30 Kenderine Road, Papatoetoe, 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 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 Koru Kids Early Learning Centre 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 |
This service, previously known as Kea Kids Childcare, changed ownership in 2019. A qualified owner oversees daily operation of the service. The centre has three age-based areas with a shared outdoor area. Children enrolled in the service are culturally diverse, with approximately a fifth identifying as Māori and a further fifth of Pacific heritages.
Children experience a calm, unhurried environment in which they are treated with respect and valued as capable young learners. They have fun, explore their environment and make choices about their learning. Teachers and leaders are aware of, and responsive to, the needs, preferences and capabilities of infants and toddlers.
Teachers provide a play-based curriculum that is inclusive of those children with additional learning needs. This is underpinned by positive relationships, a shared philosophy and Te Whāriki, the early childhood curriculum. Children are kind, caring towards each other and accepting of differing abilities. They are confident in developing friendships and have a strong sense of belonging.
Teachers include aspects of te reo Māori and tikanga Māori as part of the daily routine. There is a commitment to strengthening bicultural practices. They are yet to make individual children’s languages and cultures visible in assessment and planning of the curriculum.
Service leaders are committed to growing teacher practices, capability and collaboration. Teachers’ assessment practices acknowledge children’s play and learning. Leaders are working with external agencies to build teachers collective understanding of the learning outcomes of Te Whāriki. Assessment documentation does not yet show children’s developing capabilities in relation to these.
Centre leaders have a clear vision for the future and have identified key areas for improvement. This includes the need to strengthen leaders and teachers collective understanding and capability to use evaluation as a way to guide improvement. An increased focus is required on what is happening for children as a result of intentional teaching and changes made, and whether these are promoting equitable outcomes for all children.
Koru Kids Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Koru Kids Early Learning Centre 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A.
Patricia Davey
Director of Early Childhood Education (ECE)
11 October 2024
| Early Childhood Service Name | Koru Kids Early Learning Centre |
| Profile Number | 45574 |
| Location | Papatoetoe, Auckland |
| Service type | Education and care service |
| Number licensed for | 73 children, including up to 13 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 57 |
| Review team on site | June 2024 |
| Date of this report | 11 October 2024 |
| Most recent ERO report(s) | Education Review, January 2019; Education Review, May 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kea Kids Childcare is one of eight centres owned and operated by Ferns Education Limited. It provides all-day care and education for up to 73 children, including 13 aged under two years. Most children who attend the centre are Māori. The roll also includes Indian children and children with Pacific heritage.
The philosophy of the centre values cultural diversity and is based on a belief that "children are unique and are a special taonga" entrusted to the centre's care.
A centre director, operations manager and area manager have oversight of centre governance and management. A centre manager works with two team leaders, four registered teachers, two relievers, a nutritionist, an administrator and a van driver.
ERO's 2016 report suggested improvements in the area's curriculum, leadership capability, appraisal and health and safety. The Ministry of Education has supported the centre to develop an action plan addressing improvements in these areas. Some progress has been made and leaders recognise the need to continue improvements in these areas.
Children are settled and interact confidently with each other and adults in a supportive environment. Children under two years of age have their own indoor and outdoor spaces. Toddlers and older children have separate indoor spaces and share a common outdoor space allowing for mixed-age play.
Infants and toddlers experience programmes that are responsive to their individual care and learning needs. Older children engage independently in play, choosing from a range of relevant resources and experiences in a prepared environment. Displays make it possible for children and parents to revisit learning experiences.
Teachers intentionally engage children in conversations to help build trust and rapport. They should review the extent to which they observe, listen, and respond to what children are thinking, feeling, and wanting to do. This would enhance children's sense of themselves as competent learners, leading their own play and learning.
Morning karakia times include all children. A sense of family is fostered as children have opportunities to interact with their siblings and others. Teachers use te reo Māori, as well as Pacific and other languages. Teachers could further strengthen the enactment of their philosophy by supporting all children's pride in their own cultural identity.
Leaders and managers are knowledgeable and support teachers to develop an understanding of good quality assessment and planning. Assessments have improved over time and identify dispositions and interests. Some portfolios show continuity of learning and teachers' responses to parent aspirations.
Teachers collaborate with parents, whānau and external agencies to promote positive outcomes for all children, including those with additional needs. Parents appreciate teachers' efforts to support their children's learning and development.
Leadership appointments have been strategically made. Leaders have established effective management and working relationships. They have recently developed a strategic vision, goals and plans, and a format for internal evaluation. They are working towards these priorities.
Leaders and teachers have accessed relevant professional learning and development. The new appraisal process aligns with Education Council requirements. Leaders expect that this process will support teachers to improve teaching practices and outcomes for children.
Policies and procedures have been recently reviewed to ensure they meet requirements. Some improvements have been suggested.
Key next steps include continuing to:
Before the review, the staff and management of Kea Kids Childcare 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 Kea Kids Childcare will be in three years.
Steve Tanner
Director Review and Improvement Services
Te Tai Raki - Northern Region
18 January 2019
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 | Papatoetoe, Auckland | ||
| Ministry of Education profile number | 45574 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 73 children, including up to 13 aged under 2 | ||
| Service roll | 55 | ||
| Gender composition | Girls 28 Boys 27 | ||
| Ethnic composition | Māori Pākehā Indian Samoan Cook Island Māori other Pacific other ethnic groups | 14 8 10 8 5 6 4 | |
| Percentage of qualified teachers | 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 | October 2018 | ||
| Date of this report | 18 January 2019 | ||
Most recent ERO report(s)
| Education Review | May 2016 | |
| Education Review (as Pukeko Park Childcare Centre) | October 2012 | ||
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.
Not well placed | Requires further development | Well placed | Very well placed |
Kea Kids Childcare managers and teachers would benefit from external support to improve the quality of programmes for children, and to ensure all legal requirements are met.
ERO's findings that support this overall judgement are summarised below.
Kea Kids Childcare, previously known as Pukeko Park Childcare Centre, is the newest of four centres owned and operated by Ferns Education Limited. The centre has been designed to provide care and education for up to 73 children. It operates across three separate rooms that cater for three different age groups, including up to 13 children under two years of age.
Since the 2012 ERO report, the Family Trust that owns the centre has employed a new centre manager who works with three team leaders and their teaching teams. All of the teaching team are registered teachers. A mentoring and coaching system has been introduced. Improvement in the quality of teaching and learning has progressed slowly. Further challenge is required to support children’s learning and their development as life-long learners. Programme evaluation could be strengthened.
Children are settled and are learning to manage their own needs. They are provided with activities and opportunities that broaden their educational experience and their knowledge about the local community. They play happily and have a sense of belonging in the centre. Care is taken to ensure children’s smooth transitions into the centre, between rooms and on to school.
The programme is inclusive. Teachers view all children as having the right to learn and meet their full potential. Children’s cultural backgrounds are valued. Teachers recognise the place of Māori as tangata whenua of Aotearoa and their unique cultural history based on whakapapa relationships. This awareness is included in tikanga and karakia practices.
Children engage well in the programme. However, consideration should now be given to the balance between more structured teacher-directed approaches and opportunities for children to engage in spontaneous and self-directed play. Some periods of free play allow children to be more interactive, to follow their own interests and take responsibility for the learning environment. Extending this aspect of the curriculum planning could enable children to further develop their selfmanagement skills, and increase opportunities for creativity and exploration.
While teachers have participated in extensive professional training to develop planning and assessment, plans and strategies to extend children’s interests are not yet evident. Children’s and parents’ contribution to planning is invited. Parents are involved in centre events and fundraising, and willingly contribute their help to the programme. A useful next step would be to further develop processes for documenting children's learning outcomes to more clearly show their progress and development. This would also enable teachers to better evaluate the effectiveness of the centre curriculum in promoting positive outcomes for children.
Opportunities are provided to support teachers to meet full teacher registration requirements. The owner/manager is on target to ensure that the centre meets the requirements of the Vulnerable Children’s Act 2014.
The owner/manager agrees that priorities for centre development include:
All areas of centre operations should be reviewed against legal requirements and indicators of best practice in early childhood education.
Before the review, the staff and management of Kea Kids Childcare 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:
ERO identified areas of non-compliance relating to curriculum, management and health and safety practices. To meet requirements the service needs to:
Education (Early Childhood Services) Regulations 2008, 43(1a); 46(1a); (1)(a); C1,2,4,6,9.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Kea Kids Childcare will be within two years.
Graham Randell
Deputy Chief Review Officer Northern
27 May 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.
| Location | Papatoetoe, Auckland | ||
| Ministry of Education profile number | 45574 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 73 children, including up to 13 aged under 2 | ||
| Service roll | 64 | ||
| Gender composition | Boys 36 Girls 28 | ||
| Ethnic composition | Māori Pākehā Indian Tongan Cook Island Māori Samoan Fijian Indian Niue | 21 12 9 7 5 5 4 1 | |
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | December 2015 | ||
| Date of this report | 27 May 2016 | ||
| Most recent ERO report(s) | Education Review (as Pukeko Park Childcare Centre) | October 2012 | |
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.