Fun Kids Learning Centre - 08/02/2018

1 Evaluation of Fun Kids Learning Centre

How well placed is Fun Kids Learning Centre 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.


Fun Kids Learning Centre provides early childhood education for up to 20 children over two years of age. Children can attend up to six hours daily, similar to school hours. The centre serves a culturally diverse community that includes children of Māori, Pacific, Indian and Asian heritage. Many children have English as an additional language. Staff speak various languages including Samoan, Hindi and Mandarin to support children and parents.

The centre's philosophy recognises core values that aim to develop children's learning, thinking, imagination and communication.

Fun Kids Learning Centre staff consists of a head teacher, three other registered teachers and two teaching assistants. Many of the teachers have worked at the centre for a long time.

The centre has had the same owner for seven years and has a well-established governance and management framework. Teachers generally access professional learning from a curriculum specialist.

ERO's 2014 report recommended prioritising development of a more responsive and challenging child-led curriculum, strengthening internal evaluation and implementing teacher appraisal. While there has been some worthwhile progress in these areas, they continue to be areas for ongoing development.

The Review Findings

Children experience a basic programme based on Te Whāriki, the early childhood curriculum. Children enjoy positive relationships with their peers and adults. Teachers' interactions with children are respectful and responsive. Children are settled and have a strong sense of belonging in the centre.

Children participate in a variety of routines and activities that teachers organise for them. The range of learning activities include literacy, numeracy and physical play. Excursions enhance the programme. Children settle quickly into their play choices for periods of time. Their oral language is promoted to support them to confidently express themselves. It would be useful for teachers to review the purpose and effectiveness of mat time routines.

Children support each other in their play through tuakana/teina relationships. Teachers' inclusive practices are promoted and support all children, including those with additional learning needs.

Children's assessment records feature their learning dispositions and events at the kindergarten. Teachers keep parents informed about their children's learning journey and events in the centre. Transition processes are in place that support children into the centre.

Teachers promote a bicultural teaching programme including te reo Māori. Children's cultures and home languages are valued and apparent within the centre.

A well-documented strategic plan and policy framework provide guidance for staff and the centre's development. Internal evaluation processes are established and the centre's philosophy is regularly reviewed. The philosophy could now incorporate a commitment to a bicultural focus in the programme.

Teachers are reviewing the centre's appraisal processes to align with new Education Council requirements. As part of this development, leaders should ensure that there is an improvement focus in teachers' professional goals and opportunities for all staff to be directly involved in professional learning.

Key Next Steps

ERO has identified next steps for the centre that include:

  • promoting a more meaningful and responsive programme for children by providing good opportunities for challenge and creativity
  • increasing children's choice in learning resources and developing their persistence to promote opportunities for complex play
  • ensuring the teachers' role in extending and responding to children's play is documented in planning, evaluation and assessment
  • strengthening the depth of internal evaluation processes with the use of indicators of effective practice especially in relation to children's transition to school.

ERO has identified that, as part of improving practices, managers could prioritise:

  • rationalising and aligning the centre's strategic goals to indicators of effective practice
  • reviewing and refining the centre's policy framework to distinguish between policy and procedure.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fun Kids Learning 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:

  • 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 Fun Kids Learning Centre will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 February 2018 

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 


Manukau, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children over the age of 2 years

Service roll


Gender composition

Girls       10
Boys        8

Ethnic composition



Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

December 2017

Date of this report

8 February 2018

Most recent ERO report(s)

Education Review

June 2014

Supplementary Review

May 2013

Supplementary Review

April 2012

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.