10 Corinthian Drive, 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 Kids Cove ELC, Albany are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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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 |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Kids Cove ELC, Albany is one of three services owned by the same licensee. The centre’s director and manager are responsible for the governance and management of the service, supported by a professional leader. There are four qualified teachers and seven unqualified staff. Children attending the centre are from diverse cultural heritages. A small number of children are Māori.
Leaders and teachers provide a play-based curriculum that promotes children’s independence and decision making. Teachers’ professional knowledge enables children to take responsibility for their own learning and to develop their creativity, reasoning and critical thinking skills. Children confidently engage in a variety of learning experiences.
Children with additional learning needs are well supported by teachers who are responsive to their individual needs. Leaders and teachers work collaboratively with external agencies to help each child to fully participate in the programme.
Leaders and teachers foster learning-focused partnerships with parents and whānau that contribute to curriculum design and implementation. Parents who spoke with ERO reported a genuine sense of whānau and partnership, based on attitudes of respect and aroha.
A commitment to biculturalism is evident in the service’s philosophy. Teachers include aspects of te ao Māori in their practice. They are continuing to develop shared understandings of ways to provide a programme that is culturally responsive for all children.
Leaders have implemented a new system for ongoing internal evaluation. Governance processes to sustain regulatory and professional requirements are well established. An external mentor provides professional development to grow leaders’ and teachers’ capabilities. Providing leadership opportunities for teachers could further contribute to teachers’ growth and development.
Kids Cove ELC, Albany will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kids Cove ELC, Albany 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
5 July 2021
| Early Childhood Service Name | Kids Cove ELC, Albany |
| Profile Number | 46778 |
| Location | Albany, Auckland |
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Service type |
Education and care service |
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Number licensed for |
125 children, aged over 2 years |
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Percentage of qualified teachers |
80%+ |
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Service roll |
84 |
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Ethnic composition |
Māori 7 |
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Review team on site |
April 2021 |
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Date of this report |
5 July 2021 |
|
Most recent ERO report(s) |
Education Review, April 2018 |
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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 Cove ELC, Albany is one of three Kids Cove centres owned by the same family group. This Albany centre is the newest and has operated in a purpose built facility in the Albany business district since October 2015. It serves a culturally diverse community and is licenced for 125 children, including 25 up to two years of age. Most children and families are either Mandarin speaking Chinese or New Zealand Pākehā. There are also children of Latin American, African and other Asian descent in addition to very small numbers of Māori and Pacific children.
The centre is organised into four age-related learning spaces. Infants and toddlers up to two years have their own indoor and outdoor environments, as do the preschool group of children. Separate indoor spaces are available for children aged from two to three, and three to four. These two groups of children share a spacious outdoor area. Older children access the dining area for meals while infants and toddlers eat meals in their own space.
The centre's philosophy espouses a deep respect for children. Its aims are to nurture children in partnership with whānau and in a warm, homely environment where teachers follow children's interests and dispositions.
One of the owners, the service director, is actively involved in the centre and shares her time across all three Kids Cove services. The manager is responsible for the daily running of the centre and is supported by an administrator. An external early childhood consultant provides governance and management guidance, and pedagogical support. A pedagogical leader is employed full time to enhance teaching and learning practices throughout the centre. In addition, each room has a team leader.
This is ERO's first review of Kids Cove ELC, Albany.
Children and families experience a welcoming and inclusive environment, and parents are invited to be partners in their children's learning. Staff are calm and gentle, and support children well to play in areas of their choice. Older children are kind to each other and play collaboratively with their peers, or independently as they prefer. They care for and play very well with their younger friends. These good practices contribute to how settled, happy and engaged children are in their play and learning.
Teachers work collaboratively to plan, design and enact very good learning programmes for children across the centre. As skilled practitioners, teachers are responsive to children's interests and preferences, and engage them in meaningful play and learning. They provide children with ready access to open-ended resources and use teaching approaches that evoke children's curiosity and imagination. Children are valued as competent, capable learners and are supported to take risks with their learning.
Teachers are respectful and positive with children and each other. They work alongside children, giving them time and space to think, talk and learn. Teachers are nurturing and affectionate with babies and toddlers. They are attentive and responsive to the care needs of these youngest children, and support them appropriately to meet developmental milestones. Teachers communicate with parents effectively and follow home routines.
The centre environment is spacious and open, allowing for easy visibility into learning spaces. The thoughtful design and resourcing of the centre provide children with very good opportunities for creative and imaginative play, and physical activity. Teachers support and enhance children's literacy and numeracy learning, and integrate science and other curriculum areas effectively into daily programmes.
Teachers and leaders are becoming increasingly skilled in their use of te reo Māori, and aspects of tikanga Māori are practised throughout the centre. They clearly value the continuing development of culturally responsive practices.
Centre leaders are collaborative and improvement focused. They value their staff and are creating a culture of respect and trust. The centre's philosophy is evident in practice. It is well aligned to the centre's strategic planning and internal evaluation, and teachers' professional learning and appraisal processes. The centre's well understood internal evaluation shows that specialist staffing appointments are having a positive impact in improving outcomes for children.
Centre leaders have identified appropriate next steps to help build staff capacity and support the sustainability of good practices throughout the centre. Next steps include:
Before the review, the staff and management of Kids Cove ELC, Albany 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 Kids Cove ELC, Albany will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
16 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 |
Albany, Auckland |
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Ministry of Education profile number |
46778 |
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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 |
125 children, including up to 25 aged under 2 |
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Service roll |
95 |
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Gender composition |
Boys 45 |
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Ethnic composition |
Māori |
2 |
|
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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 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
February 2018 |
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Date of this report |
16 April 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.