Barnett Park, Main Road, Redcliffs, Christchurch
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 Moa Kids Community Early Learning Centre Inc 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 |
Whakaū Embedding |
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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 |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Moa Kids Community Early Learning Centre Inc is situated in a community reserve in Redcliff's. It is governed and managed by an elected parent committee, and a manager. It caters for the care and education of children from infants to school age within separate nursery and preschool areas. All teachers are qualified and registered.
The principles, strands, and goals of Te Whāriki, the early childhood curriculum, are well used to design the curriculum. Children are well supported and encouraged as learners to make their own choices and decisions within the daily activities, experiences and resources provided. Appropriate structures and processes are in place to support children who have additional learning or physical needs to access the curriculum.
Kaiako provide a calm and unhurried environment for infants and toddlers. A responsive curriculum supports children of all ages to actively participate. Positive communication between parents and teachers enables very young children to settle.
Parent and whānau perspectives are valued and are integral in supporting children’s learning. Children’s assessment documentation identifies their learning progress over time. Teachers use the learning outcomes in Te Whāriki, to analyse and design a relevant curriculum for children. Long term projects provide children opportunities to investigate and research. Children’s culture, language and identity is not yet consistently reflected in their profile books.
A good foundation of a bicultural curriculum has been established and continues to be developed. Māori values are highly evident in the philosophy. Some kaiako have the capability to integrate
te reo me ngā tikanga Māori. As a team they are committed to learning and understanding kaupapa Māori perspectives and their responsibilities as a treaty partner. Ongoing learning is being undertaken by staff to support, growth and sustain bicultural practices that realise the service’s strategic priority.
Governance and leadership are well organised, and improvement focused. Internal evaluation is well established. Teachers have explored research to support greater understanding of effective practice, and this has led to the provision of additional resources and learning experiences. Leaders are yet to better determine what is and is not working and for whom with the aim of improving practice.
Moa Kids Community Early Learning Centre Inc will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Moa Kids Community Early Learning Centre Inc 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
21 December 2021
| Early Childhood Service Name | Moa Kids Community Early Learning Centre Inc |
| Profile Number | 70459 |
| Location | Christchurch |
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Service type |
Education and care service |
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Number licensed for |
72 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
100% |
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Service roll |
72 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 57, Other ethnicities 7. |
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Review team on site |
September 2021 |
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Date of this report |
21 December 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, June 2015. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
The centre is very well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Moa Kids Community Early Learning Inc. is a not-for-profit, community-owned, education and care service. The centre is located in a community reserve in Redcliffs. The centre is governed and managed by an elected governance committee, and a centre manager.
Moa Kids is licensed to provide care and education for up to 50 children, including 10 children under two years old. The centre has a preschool room and a nursery. Both areas have separate outside play spaces. A centre manager oversees the centre and is supported by a head teacher who manages the curriculum, nursery and preschool. All staff are registered and qualified early childhood teachers.
Since the previous 2015 ERO review there has been a restructured leadership, with new governance committee members and chair. Significant improvements have been made to centre programme and practices. There has been a steady increase in the centre roll and staffing.
Leaders and teachers have strengthened programme assessment and planning. They have refined and embedded new internal evaluation/self-review processes. Internal evaluation is now well established. The governance committee and leaders have effectively addressed the areas for improvement and noncompliance identified in the 2015 ERO report.
A wide range of choices and a rich learning environment provide children with many opportunities to lead their own learning. A play-based approach enables children to further extend their learning through creativity. Bi-culturalism is evident and successfully integrated in curriculum programmes. Teachers foster an inclusive culture, value children's opinions and see children as capable, confident learners.
Positive relationships with children and their parents are highly evident across the centre. Centre engagement with parents and whānau is very well promoted and communication is regular and informative.
Teachers take care in listening to children’s ideas and promote an environment of mutual trust. Individualised learning, processes and practices value each child. Project based learning encourages exploration and provides extended opportunities for sustained engagement with learning. Children are well supported in transitions within the centre.
The nursery has a small group size and the ratios promote and support responsive caregiving. Infants experience a calm, nurturing environment and interactions with teachers. Infants are invited in to learning and their needs and interests drive the programmes. The teachers move at the infants' pace and there is a strong focus on oral language and whole-child development.
The governance committee, leadership and teachers have a clear vision, shared values and philosophy for children's learning and wellbeing. This is well reflected in centre programmes and practices. The philosophy focuses on developing children's development and wellbeing to enable them to become confident and competent lifelong learners. Community engagement is a sustained characteristic of the centre philosophy which is strongly shared by the governance committee, leaders, staff and community.
Leadership maintain an effective oversight of the quality of assessment and planning. Teachers' planning identifies children's learning needs and goals and the strategies teachers use to monitor children's progress. Teachers follow an improved process for assessment and planning.
Centre leaders have managed a range of complex changes across the centre very well. They are strongly focused on:
There are positive relationships between the governance committee, leadership and staff. The governance committee is strategically focused on resourcing and decision making that best supports children. This includes a wide range of professional development opportunities for staff. The committee is dedicated to ensuring a strong financial basis for centre operations. Their commitment to the community is very evident.
The centre has clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to continue to:
Before the review, the staff and management of Moa Kids Community Early Learning Centre Inc 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 Moa Kids Community Early Learning Centre Inc will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
22 May 2018
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 |
Christchurch |
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Ministry of Education profile number |
70459 |
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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 |
50 children, including up to 10 aged under 2 |
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Service roll |
83 |
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Gender composition |
Boys 35 : Girls 48 |
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Ethnic composition |
Māori |
2 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
April 2018 |
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Date of this report |
22 May 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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Education Review |
April 2012 |
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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:
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.