3 Parakau Road, Bell Block, New Plymouth
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 KidsZone Preschool (2013) Ltd 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 |
Whāngai Establishing |
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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 |
KidsZone Preschool (2013) Ltd is a privately owned, purpose- built education and care centre with three age- based learning areas. A centre manager is responsible for day- to- day operation supported by the owners. The philosophy emphasises trusting relationships with whānau, built on inclusive practices, respect and understanding.
Children effectively lead their own learning in a play-based curriculum. Nurturing relationships enhance children’s learning and development, including social and emotional competence. Infants’ routines and rituals are responded to in a calm learning environment, fostering a sense of security. Flexible teaching practices support an inclusive environment for all children’s learning and development. Children and whānau develop a sense of belonging at the centre, supported by kaiako who know them well.
Children’s learning is enhanced through te ao Māori learning opportunities. Te reo me ngā tikanga Māori are integrated within daily practices. Respectful and positive interactions with whānau build connections between the service and home. Not all children’s cultures, languages and identities are consistently responded to within the curriculum.
Learning environments support children’s interests, skills and abilities. Assessment practice recognises children’s efforts, challenges and successes and is aligned with parent and whānau aspirations. Kaiako have yet to develop a shared understanding of the use of the learning outcomes in Te Whāriki, the early childhood curriculum, to intentionally inform assessment for children’s learning. Children are seen as capable and confident learners.
Kaiako are building reflective practice to support their individual and collective professional capability. A deliberate focus on collaboration has developed relational trust. Managers and leaders have recognised the importance of gaining parent and whānau voice to inform decision making. Monitoring of internal evaluation processes are yet to identify outcomes for individuals and groups of children. Outcomes for children and their whānau are promoted by effective systems and processes to support the safety and well being of children and their families.
KidsZone Preschool (2013) Ltd will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of KidsZone Preschool (2013) Ltd 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
1 February 2022
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Early Childhood Service Name |
KidsZone Preschool (2013) Ltd |
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Profile Number |
46379 |
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Location |
New Plymouth |
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Service type |
Education and care service |
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Number licensed for |
105 children, including up to 30 aged under 2. |
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Percentage of qualified teachers |
100% |
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Service roll |
99 |
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Ethnic composition |
Māori 25, NZ European/Pākehā 66, Other ethnic groups 8. |
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Review team on site |
November 2021 |
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Date of this report |
1 February 2022 |
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Most recent ERO report(s) |
Education Review, October 2018; Education Review, June 2015. |
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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.
KidsZone Preschool (2013) Ltd is a stand-alone service located in the Bell Block community, east of New Plymouth. Since the June 2015 ERO report, there has been an increase to the centre licence and in the number of buildings. The service is licensed for 75 children, including 30 children up to the age of two. There are two separate areas that cater for the different age groups. The service is open for daily sessions Monday to Friday.
Two managing directors oversee centre operation. Head teachers lead the day-to-day teaching teams across the nursery and preschool areas. The majority of the staff are qualified and registered teachers.
The service philosophy gives priority to good quality care and education for tamariki and whānau, based on trusting relationships, inclusive practices, respect and understanding. These uphold and promote children's and whānau sense of belonging.
The previous ERO report identified that it was appropriate to revisit and review the centre’s vision and philosophy and strategic planning. There has been progress in this area.
The centre philosophy is effectively implemented in practice. Children enjoy the breadth of learning opportunities offered through the well-resourced indoor and outdoor areas as explorers, creative artists and problem solvers.
Children experience learning through play as fun. They have opportunities to lead their learning and are well supported through routines promoting independence and self-management. Children engage in positive interactions with peers and adults. They demonstrate belonging and ownership in the centre, confidently communicating their ideas. Teachers and children know each other well.
The curriculum is informed by observations, individual and group planning and parent and whānau aspirations for their children. Learning assessment stories highlight children's preferences, dispositions, strengths and progress over time.
Deliberate acts of teaching purposefully guide and support children’s progression and continuity of learning. Links to strategic goals, the philosophy and Te Whāriki are incorporated.
Children enjoy learning opportunities through literacy, mathematics, science, music, art and physical exploration. They are engaged, sustained learners. Parents participate in an online programme to inform and respond to their children's learning. Leaders have identified that a key next step is to implement a consistent, planned approach for individual children and to deepen teachers' analysis and evaluation of children’s learning. ERO's evaluation confirms this direction.
Infants and toddlers experience an effective responsive curriculum. Teachers demonstrate care and compassion, gentle interactions and respectful relationships supporting child-led learning.
Te ao Māori is visually represented through Māori artefacts, kupu Māori, Māori art and design, and children's pepeha. Children participate in te reo me ngā tikanga Māori rituals and learning experiences that include karakia and waiata. Leaders identify a next step to effectively provide for Māori learners, is to further strengthen te ao Māori knowledge and understandings and include Taranaki landmarks and localised stories.
Children with additional needs are well supported. The service has accessed professional learning and external agency input to support children's positive learning outcomes. The centre has well-considered transition processes into and within the centre and on to school.
The directors demonstrate a strong commitment to the enactment of the philosophy, vision and goals of the centre. Useful systems and processes guide practices. The centre's strategic plan, vision and philosophy provide clear direction for leaders and teachers.
Review for improvement and accountability is well established. Leaders acknowledge internal evaluation requires further development. To strengthen teachers' capability to sustain and continually improve teaching and learning for all children leaders should implement an effective framework that includes: evaluative questions; relevant indicators; evaluative analysis of data gathered; and evaluation of the impact of change.
The appraisal process is currently under review. Leaders acknowledge a key next step is to implement a robust appraisal process for staff that reflects Education Council requirements and outlines timeframes and expectations for: meetings; goal setting and progress; targeted observations of teachers' practice linked to their goals; teaching as inquiry; feedback, feedforward; annual summary; and an evidential file.
Leaders should:
ensure consistency in planning for learning
build te ao Māori knowledge, understanding and implementation
strengthen effective internal evaluation capability for all teachers
implement a robust appraisal procedure.
Before the review, the staff and management of KidsZone Preschool (2013) Ltd 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 KidsZone Preschool (2013) Ltd will be in three years.
Alan Wynyard
Director Review and Improvement Services Central
Te Tai Pokapū - Central Region
11 October 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 |
New Plymouth |
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Ministry of Education profile number |
46379 |
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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 |
75 children, including up to 30 aged under 2 |
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Service roll |
92 |
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Gender composition |
Boys 49, Girls 43 |
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Ethnic composition |
Māori |
15 |
|
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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 |
August 2018 |
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Date of this report |
11 October 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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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.