91 Palmers Road, Manukau City, 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 Kakano Early Childhood Centre 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 |
Whakawhanake Sustaining |
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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 |
Kakano Early Childhood Centre is one of seven centres operating under the community based Taonga Education Centre Charitable Trust. The Trust’s philosophy highlights the importance of empowering relationships through aroha and respect.
Children willingly engage in meaningful learning experiences. They confidently make independent choices about their learning. There are many opportunities for children to explore and participate in a range of activities, including sensory and mud play.
Children’s home languages and cultures are valued. Aspects of te ao Māori, such as karakia, waiata and use of te reo Māori are embedded into the daily curriculum. The values of whanaungatanga and manaakitanga are highly evident in teaching practices.
A strong sense of belonging for staff, tamariki and their whānau is a feature of the service. Families are warmly welcomed, and their contributions are highly valued by staff. Parents and teachers are developing learner-centred relationships that help children to develop social competence and cultural connectedness in a play-based context.
Leaders and teachers prioritise children’s wellbeing. Inclusive and responsive teaching practices support all children, including those with additional learning needs, to fully participate in the programme. Assessment of children’s learning is shared with parents through an online platform. Leaders have identified that all children could benefit from having opportunities to re-visit their learning.
Regular participation in professional learning opportunities is enabling teachers to deepen their shared understandings about current research and effective teaching practices. Internal evaluation processes help leaders and teachers to identify actions that contribute to ongoing improvements to systems and practices. Teachers could now evaluate how their learning contributes to improved outcomes for children.
Kakano Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kakano Early Childhood Centre 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
11 November 2021
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Early Childhood Service Name |
Kakano Early Childhood Centre |
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Profile Number |
25360 |
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Location |
Manurewa, Auckland |
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Service type |
Education and care service |
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Number licensed for |
49 children, including up to 13 aged under 2 |
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Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
34 |
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Ethnic composition |
Māori 11, Indian 10, Samoan 8, other ethnic groups 5 |
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Review team on site |
June 2021 |
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Date of this report |
11 November 2021 |
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Most recent ERO report(s) |
Education Review, April 2015; |
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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.
Kakano Early Childhood Centre is situated in Clendon, Manurewa, and is one of four centres operating under the community-based Taonga Education Centre Charitable Trust. The trust provides governance and management support through key personnel, including the Trust's chief executive and early childhood operation's manager.
This purpose-built service is licensed for up to 49 children, with a maximum of 13 children aged up to two years. The current roll of 40 reflects the diversity of cultures in the local community. There are separate areas for infants and toddlers, and for children over two years of age. Each area has an appropriate outdoor space.
A head teacher oversees programmes in each of the rooms. The majority of staff are permanent, qualified teachers. They are supported by regular relievers. A recently appointed supervisor is expected to strengthen leadership of the centre.
Many of the positive practices identified in the 2015 ERO report continue to be evident. The centre has not yet effectively addressed the key recommendations in the 2015 report.
Children and their families are warmly welcomed on arrival. Children reconnect with friends and move easily into activities of choice while teachers and parents share information. Children demonstrate a sense of wellbeing and belonging to the centre.
Children have good access to resources and learning opportunities that invite their curiosity. The easy flow of play between the indoor and outdoor environments supports children to make decisions about their play. Groups of children play together for extended periods of time. Teachers engage children in conversations about their play. In the older children's area, many activities continue to be teacher led.
Children are settled and well cared for by teachers. They are well supported to develop social competence. Children hear te reo Māori and other home languages spoken by teachers and other sources. They are encouraged to share their home cultures throughout the centre. Their regular gatherings provide opportunities for them to sing, dance and celebrate together in different languages and cultures.
In the infants and toddlers room the head teacher provides good quality guidance to her team. Teachers provide nurturing care and build trusting relationships with children. Children benefit from good opportunities to develop their cultural identity and their physical and emotional wellbeing.
Teachers' conversations with parents inform programme planning. Leaders could now plan for professional learning and development to improve teachers' planning and assessment practices, particularly for early literacy and mathematics. This could help improve the consistency of teaching practice across the centre. Teachers should clearly identify ways they can support and extend learning opportunities for children.
The Trust has high expectations of the incoming centre supervisor to lead the team in several areas. Trust representatives identify that reviewing the centre philosophy, effective appraisal processes and quality leadership are priority areas for development. The Trust needs to support the centre supervisor to develop and embed quality sustainable practices in the service, and ensure all legal requirements are met.
Trust representatives agree that the key next steps for the service include:
further developing the cycle of review to ensure all policies and procedures align with licensing criteria and legal requirements
strengthening the consistency of planning, assessment and evaluation so teachers clearly plan for supporting and extending learning for children
supporting the centre supervisor to lead quality appraisal processes and the implementation of Te Whāriki, the early childhood curriculum.
The service will provide ERO with an action plan that shows how the priorities for improvement, including health and safety concerns, will be addressed. ERO will evaluate the extent of this progress within six months.
Before the review, the staff and management of Kakano Early Childhood Centre 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.
ERO identified areas of non-compliance relating to appraisal and internal evaluation. To meet requirements the service needs to:
implement a regular system of appraisal that meets Education Council requirements
establish a robust internal evaluation to inform sustainable improvements.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 6, 7.
The next ERO review of Kakano Early Childhood Centre will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
2 November 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 |
Manurewa, Auckland |
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Ministry of Education profile number |
25360 |
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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 |
49 children, including up to 13 aged under 2 |
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Service roll |
40 |
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Gender composition |
Boys 23 Girls 17 |
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Ethnic composition |
Māori |
12 |
|
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
|
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Review team on site |
August 2018 |
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Date of this report |
2 November 2018 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
|
|
Education Review |
June 2012 |
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|
Education Review |
May 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.