3058 Great North Road, New Lynn, 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Curious Kids are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakatō Emerging |
Curious Kids is a privately operated service situated within the LynnMall shopping complex. A centre director supports a qualified centre manager with daily operations. Children attending this service are ethnically diverse, including Indian and Filipino. Almost 20 percent of children enrolled have either Māori or Pacific heritages. The teaching team is reflective of the multicultural community.
The service’s curriculum provides children with a range of play-based learning opportunities which encourage both group and individual exploration. Teachers use appropriate strategies to support children to express themselves, and to problem solve and experiment. These relationships and centre routines allow children time and space to learn. As a result, children are confident to manage themselves and engage in the curriculum experiences provided.
Teachers have developed responsive and reciprocal relationships with children and their parents/whānau. Opportunities, both formal and informal, are provided for parents to contribute to the curriculum. Recent changes to assessment and planning practices show an increased focus on children’s learning, with intentional teacher responses to parental aspirations becoming evident.
Leaders and teachers seek ways to maintain children’s cultural connectedness. This is supported by a teaching team that reflects the diverse cultures of the children and families attending. Basic te reo Māori and aspects of tikanga Māori are evident as part of teachers’ everyday practice. Exploring concepts of te ao Māori (the Māori world) through the development of a local curriculum could support the service to strengthen the curriculum. Using the cultural competency frameworks of Tātaiako and Tapasā is likely to support service leaders and teachers to further develop cultural competencies that help to teach Māori and Pacific children.
Teachers’ practices demonstrate that care is understood to be an integral part of the curriculum, particularly for infants and toddlers. Children are active participants in their care moments, such as nappy changing routines. Teachers respond at the child's pace, interact respectfully with each child and foster their independence.
Evaluation for improvement is in the early stages of development at this service. Leaders have begun to develop relational trust with teachers, which helps to support professional debate, negotiation, problem solving and critical reflection about teaching practice. Implementing deliberate and systematic internal evaluation processes would support the team to make changes that can lead to improved learning outcomes for children.
Curious Kids will include the following actions in its Quality Improvement Planning:
Strengthen teachers’ understanding of te ao Māori, though the development of a local curriculum which could include the history, protocols and legends of their local area.
Unpack the relevant cultural frameworks to ensure that leaders and teachers develop and use cultural competencies that intentionally respond to the learning and development of Māori and Pacific children.
Implement deliberate and systematic evaluation processes, that guide consideration of how changes made to the curriculum or teaching practices have contributed to improved outcomes for children.
Before the review, the staff and management of Curious Kids completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
During the review, the service provided ERO with evidence that shows it has addressed the following
non-compliances:
Completing medication records that include the full documentation requirements of this criterion (HS28).
Ensuring that all children’s workers have a police vet completed under the correct ‘core worker’ category (GMA7A).
Patricia Davey
Director of Early Childhood Education (ECE)
28 August 2023
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Early Childhood Service Name |
Curious Kids |
| Profile Number | 10120 |
| Location | New Lynn, Auckland |
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Service type |
Education and care service |
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Number licensed for |
73 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
80 |
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Review team on site |
July 2023 |
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Date of this report |
28 August 2023 |
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Most recent ERO report(s) |
Akanuku | Assurance Review, June 2021 |
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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Curious Kids is situated on the outside of Lynmall Shopping Centre, in New Lynn. The centre director and manager lead a team of seven qualified teachers, including the manager. The staff, children and community are ethnically diverse, with a small number of Māori children. This is the centre’s first ERO review as Curious Kids.
Adults providing education and care engage in meaningful interactions which enhances children’s learning and nurtures reciprocal relationships. They are inclusive and responsive to children as confident and competent learners.
Teachers provide a positive learning environment which respects children’s preferences. They involve children in decisions about their learning. The curriculum provides a range of experiences and opportunities to enhance and extend children’s learning and development.
Positive steps are taken to respect and acknowledge the aspirations held by parents for their children. There are regular opportunities for parents to be involved in decision making involving their children.
Next steps include continuing to:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 June 2021
| Early Childhood Service Name | Curious Kids |
| Profile Number | 10120 |
| Location | New Lynn, Auckland |
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Service type |
Education and care service |
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Number licensed for |
73 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
80%+ |
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Service roll |
76 |
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Ethnic composition |
Māori 7 |
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Review team on site |
April 2021 |
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Date of this report |
16 June 2021 |
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Most recent ERO report(s) |
Education Review, September 2016 |
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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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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.
Lollipops Educare Lynnmall is a well-established centre in the LynnMall shopping centre. It provides education and care for up to 73 children from infancy to school age. There are three separate areas providing for infants, toddlers and older children. The centre occupies well maintained premises with good facilities for staff and children. Core features of the centre philosophy are to provide a calm, warm inclusive environment, a commitment to the Treaty of Waitangi and a focus on the holistic development of each child
The centre is privately owned and operates under a franchise agreement with Lollipops Educare, now owned by The Evolve Education Group. The centre operates with the policy and management framework of Evolve. Personnel from Evolve provide management support and professional development for the centre owner, manager and teachers.
The previous ERO report identified good practices that have been maintained. Celebrating and responding to the diverse cultural backgrounds of the children continues to be a strength. The ERO report identified areas for development included improvements to the curriculum and self review. Since ERO’s 2013 review, staffing has remained stable and a new centre manager has recently been appointed. The centre has been refurbished inside to create flexible play spaces and the outdoor area has been redeveloped and attractively landscaped. There has been a strong focus on providing a more natural environment. Most teachers are qualified and registered and continue to be involved in professional development
Children engage in sustained play, have fun, and are enthusiastic learners. The centre is very well resourced, print rich and has a wide variety of learning areas that invite children to investigate and explore. Natural resources are well used throughout the centre. The outside play areas are spacious and well equipped. Children's creativity and curiosity is affirmed, as is their ability to lead and join in activities, and imaginative play. Children are confident, caring and trusting with adults and other children. They play and learn at a relaxed pace in an attractive, welcoming environment.
Responsive respectful relationships between teachers and children are a strength of the centre. Sensitive and supportive teaching practices affirm and build on the strengths children bring. Teachers acknowledge children’s cultural backgrounds and encourage children’s use of home languages in greetings and conversations. Bicultural practices and the use of te reo Māori are woven through aspects of the programme. Teachers recognise the importance of continuing to strengthen their bicultural practice and increasing the use of te reo Māori throughout the programme.
Teachers understand and provide well for the special characteristics of each age group in the centre. They know the needs and aspirations of the children and their families. Children’s transitions through the centre are carefully managed. Infants benefit from nurturing, individualised care Toddlers have space and are encouraged to explore, develop independence and play with their own and older peers. Responsive teaching supports infants’ and toddlers’ need for strong and secure attachments.
Teachers plan and implement a good quality curriculum. It reflects Te Whāriki, the early childhood curriculum, the centre philosophy and is responsive to children’s interests. Assessment and planning is displayed for adults and children to revisit. Teachers are keen to strengthen aspects of their individual planning for children. E-portfolios allow families to have instant access to information about their children’s learning. Increasingly, parents are accessing this information and contributing their ideas.
Teachers discreetly encourage children to use literacy, mathematics, and science as part of their play and promote physical activity. They affirm and support children in their learning and take advantage of opportunities to extend the complexity of play.
Teachers work effectively and collaboratively as a team. Centre leaders encourage professional development and seek additional ways to build teacher leadership capability. Better documentation of teachers' thinking around the effectiveness of their practice would contribute to strategies for the ongoing improvement in teaching and learning.
Sound management and governance systems are in place. The centre owner is actively involved in the centre and supportive of the teachers and new centre manager. She is very well supported by Evolve personnel to implement effective management systems and sound policies and procedures to guide centre operations. A strong focus on children and families and responding to community needs along with a clear shared vision underpins centre practices. Self review is established and guides decision making and continuous improvement. The owner has recently reviewed and improved the appraisal process. She is aware it could be further developed to better meet Education Council requirements.
The centre leaders and ERO agreed that self review is an area to further strengthen and that teachers could:
more consistently document how they reflect and evaluate their teaching practices
deepen their bicultural knowledge and practice
increase the strategies that extend child-led learning and make these more visible in programme documentation.
Before the review, the staff and management of Lollipops Educare Lynnmall 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:
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.
The next ERO review of Lollipops Educare Lynnmall will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
28 September 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 |
New Lynn, Auckland |
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Ministry of Education profile number |
10120 |
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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 |
73 children, including up to 20 aged under 2 |
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Service roll |
86 |
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Gender composition |
Boys 43 Girls 43 |
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Ethnic composition |
Māori Pākehā Indian South East Asian Chinese Samoan Tongan Niuean Cook Island Māori other |
9 14 17 12 12 8 3 3 2 6 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2016 |
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Date of this report |
28 September 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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|
Education Review |
April 2010 |
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|
Education Review |
March 2007 |
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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.