50 & 52 Shackleton Road, Mount Eden, 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 Kids’ Kampus (2000) Ltd are as follows: TJ in alignment with synthesis and evidence.
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whāngai Establishing |
Kids’ Kampus (2000) Ltd has recently had its licence increased to a maximum of 75 children. The special character of the centre follows a Christian-based lens and a Montessori inspired programme, where children can grow as life-long learners. A small number of children enrolled are identified as Māori or of Pacific heritages.
Children’s learning is promoted within a calm, play-based environment. Young learners experience a curriculum that promotes care as being central to learning. Teachers are responsive to individual needs. Their learning environment enables open-ended opportunities for play. Older children’s emergent curriculum has aspects of a prepared Montessori environment that provide a more structured approach to learning. Teachers support children’s play and affirm them as competent and capable learners. Transitions into, across and out of the service are well considered and responsive to whānau needs.
The curriculum intentionally reflects the diverse cultures represented in the service. Māori learners hear and see their language and culture in the learning environment. Children grow their understanding of different cultures as the environment, and teaching team, purposefully give visibility to these in meaningful ways. Teachers have established respectful learning-focused partnerships with parents and whānau.
Leaders work with new teachers to build shared understanding of the implementation of Te Whāriki, the early childhood curriculum, and how its learning outcomes can be effectively used in planning and assessment. Documentation affirms children’s sense of belonging and identity as successful learners.
Leaders promote a shared understanding of the service philosophy, vision and goals. Systems and processes guide the establishment of teacher knowledge that enables collaboration for improvement. While self-review has been regularly occurring, internal evaluation that considers the impacts of improvement actions on outcomes, for individuals and groups of children, has yet to occur.
Kids’ Kampus (2000) Ltd will include the following actions in its Quality Improvement Planning:
Leaders work with new teachers to build shared understanding of the implementation of Te Whāriki, the early childhood curriculum, and how learning outcomes can be effectively used in planning and assessment.
Develop shared understanding and use of strategic internal evaluation processes, which are used to understand what has worked well, why and for which groups of children.
Before the review, the staff and management of Kids’ Kampus (2000) Ltd 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.
Patricia Davey
Director of Early Childhood Education (ECE)
21 September 2023
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Early Childhood Service Name |
Kids’ Kampus (2000) Ltd |
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Profile Number |
20082 |
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Location |
Mt Eden, Auckland |
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Service type |
Education and care service |
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Number licensed for |
75 children, including up to 25 aged under 2 |
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Percentage of qualified teacher |
80-99% |
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Service roll |
74 |
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Review team on site |
July 2023 |
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Date of this report |
21 September 2023 |
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Most recent ERO report(s) |
Education Review, April 2020; Education Review, May 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kids' Kampus (2000) Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kids' Kampus (2000) Ltd is licensed for 65 children, including 25 under two years of age. It provides for an increasingly culturally diverse community.
The centre's philosophy based on Te Whāriki, the early childhood curriculum, acknowledges Te Tiriti o Waitangi and is inspired by the teachings of Maria Montessori. Centre operations are underpinned by Christian values.
Children are catered for in two adjacent houses, each with a team leader and designated teaching team. Both houses have an outdoor play area. Children transition from the Koru House to Kauri house between about two and two-and-a-half years of age. Within the houses the children are grouped for some activities such as mat times.
The centre owner governs the centre, and the centre manager and team leaders provide professional leadership. The staff includes eight qualified and five unqualified teachers. Since the 2016 ERO review, there have been significant changes in staffing and the centre manager has been appointed.
The 2016 ERO report identified curriculum strengths, including teachers' interactions and transitions for children through the centre and on to school. Next steps included developing aspects of administration and relationships within the centre community. The owner has since taken a greater role in running the centre and has worked to address these areas.
Children engage in a wide range of learning activities in a calm, settled environment. Their wellbeing is promoted by positive relationships with adults and each other. Teachers support children's play and affirm them as competent and capable learners.
The learning environments are spacious and well resourced. There is appropriate physical challenge for children of all ages. For much of the day the children can make decisions about where they play.
Children up to the age of two years are well cared for and have very good opportunities to learn. Individual notebooks for children under one year of age ensure that parents know about their child's day at the centre. Teachers follow these young children's home routines when possible. Their interactions promote children's language development. Teachers support children to make choices about their play by giving them easy access to a wide range of resources.
Teachers keep parents well informed and invite them to have input into their children's learning. Teachers keep additional records of the older children's learning with Montessori equipment.
There are opportunities for all children to experience aspects of tikanga and te reo Māori. Managers could plan more strategically to extend teachers' knowledge in this area. The diverse cultures of children are supported through activities and special events. Teachers speak the home languages of some of the families, which helps with transitions into the centre.
Teachers are reviewing how they assess and plan for children's learning. The current portfolios include stories about groups and individuals, and they contain examples that demonstrate effective teaching practice. Centre managers could share these good examples to help all teachers to improve planning and assessment practices. Planning in individual stories could focus more on how teachers will promote more complex, child-led play.
The owner and manager have made significant improvements to aspects of governance and to management practices. The appraisal system has been strengthened, and relevant professional development is provided for staff. Internal evaluation is used to identify areas for further development. A strategic planning process has been established to guide centre development. Centre polices have all been reviewed and a policy review cycle is in place. The day-to-day operation of the centre is guided by the centre's annual plan.
A key next step is for teachers to continue to strengthen processes for documenting planning and assessment.
Before the review, the staff and management of Kids' Kampus (2000) Ltd 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.
To improve current practice, the service provider should:
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
2 April 2020
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 |
Mt Eden, Auckland |
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Ministry of Education profile number |
20082 |
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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 |
65 children, including up to 25 aged under 2 years |
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Service roll |
66 |
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Gender composition |
Girls 37 Boys 29 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers |
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 |
1:5 |
Better than minimum requirements |
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Review team on site |
November 2019 |
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Date of this report |
2 April 2020 |
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Most recent ERO report(s)
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Education Review |
May 2016 |
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Education Review |
January 2013 |
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Education Review |
January 2010 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.