24 Williams Street, Huntly
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 Imagine Kids Care Huntly Limited 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 |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Imagine Kids Care Huntly Limited is a privately-owned, all-day education and care service. An experienced centre manager leads a longstanding team of kaiako. Located in Huntly East, the service is guided by a philosophy underpinned by partnership with tamariki, whānau and community. Previous ERO recommendations have been responded to well.
Tamariki, kaiako and whānau experience established reciprocal partnerships that promote positive learning outcomes. Meaningful engagement between tamariki, kaiako and the centre environment reflect the embedded values of whanaungatanga, hauora, manaakitanga and kotahitanga. Equitable opportunities provided by the service promote participation in the programme. The languages, cultures, and identities of tamariki are affirmed and celebrated.
Tamariki engage in a rich curriculum that recognises their potential to be confident and capable learners. Extensive learning experiences and resources enrich tamariki learning through play. The programme reflects the special character of Waikato Tainui as mana whenua. Routines and tikanga are understood and upheld by tamariki. Te Whāriki, the early childhood curriculum, and te ao Māori frameworks enhance tamariki leadership and independence.
Intended learning outcomes for tamariki are effectively woven through the documented curriculum and progressed over time. Individual learning stories reflect the interests and participation of tamariki and their whānau in the programme. The service has established and is working to embed Te Whāriki learning outcomes in centre planning to strengthen overall assessment for tamariki.
Kotahitanga promotes collaborative leadership among staff to build professional knowledge and understanding of teaching and learning. Leaders and kaiako participate in ongoing professional learning and development to continue to improve practice, and to support positive outcomes for tamariki.
The service has established and is working to embed the conditions to increase the capability and collective capacity of internal evaluation. A useful framework is guiding practice and contributes to change. Kaiako, tamariki and whānau engagement leads to improved learning outcomes for tamariki.
Effective systems and processes support governance and management. Alignment of the philosophy, strategic direction and the annual plan support decision making and strengthen the focus on learning outcomes for tamariki.
Imagine Kids Care Huntly Limited will include the following actions in its Quality Improvement Planning to further strengthen:
Before the review, the staff and management of Imagine Kids Care Huntly Limited 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 July 2021
| Early Childhood Service Name | Imagine Kids Care Huntly Limited |
| Profile Number | 46050 |
| Location | Huntly |
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Service type |
Education and care service |
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Number licensed for |
66 children, including up to 15 aged under 2 |
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Percentage of qualified kaiako |
50-79% |
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Service roll |
53 |
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Ethnic composition |
Māori 38, NZ European/Pākehā 11, other ethnic groups 4 |
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Review team on site |
May 2021 |
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Date of this report |
22 July 2021 |
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Most recent ERO report(s) |
Education Review, April 2018; Education Review, September 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.
Imagine Kids Care Huntly Ltd is a privately owned and operated education and care service located on the eastern side of Huntly. It is a mixed-age service operating five days a week from 7.30 am to 6.00 pm. It is licensed for 66 children including 15 up to the age of two. The current roll is 59, of whom 38 identify as Māori. The majority of these children whakapapa to Tainui, the local iwi.
The centre was established with the intention of being an inclusive service that responds to the needs of the local Huntly communty. The centre has a separate before and after school holiday programme for children 5 to 13 years of age. Most of the staff are local and have undertaken their training and development at the centre with local tertiary providers.
Through the centre philosophy teachers support tamariki in partnership with whānau and the wider community. The values of manaakitanga and kotahitanga are promoted within a safe, welcoming, nurturing environment.
The centre has responded well to recommendations in the 2014 ERO review to strengthen self review and teacher practice. These continue to be areas of focus for the centre.
Children and their whānau benefit from strong relationships with teachers. They experience high levels of manaaki through respectful, affirming and strength-based interactions. Children are encouraged to take more responsibility for their choices through positive guidance strategies. Children's thinking and problem-solving skills are extended by teacher's use of open ended questions and support for their oral language development in English. Leaders and teachers work in partnership with whānau and outside agencies to support children with additional learning needs in an open and accepting environment. A naturally integrated tuakana / teina approach assists children up to the age of two years to learn and develop. A flexible approach to caregiving for this age group ensures children are able to form strong relationships with every teacher. Children experience a strong sense of belonging.
The centre's curriculum strongly reflects the values of its local community. It is underpinned by the values of whanaungatanga, manaakitanga, hauora and kotahitanga. A particular feature of the curriculum is the focus on hauora. This includes daily exercise, healthy food and gardening. Children are supported in all areas of their development. Teacher-led activities and routines promote children's sense of belonging and security. There are varying levels of confidence and understanding amongst teachers in the use of te reo Māori. Some centre practices reflect Kīngitanga. This strengthens children's identity as Waikato/Tainui.
Teachers incorporate whānau aspirations in programme planning. Well-presented individual portfolios are valued by whānau and capture children's participation in the programme. Teachers meet with parents and whānau on a regular basis to discuss children's interests and learning.
Leadership is effective. A strong team culture based on respect, trust and reciprocity has been developed. Leaders have a strong commitment to teaching and learning that contributes to positive outcomes for children. They support Māori and local teachers to build their teaching and leadership capabilities through support for training and professional learning and development. Children benefit from a calm, settled and inclusive environment.
A clear vision and philosophy is inclusive of parent and whānau aspirations. The strategic plan clearly identifies priorities and associated goals towards achieving the centre vision. Strong policies, systems and processes guide centre practice. A robust appraisal system aligned to the strategic plan leads to improved teaching. The centre operates efficiently and is well supported by parents and whānau.
Leaders and teachers now need to:
Before the review, the staff and management of Imagine Kids Care Huntly Limited 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 Imagine Kids Care Huntly Limited will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
6 April 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 |
Huntly |
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Ministry of Education profile number |
46050 |
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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 |
66 children, including up to 15 aged under 2 |
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Service roll |
59 |
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Gender composition |
Girls 24 |
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Ethnic composition |
Māori |
37 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
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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 |
January 2018 |
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Date of this report |
6 April 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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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.