18-20 Wolverton Street, Avondale, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiwicare Avondale in Auckland offers sessional or all day education and care for up to 100 children including 25 under two years of age. There are three separate areas for learning in the centre, the Burgundy Nursery for infants, the Burgundy Toddlers and the Blue House for older children.
Each area has a head teacher who reports to the centre management team. The centre's philosophy advocates that teachers and whānau work together to support children to be lifelong learners. Partnerships with families encourage parent feedback about and participation in children's learning.
The centre benefits from a culturally diverse community of children, teachers and parents and is welcoming and inclusive. Children and their families are able to communicate in their first language to teachers who understand them and respond to their preferences and requests for support.
The centre is involved in purposeful networks with groups such as Odyssey House, Early Learning Projects - Kelston Community and the District Health Board to promote better opportunities for children and families who need support.
Since the 2013 ERO review, the BestStart organisation has taken ownership of the centre. This organisation provides policies and management frameworks to guide staff in their work. The Manager of the complex is also responsible for Kiwicare Wolverton, an associated centre situated nearby. Flexibility of staffing provides teachers with opportunities to move between the two centres. Extensive renovations and upgrade projects in the teaching environments are ongoing since the 2013 change of ownership.
The centre has responded well to the development priorities identified in the 2013 ERO report. These include building teacher capability in planning, assessment and evaluation, and fostering the development of children's language and negotiation skills. The centre has plans for further developing bicultural practice and knowledge.
The centre's philosophy values children's holistic development and learning. The curriculum is based on the principles of Te Whariki, the early childhood curriculum, and is clearly reflected in learning programmes. Teachers respect children's individuality and their capabilities as learners. Displays of children’s different languages and experiences reflect responsive teaching.
Very good relationships with parents/whānau are evident. Teachers incorporate family aspirations for their children in programme planning. Parents have responded positively to the meaningful information that teachers provide about their children’s progress. The centre's recent implementation of an internet portal has proven to be effective in developing partnerships with parents/whānau that are focused on children's learning.
Children confidently choose from different areas of play that link to their current interests. They are cooperative and often collaborative in their play. Teachers adapt the learning environment to encourage children's curiosity and imagination.
Provision for children up to two years of age is a positive feature of this centre. Teachers are sensitive to their preferences and requirements. They interact with infants and toddlers in a calm, caring manner and encourage children to independently explore the environment. Two specified areas are equipped very well to cater for younger children.
The centre has a strong commitment to biculturalism. The 10 Māori children on the roll are well supported in their learning and development. Teachers use and promote te reo me ōna tikanga Māori. BestStart has recently employed a bicultural advisor to support the organisation's goal of each centre providing a culturally responsive curriculum.
Centre managers and teachers are committed to social responsibility. The principle of equity is evident in the very effective way in which children’s diverse and special learning needs are catered for. The centre’s inclusive approaches and use of external agencies support children’s individual requirements well.
BestStart has implemented good quality appraisal systems. Newly appointed teachers are well supported by the centre manager and BestStart personnel. Teachers are offered opportunities to develop leadership skills as part of their professional development.
BestStart's efficient systems for monitoring service operations are used to identify centre strengths and develop plans for improvement. Centre operations are guided by a shared vision. Parents and the community have helped to inform the service's vision and direction. Teachers have responded positively to the collaborative work culture that has been established. Evaluative practice is improving, evidenced by a substantial internal review of professional practice for teacher development.
Centre and BestStart managers agree that teachers could be further supported to:
extend the quality of their conversations and interactions to develop children's language and thinking
deepen professional knowledge and the use of internal evaluation
continue developing bicultural learning.
Before the review, the staff and management of Kiwicare Avondale 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 Kiwicare Avondale will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
13 October 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 |
Avondale, Auckland |
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Ministry of Education profile number |
20280 |
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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 |
100 children, including up to 25 aged under 2 |
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Service roll |
116 |
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Gender composition |
Boys 53% Girls 47% |
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Ethnic composition |
Māori Pākehā Indian Chinese Samoan other Asian other Pacific other European |
6% 20% 25% 17% 7% 15% 8% 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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2016 |
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Date of this report |
13 October 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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Education Review |
April 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.
Kiwicare Avondale is well placed to promote positive outcomes for children.
Kiwicare Avondale is one of a number of centres owned and operated by a private company. This centre and another in the immediate area of Avondale operate in tandem to provide carefully managed care and education for up to 250 children up to five years of age. The centres provide full-day and part-day services for the local multicultural community. The centres also provide a variety of other services, including a Discovery Group that operates as a playgroup, attended by parents and children. Teachers provide programmes in designated age-related spaces, which are referred to as ‘houses’.
Staff are appointed in accordance with the managers’ aspirations for the centres. Teachers represent the cultures of the local community and are frequently able to speak in children’s home languages and to support their development of English. The centres are staffed with a mix of qualified registered teachers and teacher assistants. Professional support staff provides teachers with leadership and mentoring.
The centre’s philosophy clearly outlines the vision that sets the direction for the service. It mentions the values of managers and teachers, and informs the programmes for infants, toddlers and older children. Policies and procedures have been developed and documented to provide a framework for the operation of the centres.
Children and their families are warmly welcomed and are settled into the programme. Children are able to make selections from a wide range of resources and equipment. They are also involved in small group activities planned to extend their learning and development. Children respond calmly to routines. The virtues component of the philosophy is extensively used to develop children’s understanding of and skills in social competence.
Teachers are positive and caring with children. They work closely with them, supporting their play and encouraging their knowledge and learning. Some teachers use effective teaching strategies that encourage children’s cooperation and thinking.
The service has promoted the inclusion of te reo me ngā tikanga Māori in teaching programmes. Some teachers frequently use te reo Māori with children and Māori protocols guide some practices. Effective links have been made with local Māori community members. Teachers and managers have developed strong relationships with families. Consultation is frequent and parents are encouraged to contribute their ideas and their aspirations for their children’s development.
Teachers identify children’s needs in order to provide programmes that support both those who need extension and those who need additional developmental support. Programmes are designed to cater for individual learning needs. Comprehensive planning programmes guide daily activities to engage children’s interest. Appraisal processes support the improvement of teachers’ capabilities to promote positive outcomes for children.
The centre environments are attractive and well resourced. Good quality equipment and materials, including information and communication technology resources, are accessible to children and reflect their ages and stages of development. Outdoor areas include equipment to strengthen children’s physical abilities. Most houses have designated space for physical activity during wet weather.
Transitions of children into and within the service are well managed. Children nearing transition readiness spend parts of each day in the house that they will next attend, supported by their current teachers.
Managers have established leadership structures aimed at ensuring consistency across centres. Much work has gone into realising the vision and strategic direction of establishing an organisational culture of ongoing improvement. Personnel taking responsibility for leadership provide training and induction, and support managers’ agreed priorities for embedding the organisational culture. Management of centre sites is efficient and effective.
ERO and centre managers agree that the next steps for the centre are to:
Before the review, the staff and management of Kiwicare Avondale 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
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
18 June 2013
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Location |
Avondale, Auckland |
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Ministry of Education profile number |
20280 |
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Licence type |
All Day Education and Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
100 children, including up to 25 aged under 2 |
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Service roll |
126 |
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Gender composition |
Boys 71 Girls 55 |
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Ethnic composition |
NZ European/Pākehā Māori Chinese Indian Samoan Tongan Cook Island Māori Other Asian Other |
25 15 28 21 7 7 2 15 6 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2013 |
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Date of this report |
18 June 2013 |
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Most recent ERO report(s) |
Education Review Education Review |
April 2007 November 2003 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.