planning to ensure the continuity of learning between home and the centre.
Parents appreciate the attractive portfolios, which describe their child's learning. The learning stories are also available to parents and wider whānau members via the internet.
Teachers use te reo Māori in authentic ways and are committed to building their Māori language capability.
Centre leaders have established a culture in which children are first and foremost valued and celebrated for what they bring to their learning. Leaders ensure good relationships with parents and whānau to maintain positive partnerships in children's learning. They advocate for and encourage increased Māori language and tikanga in the centre to support children's development as bicultural citizens.
Younger teachers are encouraged to develop their leadership capabilities. Many opportunities are provided for all teachers to improve their practice through centre-wide professional development. The centre philosophy is clearly documented and shared with teachers. A strong policy framework guides the management of the centre.
Centre leaders now need to:
develop a 2 to 3 year strategic plan that will guide centre curriculum review and improvement
develop and implement an appropriate appraisal system for teachers and leaders that meets the current requirements of the Education Council of Aotearoa New Zealand.
In addition, it is import for the centre to continue to:
strengthen individual planning and the monitoring and tracking of children's progress in their learning
build bicultural practices, including the teaching of local iwi history and knowledge, and the inclusion of Māori ways of learning
review the balance of teacher-led and child-initiated programme.
Before the review, the staff and management of Kids Rock Early Learning Centre 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 Kids Rock Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato / Bay of Plenty
26 June 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 |
Tirau |
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Ministry of Education profile number |
45075 |
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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 15 aged under 2 |
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Service roll |
60 |
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Gender composition |
Boys 30 Girls 30 |
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Ethnic composition |
Māori |
10 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:4 |
Better than minimum requirements |
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Review team on site |
April 2017 |
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Date of this report |
26 June 2017 |
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Most recent ERO report(s)
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Education Review |
June 2014 |
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Education Review |
June 2011 |
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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.