144 Buckland Road, Mangere East, 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 Kea Kids Childcare Buckland Road 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 |
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 |
Kea Kids Childcare Buckland Road is one of four services owned by Ferns Education Limited, providing education and care for children up to school age. The centre manager oversees the daily operations of the service and a curriculum mentor supports the teaching team with their professional development. Most children enrolled in the service are of Māori or have Pacific heritages.
Children are supported by kaiako to make choices, engage in a variety of play, and explore their learning environment. They have a strong sense of belonging in the centre. Older children are encouraged to take responsibility for the wellbeing of themselves and others.
Infants and toddlers are nurtured by primary caregivers who develop secure, trusting relationships that promote their learning and development. These young children experience an unhurried and familiar routine that responds to their changing needs and preferences.
Leaders advocate for and alongside children, parents and whānau to ensure all children have access to quality, inclusive education and care. Children and families benefit from the centre’s caring learning environment. Their identities, languages and cultures, particularly those of Māori and Pacific learners, are acknowledged by kaiako and leaders. This is a strength of the service.
The unique place of Māori as tangata whenua is respected and celebrated. Leaders and kaiako provide regular opportunities for children to develop their knowledge and understanding of Te Tiriti o Waitangi.
Leaders and kaiako use internal evaluation processes that promote ongoing improvement. They understand that planning and assessment should promote holistic learning and development. Leaders guide consistent teaching and learning practices, and support kaiako to enhance their collective teaching skills. The service is now focusing on documenting children’s learning and development in relation to Te Whāriki, the early childhood curriculum.
The leadership team provides a positive working environment. They are now exploring ways to attract, appoint and retain quality staff, to promote the delivery of a high-quality curriculum.
Kea Kids Childcare Buckland Road will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kea Kids Childcare Buckland Road 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
24 September 2021
| Early Childhood Service Name | Kea Kids Childcare Buckland Road |
| Profile Number | 46784 |
| Location | Buckland Road, Mangere East |
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Service type |
Education and care service |
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Number licensed for |
48 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
37 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 3, Indian 6, Samoan 5, Fijian Indian 4, Tongan 4, other Pacific 5, other ethnic groups 3 |
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Review team on site |
May 2021 |
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Date of this report |
24 September 2021 |
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Most recent ERO report(s) |
Education Review, March 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.
The centre opened in November 2015, and is one of five centres owned and operated by Ferns Education Limited. Licensed for 48 children including 15 children aged under 2 years, the centre provides full day learning programmes in a purpose built facility. Three separate rooms cater for different age groups. The community attending the centre is predominately Māori, Pacific and Indian. There are also smaller numbers of children from other ethnic backgrounds attending.
The centre philosophy and vision guide all practices and developments at the centre. The philosophy focuses on creating a quality 'home away from home' environment. Whānau and community involvement in the curriculum and children's learning is encouraged and highly valued. Māori and Pacific perspectives and languages are promoted with a strong commitment to the bicultural heritage of Aotearoa New Zealand. Meeting the needs of a diverse and multicultural community is a central focus.
Children and their whānau are welcomed into the very well resourced centre. Children display independence and freely access a wide range of equipment. They have many opportunities to make choices about their play. Children settle quickly, play well alongside each other, and enthusiastically join in play and learning activities.
Children engage well with their teachers. They respond well to centre routines that allow them time to sustain their interest in activities. Children have good opportunities for mixed age group play. Children and whānau benefit from teachers who speak languages other than English, and this contributes to both children and their whānau experiencing a sense of belonging.
Teachers are attentive and responsive to the needs and preferences of children aged under two years. Children benefit from respectful nurturing care from teachers, unhurried routines, and age appropriate indoor and outdoor learning environments.
The centre has recently reviewed and made positive changes to the planning of learning programmes. This has assisted teachers to better recognise and respond to the emerging interests of individual children. It is also helping teachers to make clearer and more explicit links to the early childhood curriculum, Te Whāriki, in their planning.
Teachers make good use of their detailed knowledge of children's language and culture. Bicultural practices are strong. Te reo Māori is naturally interwoven through the programme. Programmes and practices are successfully developing children’s knowledge and appreciation of other languages and cultures.
The programme provides many opportunities for children to learn about their local community. The knowledge and resources of whānau and numerous community visitors, and trips are special features that broaden children's experiences and understanding of the world. Well considered transition practices are evident. Children and their whānau benefit from unhurried and well planned transitions between rooms. Transitions beyond the centre are supported through the relationships that leaders have established with local primary schools.
The centre is well led. Leaders are committed to developing learning partnerships with whānau and to ongoing professional learning. This is impacting positively on practice for leaders and teachers. Recent professional learning on planning and assessment has influenced and strengthened teaching practice. Good progress is being made with a number of recent initiatives in programme planning assessment, and evaluation of the curriculum. Centre leaders and teachers use internal evaluation practices well to ensure continuous improvement and improved learning outcomes for children.
Centre leaders and ERO agree that next steps include, continuing to:
Before the review, the staff and management of Kea Kids Childcare Buckland Road 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 Buckland Road will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
20 March 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 |
Mangere East, Auckland |
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Ministry of Education profile number |
46784 |
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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 |
48 children, including up to 15 aged under 2 |
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Service roll |
47 |
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Gender composition |
Boy 26 |
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Ethnic composition |
Māori |
9 |
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Percentage of qualified teachers |
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 |
December 2017 |
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Date of this report |
20 March 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.