4 Dominion Street, Takapuna, Auckland
View on mapThe No 1 Kindy Limited
The No 1 Kindy Limited
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
ERO’s Judgement
Regulatory standards |
ERO’s judgement |
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Background
The No 1 Kindy Limited is a well-established early learning service. An owner and a registered head teacher lead a team of nine qualified teachers and two staff, including a cook. The centre offers full-day education and care in a mixed-age group setting. A small number of Māori children are enrolled.
Summary of Review Findings
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Teachers provide a language-rich environment that supports children’s learning.
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Children are provided with a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups.
Consistent implementation of health and safety practices and monitoring of governance and management processes is required to maintain regulatory standards.
Compliance
Since the onsite review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
-
Ensuring the equipment, premises and facilities are checked every day of operation for hazards to the children. Consideration of hazards must include, but is not limited to, the condition and placement of learning, play and other equipment, windows and other areas of glass, and poisonous plants (HS12).
-
Having a record of excursions that includes the signature of the person responsible for giving approval for the excursion to take place (HS17).
-
Maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending (GMA11).
Next ERO Review
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
24 July 2023
Information About the Service
Early Childhood Service Name |
The No 1 Kindy Limited |
Profile Number |
20445 |
Location |
Takapuna, Auckland |
Service type |
Education and care service |
Number licensed for |
34 children, including up to 12 aged under 2 |
Percentage of qualified teachers |
80-99% |
Service roll |
48 |
Review team on site |
May 2023 |
Date of this report |
24 July 2023 |
Most recent ERO report(s) |
Education Review, February 2019 |
General Information about Assurance Reviews
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
ERO undertakes an Akanuku | Assurance Review process in any centre-based service:
-
having its first ERO review – including if it is part of a governing organisation
-
previously identified as ‘not well placed’ or ‘requiring further development’
-
that has moved from a provisional to a full licence
-
that have been re-licenced due to a change of ownership
-
where an Akanuku | Assurance Review process is determined to be appropriate.
Management Assurance on Legal Requirements
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
-
curriculum
-
premises and facilities
-
health and safety practices
-
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
-
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
-
discussions with those involved in the service
-
consideration of relevant documentation, including the implementation of health and safety systems
-
observations of the environment/premises, curriculum implementation and teaching practice.
The No 1 Kindy Limited - 28/02/2019
1 Evaluation of The No 1 Kindy Limited
How well placed is The No 1 Kindy Limited to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
The No 1 Kindy Limited is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
The No 1 Kindy is a well-established early learning centre in Takapuna, Auckland. It is licensed for 34 children, including up to 12 under two years of age. The centre offers full-day education and care in a mixed-age group programme.
The centre's philosophy is aligned to the principles of Te Whāriki 2017, the early childhood curriculum. It emphasises the values of whanaungatanga, manaakitanga, tuakana/teina, and fostering trusting relationships with children and their whānau. This is underpinned by a strong commitment to biculturalism and child-led play.
Centre staff consist of the experienced owner, who manages the centre, and 10 registered teachers. Most of the teachers are long-standing members of staff.
The centre has a history of positive ERO reports. Positive features identified in the 2014 ERO report have been maintained. These include children having a sense of belonging, strong relationships with whānau, a responsive programme, and well-developed internal evaluation. Leaders and teachers have worked purposefully to progress next steps and recommendations regarding strategic goal setting and refining the evaluation of group programmes.
The centre is part of the Pupuke (Westlake) Community of Learning |Kāhui Ako (CoL).
The Review Findings
Children receive high quality care and education. The centre's calm and positive tone helps children settle quickly into the programme. Children show a strong sense of belonging in the centre environment. Their wellbeing is nurtured through respectful relationships with teachers and each other.
Children are supported well to become sociable, articulate and confident learners. They play cooperatively with, and alongside their peers for sustained periods of time. Children benefit from playing in mixed age groups. Their imagination and creativity is fostered during free play. Teachers provide good quality resources. The indoor and outdoor environments enable children to explore, experience challenges and revisit prior learning.
Teachers provide nurturing and respectful care for infants and toddlers using primary caregiving practises. Children benefit from good adult-to-child ratios. This means that their individual preference and care routines can be met. Teachers respond well to infants' early attempts at verbalisation. They use effective strategies to develop toddlers' oral language.
Children's transitions into, through and beyond the kindergarten are effective and very well managed. Connections with local primary schools and the kāhui ako have enabled teachers to support families as they enrol and transition their children to school.
Teachers' planning and assessment is highly responsive to children's diverse learning needs and interests. Literacy, numeracy and science are well integrated into play. Teachers know the children well, and effectively scaffold and extend their learning. They encourage positive social interactions and tuakana/teina relationships. Teachers foster children's independence and self-management skills as part of daily learning. Children are empowered to take responsibility for themselves, their peers and the group.
Leaders and teachers have a strong commitment to te ao Māori. Bicultural practices and a respect for te ao Māori are woven through the programme. Teachers naturally and confidently integrate te reo Māori, waiata and karakia into daily practice.
Children benefit from strong partnerships between parents and teachers. There are many opportunities for leaders, teachers, parents and whānau to work collaboratively to support positive outcomes for children. Teachers value whānau contribution to the programme.
The centre's leadership is highly effective. Leaders have high expectations of staff and for children's learning. They promote collaboration and support staff wellbeing. Staff have opportunities for professional growth through well-targeted internal and external professional development. Leaders foster teachers' leadership.
Centre development is guided by high quality internal evaluation and strategic priorities. There is strong alignment between strategic priorities, staff appraisals and internal evaluation. The centre has good systems in place to monitor health and safety.
Key Next Steps
Centre leaders have used internal evaluation to identify relevant priorities for development that include continuing to:
-
meaningfully include Māori values in teaching practice and documentation
-
refine appraisal processes to align with the Teaching Council's new standards.
Management Assurance on Legal Requirements
Before the review, the staff and management of The No 1 Kindy 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:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
28 February 2019
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Takapuna, Auckland |
||
Ministry of Education profile number |
20445 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
34 children, including up to 12 aged under 2 |
||
Service roll |
51 |
||
Gender composition |
Boys 29 Girls 22 |
||
Ethnic composition |
Māori |
3 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
January 2019 |
||
Date of this report |
28 February 2019 |
||
Most recent ERO report(s) |
Education Review |
September 2014 |
|
Education Review |
July 2011 |
||
Education Review |
June 2008 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement and Next Review
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:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
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.
The No 1 Kindy Limited - 12/09/2014
1 Evaluation of The No. 1 Kindy Limited
How well placed is The No. 1 Kindy Limited to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
The No. 1 Kindy Limited provides full day education and care services for children up to five years of age. The centre’s philosophy focuses on providing a mixed-age learning environment. Infants and toddlers spend time with children of their own age, and also have frequent opportunities to play and learn alongside older children.
The owner and most teachers have a long association with the centre. The centre is well established and has a history of positive ERO reporting. Areas of good performance relating to teaching and learning, curriculum and self-review have been sustained over time.
The team of qualified and registered teachers participates in regular professional development. Teachers have improved their knowledge and integration of practices that reflect the bicultural heritage of Aotearoa New Zealand.
The Review Findings
Children demonstrate a strong sense of wellbeing and belonging. They form warm and trusting relationships with teachers. Infants and toddlers receive individual care and attention in an emotionally nurturing environment. They have access to a wide variety of resources and are confident to explore and participate in the programme. Older children engage in inclusive, imaginative and co-operative play for long periods of time. They eagerly share their knowledge and ideas with teachers and other children. Children of all ages are very well supported to become enthusiastic and competent learners.
Teachers’ interactions with children are respectful and affectionate. They work alongside children and are responsive to their ideas. Teachers make useful links to children’s home experiences and have extensive knowledge of children’s interests and strengths. They use this knowledge to challenge and support children’s learning. Teachers skilfully integrate science, literacy and numeracy learning into children’s play. They are increasingly strengthening their understanding of bicultural practices and their use of te reo Māori to support children’s learning.
Children’s interests are extended. Their strengths, interests and participation in the programme are clearly shown in attractive learning records. Teachers skilfully identify the learning that happens in the context of children’s play. This responsive approach to programme planning provides a sound foundation. Teachers could now consider how to refine the way they evaluate group programmes.
Building and sustaining partnerships with families is a strong feature of the centre. These positive relationships support children to settle confidently into the centre. Teachers appreciate the information parents share. They use it to build their understandings and connection with individual children and their families. Families express a high level of satisfaction with the centre through centre surveys and the regular conversations they have with teachers.
Centre leaders and teachers have high expectations of their work. They are well motivated to continue to provide a high quality programme for children. Teachers’ participation in ongoing professional development contributes to improved practices. The newly reviewed appraisal system, linked to the registered teacher criteria, is likely to promote further opportunities for teacher reflection and development.
Teaching staff and centre leaders have a shared philosophy. This promotes collaborative approaches to teaching and managing the centre. Well developed self-review systems enable teachers to identify opportunities for improvement and make positive changes to teaching practices and centre operations.
Key Next Steps
To enhance existing high quality practices, centre leaders acknowledge that developing and using meaningful strategic goals could help them guide and support ongoing improvement.
Management Assurance on Legal Requirements
Before the review, the staff and management of The No. 1 Kindy 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:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of The No. 1 Kindy Limited will be in four years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Takapuna, Auckland |
||
Ministry of Education profile number |
20445 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
34 children, including up to 12 aged under 2 |
||
Service roll |
51 |
||
Gender composition |
Boys 28 Girls 23 |
||
Ethnic composition |
Māori NZ European/Pākehā Samoan |
4 46 1 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
July 2014 |
||
Date of this report |
12 September 2014 |
||
Most recent ERO report(s) |
Education Review |
July 2011 |
|
Education Review |
June 2008 |
||
Education Review |
May 2005 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement and Next Review
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:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
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.