Level 1 11-15 Alpha Street, Mt Cook-Wellington, Wellington
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 Elim International Kids Early Childhood Centre 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 |
Whakawhanake Sustaining |
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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 |
Whakawhanake Sustaining |
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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 |
This centre is owned by Elim Church. A strategic management team and manager oversee governance and management. Team leaders are responsible for daily operations. All teachers are qualified or in training. Children from infants-to-school age and many cultures attend and learn in two age-based rooms and one shared outdoor area.
Teachers have strong learning partnerships with parents. Together they identify and evaluate each child’s progress against learning goals that reflect the learning outcomes in Te Whariki, the early childhood curriculum. Teachers are highly responsive to parents’ insights and wishes about their child’s learning.
The centre’s values and priorities for learning (such as manaakitanga, whanaungatanga, Christian teachings) are very evident. Children benefit from caring and respectful interactions and learn in a calm, settled environment. They are confident and see themselves as successful learners. Children play well together and show sustained interest in their learning.
Teachers consistently implement a responsive curriculum, in line with Te Whariki. The curriculum is a balance of teacher provocations and child-led learning, with deliberate resourcing. Children have many opportunities to learn about each other’s cultures and hear different languages. This includes te ao and some te reo Māori. Children’s curiosity is fostered through engaging science, technology and early literacy learning.
Infants and toddlers, children with additional needs and English language learners are very well supported. Teachers work closely with parents and external experts to meet children’s needs. Infants and toddlers experience very nurturing and responsive relationships from their teachers, including respectful care routines. Early language development is well supported.
Most children benefit from high quality planning and assessment for individual and group learning. This includes deliberate teaching strategies. Leaders recognise some inconsistencies in planning for learning.
Leaders and teachers regularly evaluate teaching and learning. Evaluations follow a systematic process and result in improved outcomes for children. Trusting and collaborative relationships between teachers and leaders and a shared commitment to the centre’s vision contribute to this.
With changes in leadership at the governance and management level, leaders have identified that it is time to review, with staff and parents, the centre’s strategic plan and ensure ongoing alignment of systems and processes to this.
Elim International Kids Early Childhood Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Elim International Kids Early Childhood Centre 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
1 July 2021
| Early Childhood Service Name | Elim International Kids Early Childhood Centre |
| Profile Number | 60108 |
| Location | Wellington |
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Service type |
Education and care service |
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Number licensed for |
31 children, including up to 13 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
31 |
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Ethnic composition |
Māori 1, Asian 10, Indian 10, Pacific 5, Other ethnicities 5. |
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Review team on site |
March 2021 |
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Date of this report |
1 July 2021 |
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Most recent ERO report(s) |
Education Review, March 2016; Education Review, March 2013. |
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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.
Elim International Kids Early Childhood Centre is licensed to provide education and care for 31 children, including up to 13 aged up to two years. Currently there are three Māori children on the roll. Children and teachers come from a range of ethnic backgrounds. Their ethnicities are valued and celebrated.
The Elim Church Trust Board is responsible for governance of the service and is supported by a manager/service provider. Two team leaders share the daily supervision of teaching and learning programmes for children. Four teachers hold an early childhood qualification and two are provisionally registered teachers.
Since the March 2013 ERO report the indoor spaces of this central Wellington service have been refreshed to provide an inviting environment for children. The manager and teachers have worked extensively with an external facilitator to strengthen internal review and teaching and learning. This support is planned to continue during 2016.
Children spontaneously engage in a range of child-initiated, play-based experiences. Teachers select learning opportunities that are relevant, authentic and interesting. Learners play harmoniously alongside their peers. Infants and toddlers are encouraged and nurtured to explore their surroundings. Teachers respond promptly to children’s requests. They play and work alongside children, support their developing skills and generally extend their thinking and language.
Programme provision for infants focuses on respectful relationships and nurturing their wellbeing through responsive caregiving. Play is viewed as an occasion for learning and providing opportunities for young learners to become active communicators and explorers. Teachers respond and listen to children’s cues to support language development. Consideration is given to ensuring these very young children experience a low-stress environment.
A curriculum review focused on assessment is being undertaken. A developing part of this process is the collection of assessment data on e-portfolios. This approach has potential to further extend learning by increasing parents’ contribution to their child’s programme.
Children’s interests inform the programme. Strengthening planning has been ongoing, with the support of an external facilitator. There is an increased focus on extending children’s learning and making clear links to Te Whāriki, the early childhood curriculum. Teachers share knowledge about children and are developing consistency in their assessment and planning.
Transitions into the centre are flexible and responsive to the needs of individual children and families. A recent review of transitions out of the centre is timely to support teachers to enhance outcomes for children as they move to school.
Teachers show commitment to improving their understanding in ways of teaching that reflect and respond to Māori learners. Te reo me ngā tikanga Māori are increasingly integrated into the programme. An inclusive culture with acknowledgement of and respect for the many ethnic groups is evident in the centre.
Leadership is supportive. The manager provides clear expectations for managing centre operations through useful systems and processes. She efficiently leads review processes that assist centre developments and decision-making.
Teachers are focused on improving the quality of teaching and learning. This includes extending and embedding the redeveloped appraisal process to include stronger use of evidence and clearer next steps for teachers’ development. The new system is likely to contribute to professional growth and enhanced outcomes for children.
Attention should be given to strengthening practice in relation to aspects of the centre’s philosophy statements. Managers and teachers should continue to embed shared understanding of formal, in-depth, evidence-based internal evaluation to enhance decision making and outcomes for children. Further refinement should include:
Before the review, the staff and management of Elim International Kids Early Childhood Centre 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 Elim International Kids Early Childhood Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 March 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.
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Location |
Wellington |
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Ministry of Education profile number |
60108 |
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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 |
31 children, including up to 13 aged under 2 |
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Service roll |
33 |
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Gender composition |
Girls 17, Boys 16 |
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Ethnic composition |
Māori Pākehā Samoan Indian Filipino Asian Other ethnic groups |
3 6 5 8 5 2 4 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
December 2015 |
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Date of this report |
15 March 2016 |
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Most recent ERO report(s)
|
Education Review |
March 2013 |
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Education Review |
December 2009 |
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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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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.