Kauri Kids Clendon - 12/10/2017

1 Evaluation of Kauri Kids Clendon

How well placed is Kauri Kids Clendon 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.


Kauri Kids Clendon provides education and care for up to 50 children including up to 12 aged under two years of age. Although children under two have separate spaces, they mix freely with older children in other play areas. The majority of children enrolled are Māori or Pacific. Children's cultural heritage and home languages are shared and celebrated.

The centre is one of 11 governed by Auckland Council under the name Kauri Kids. Each centre is separately licensed. An Early Childhood Education (ECE) specialist has been appointed by Auckland Council to oversee all Kauri Kids' governance and curriculum. She has a working relationship with all centre managers and head teachers.

The 2015 ERO review identified a number of areas for improvement. Since then there have been changes in staff, including the very recent change of head teacher and the appointment of the ECE specialist. Staff turnover has hindered the service's ability to address recommendations raised in 2015.

The centre's philosophy acknowledges the importance of the bicultural heritage of Aotearoa New Zealand and reflects a commitment to Māori aspirations. The philosophy aligns with the Auckland Council's vision of providing a unique community and nurturing environment that inspires children to explore and achieve their potential. The new head teacher is planning to review the philosophy to develop better alignment with Te Whāriki, the early childhood curriculum.

The multicultural teaching team has five qualified teachers and one teacher in training. Teachers have participated in professional development sessions aimed at improving teaching practice.

The Review Findings

Children's sense of belonging is well supported. They respond positively to their teachers and to each other. They play well with their peers and in mixed-age groups. Children know routines well, organise themselves and freely choose to play indoors or outside. They benefit from a high staff-to-child ratio that enables good support for their play, learning and care.

Children up to two years of age benefit from a 'primary caregiving' approach that is sensitive to their rhythms and needs. Interactions are respectful and conversations with babies ensure that they are aware of adults' actions as part of care routines.

Respectful teaching practices and sensitively timed interactions support children to settle and become focused in their play. Older children are beginning to lead their own learning and develop problem solving skills. They participate well in imaginative and construction play. The increasingly well resourced environments have specific play areas, and encourage children's exploration and engagement in play.

There is a strong focus on ensuring the programme is centred on children's individual interests. Recent developments in programme planning reflect this improved focus on individual children. Transitions into, within and out of the centre are managed well.

The ECE specialist and head teacher are working collaboratively to establish effective and sustainable leadership practices. Their focus is on developing a centre culture that is conducive to ongoing improvement. The head teacher is working to build a cohesive and dedicated team of teachers. Leaders agree that appraisal processes need to be strengthened to ensure that teachers develop effective teaching practices to support children's learning.

Managers have supported teacher improvement with an ongoing professional development programme and better resources. Teachers have reviewed various aspects of the programme. They now need to evaluate the effectiveness of the changes that have resulted from the review process. This evaluation should include consultation with parents and children.

Key Next Steps

Leaders agree that key next steps include:

  • strengthening bicultural practices, and further developing learning partnerships with parents

  • continuing to improve the quality of planning, assessment and evaluation

  • focusing programme planning on support for children's learning in key curriculum areas, and on strategies for supporting children's oral language development

  • reviewing policies and procedures to ensure they meet current legal requirements

  • implementing and clearly documenting teacher appraisal processes that meet the requirements of the Education Council of NZ.


ERO recommends that the service develops and implements an action plan for addressing the key next steps and areas of non-compliance outlined in this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Clendon 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance, management and administration. To meet requirements the service needs to improve its performance in the following areas:

  • establishing an ongoing process of internal evaluation that helps to maintain and improve the quality of education and care for children, and to ensure that the service's legal obligations are met

  • developing suitable human resource management, employment and personnel policies and practices that promote high quality practice.

Licensing Criteria for Early Childhood Education and Care Centres 2008; GMA6, GMA7.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kauri Kids Clendon will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

12 October 2017

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


Clendon, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 12 aged under 2

Service roll


Gender composition

Boys 27 Girls 18

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

July 2017

Date of this report

12 October 2017

Most recent ERO report(s)

Education Review

April 2015

Education Review

February 2012

Supplementary Review

October 2010

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.