15 Mt Smart Road, Royal Oak, 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 (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 Kiwi Supertots Learning Centre Royal Oak are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Kiwi Supertots Learning Centre Royal Oak is a well-established service that provides sessional and all-day education and care. It is one of three privately owned services under the same management. The newly appointed centre manager is supported by four registered teachers. Staff reflect the diverse cultures of the children and families enrolled.
Children and families are warmly welcomed into the service. They experience respectful and responsive relationships with teachers. The service provides an environment that offers children opportunities to explore a wide variety of learning experiences. Children observed were relaxed and settled.
The service’s philosophy reflects a commitment to the bicultural heritage of Aotearoa New Zealand. Children participate in te reo Māori, kupu, karakia, waiata and kapa haka. Their pepeha are displayed, and tikanga Māori is observed in the daily programme. Children’s cultural identities are acknowledged and celebrated.
Teachers working with infants and toddlers maintain an unhurried pace which encourages children to explore and learn in their own time. Families who spoke with ERO shared their appreciation of the way teachers work collaboratively with them to meet the needs of their children.
The teaching team is establishing a new process for documenting children’s learning. Teachers are beginning to recognise children’s learning, and plan for this through investigative projects. Leaders and teachers are beginning to build learning-focused partnerships with parents and whānau, and they seek their views to inform curriculum planning.
The service is beginning to develop a collective approach to undertaking internal evaluation that is focused on improvement. Leaders and teachers could now reflect on how well professional learning is impacting teaching practice and leading to improved outcomes for all learners.
Leaders show a commitment to implementing the philosophy, vision, and goals of the service. Their practices reflect the right of all children to inclusive education and care. Service owners and leaders ensure practices in the centre reflect documented policies and procedures. The newly appointed centre leader is well supported to establish systems and processes to bring about ongoing centre improvement.
Kiwi Supertots Learning Centre Royal Oak will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kiwi Supertots Learning Centre Royal Oak 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 September 2021
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Early Childhood Service Name |
Kiwi Supertots Learning Centre Royal Oak |
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Profile Number |
10360 |
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Location |
Royal Oak, Auckland |
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Service type |
Education and care service |
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Number licensed for |
38 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
80%+ |
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Service roll |
33 |
|
Ethnic composition |
Māori 3, NZ European/Pākehā 2, Indian 14, Afghan 4, Pacific 6, other Asian 4 |
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Review team on site |
July 2021 |
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Date of this report |
23 September 2021 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, December 2013 |
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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.
Kiwi Supertots Learning Centre Royal Oak is a well established service and is one of three centres operated by the directors. It is licensed for 38 children from birth to school age in three age-related groups. The centre's philosophy and vision promote high quality education and care for children.
The centre employs six qualified teachers, two trainee teachers and a teacher aide. The staff reflect the ethnic diversity of the community. Most of the staff are long serving, including the new supervisor who was appointed in 2016. A qualified regional manager provides strategic assistance and curriculum support across the three centres. She reports to the licensee/director.
ERO's 2013 report identified good quality teaching practices, improvement focused self review and good relationships with whānau. The centre has responded well to suggestions in the 2013 report. Managers and teachers have worked collaboratively to:
strengthen the emphasis on children's learning and the Treaty of Waitangi in the centre philosophy
build shared understanding of good teaching practice through external professional development
develop internal evaluation that is improving outcomes for children.
Children experience a welcoming and settled environment where they freely engage in play. They demonstrate a strong sense of belonging through positive, friendly interactions with their peers and staff. The learning environment provokes children's interest and curiosity in their play. Teachers are reviewing and strategically developing the outdoor environment. They manage the challenges of access to this area well.
Children are well supported by staff to learn by using their own strengths and interests. Teachers model social conversations. They encourage children to manage themselves by resolving conflicts and developing skills to mediate. Opportunities are available for children to develop their leadership by contributing to the life of the centre.
Teachers support children's transitions to school as confident learners. They collaboratively plan, assess and evaluate programmes to cater for individual children's interests. They are continuing to find ways to broaden children's skills and knowledge and strengthen mathematics and science.
The children under two years old receive nurturing and affectionate care. They are given space and time to explore in a calm, unhurried environment. Teachers promote children's language development and are responsive to children's preferences and non-verbal cues.
Teachers demonstrate high expectations of children and their capabilities. They promote success for all children including those with diverse learning needs. Teachers consult regularly with families and where appropriate, make good use of external support agencies.
Parents contribute their ideas to the programme and have opportunities to share their expertise and knowledge with children and staff. All children experience a bicultural curriculum that is clearly evident in the learning environment and programme. Teachers are continuing to grow their cultural competencies to support success for Māori children.
Managers implement a well organised approach to enacting the centre philosophy and ongoing centre-wide improvement. Staff are well supported by the Kiwi Supertots organisation. There are good systems in place to monitor progress towards strategic goals and to identify next steps for improvement.
Managers foster a strong sense of team collaboration and shared leadership across the centre. Teachers' leadership is being enhanced through internal evaluation. Managers agree that further development of teachers' reflective practice will support teachers to deepen their evaluations in relation to outcomes for children.
Centre leaders agree that next steps for centre development include:
using internal evaluation to sustain and build on the centre's high levels of performance
refining appraisal to focus on teacher evaluation that emphasises positive outcomes for children.
Before the review, the staff and management of Kiwi Supertots Learning Centre Royal Oak 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 Kiwi Supertots Learning Centre Royal Oak will be in four years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
9 June 2017
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 |
Royal Oak, Auckland |
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Ministry of Education profile number |
10360 |
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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 |
38 children, including up to 20 aged under 2 |
||
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Service roll |
40 |
||
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Gender composition |
Girls 18 Boys 22 |
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Ethnic composition |
Māori Pākehā Indian Asian other |
3 7 18 8 4 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
9 June 2017 |
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Most recent ERO report(s)
|
Education Review |
December 2013 |
|
|
Education Review |
December 2010 |
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Supplementary Review |
November 2009 |
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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.