219 Clayton Road, Western Heights, Rotorua
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Inspiring Kids Early Learning Limited is a privately owned service. There are four classrooms for different age groups of children. Most of the children enrolled are Māori, with a small number from Pacific heritages. ERO undertook an Akanuku | Assurance review as the Ministry of Education had recently undertaken work that resulted in a change in the licence status at this service.
The service curriculum is inclusive, and responsive to children as competent learners. Their preferences are respected, and they are involved in decisions about their learning and experiences. Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
Teachers’ practices demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. An ongoing process of self-review and internal evaluation helps the service improve the quality of its education and care.
Consistent implementation of health and safety practices is required to maintain regulatory standards.
Next steps include:
Since the onsite visit, the service has provided ERO with evidence that shows the following non-compliances have been addressed:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
1 December 2023
| Early Childhood Service Name | Inspiring Kids Early Learning Limited |
| Profile Number | 45180 |
| Location | Western Heights, Rotorua |
| Service type | Education and care service |
| Number licensed for | 115 children, including up to 30 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 103 |
| Review team on site | October, 2023 |
| Date of this report | 1 December 2023 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, April 2021; Education Review, September 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Akarangi | 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 Inspiring Kids Early Learning Limited are as follows:
Outcome Indicators | ERO’s judgement |
| What the service knows about outcomes for learners | Whāngai Establishing |
Ngā Akatoro Domains | ERO’s judgement |
He Whāriki Motuhake The learner and their learning | Whakaū Embedding |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability | Whakaū Embedding |
Ngā Aronga Whai Hua Evaluation for improvement | Whāngai Establishing |
Kaihautū Leaders foster collaboration and improvement | Whakaū Embedding |
Te Whakaruruhau Stewardship through effective governance and management | Whakaū Embedding |
Inspiring Kids Early Learning Limited is a large, privately owned early childhood education and care service. It is situated adjacent to Western Heights Primary School. Children play and learn in four different centres, loosely organised by age. Head teachers of each centre support a centre manager to oversee operation.
Recent shifts to learning focused partnerships are deepening kaiako understanding of who each child is. Kaiako take time to gather information about children’s connections and identity. Parent aspirations for their children’s learning are responded to within the planning process. Increased participation of whānau in the service fosters a sense of belonging. Children’s mana is recognised and upheld.
The current curriculum review is creating a positive shift towards an individualised and responsive approach to teaching and learning. Kaiako are increasingly empowering children to plan their own learning by giving children the space and time to explore their interests. Recognising and intentionally responding to children’s learning through individual assessment and planning is not yet consistent. Leaders have also identified a need to better reflect all children’s cultures throughout the programme, especially for those of Pacific heritage.
Kaiako are well supported in progressing their understanding of strategies to promote Māori children’s success. Perspectives of knowledgeable kaiako are utilised to build kaupapa Māori approaches to teaching and learning. The curriculum increasingly reflects te ao Māori and tikanga. Children have ongoing opportunities to learn about the places and things of importance to Te Arawa. Māori children’s culture is valued.
The wellbeing of children and their whānau are central to decision making. Leaders advocate for, and work towards, positive social outcomes. The service works collaboratively with external agencies and the wider community to reduce challenges to children’s participation in learning. Children experience an inclusive environment.
Strengthening capability and collective capacity to do and use effective evaluation for improvement continues to be a priority. A range of self-review and inquiry leads to improved teacher practice. Processes to identify how effectively these changes are improving outcomes, and for which groups of children, require development.
Inspiring Kids Early Learning Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Inspiring Kids Early Learning Limited 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.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8.]
Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
8 April 2021
| Early Childhood Service Name | Inspiring Kids Early Learning Limited |
| Profile Number | 45180 |
| Location | Western Heights, Rotorua |
| Service type | Education and care service |
| Number licensed for | 149 children, including up to 41 aged under 2 |
| Percentage of qualified teachers | 80%+ |
| Service roll | 97 |
| Ethnic composition | Māori 71, NZ European/Pākehā 12, Cook Island 4, Afrikaans 4, Other ethnic groups 6 |
| Review team on site | February 2021 |
| Date of this report | 8 April 2021 |
| Most recent ERO report(s) | Education Review, September 2016; Education Review, August 2014 |
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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.
Inspiring Kids Early Learning Limited (previously Pleasant Heights Pre-School) is a large, privately owned early childhood education and care service, located in Rotorua, adjacent to Western Heights Primary School. The centre is licensed for up to 130 children from birth to school age and is organised into three age-based rooms. At the time of this ERO review, 94 children were enrolled including 80 of Māori descent.
Since ERO's 2014 review the centre has new owners, a new leadership team and many new teachers and support staff. The new owners and centre manager have made considerable progress in addressing the key next steps and compliance issues identified in the 2014 ERO report. These areas related to health and safety, self review, educational leadership, personnel management, teaching practice and the curriculum.
The centre's vision is to provide quality education in a safe and healthy environment. Through the centre's vision and philosophy the intended outcomes are for children to become independent individuals who can communicate, participate and work with others.
Current centre-wide self review is focused on strengthening bicultural practices, including teachers' use of te reo Māori throughout the curriculum.
The new owners and centre manager have developed a vision that clearly promotes positive outcomes for children. Teachers have worked collaboratively to create philosophies for each room and an overarching centre philosophy statement. The centre's long-term strategic plan gives focused priority to meeting the holistic needs of all children, ensuring quality curriculum, teaching practice and responsive resourcing. This work has been pivotal in establishing clear direction, common goals and a positive team culture across the centre.
The centre manager, supported by the owners, demonstrates strong advocacy for the rights of all children. She has established respectful, trusting and reciprocal relationships with children, their whānau and staff. The centre manager has an intentional approach to growing teachers' and leaders' knowledge and capability. She models genuine care and affection for children, and provides appropriate professional development opportunities, coaching and support for teachers. A culture is being developed that places children at the centre of all decisions.
The centre manager is providing effective educational leadership of the centre. She has implemented effective self review that has resulted in many positive changes to aspects of relationships, the environment, curriculum and teachers' practice. Strong priority is being given to developing teachers' understanding of, and involvement in self review. Key components of self review are the inclusion of parent/whānau perceptions and the high level of teacher reflection about their practice and what they could improve for children.
Teachers share a philosophy and commitment to inclusive education for all children. Their interactions with children are, caring, responsive and sensitive to individual needs. The new transition initiative supports children and whānau as they enrol, progress through the centre and to school. In addition, teachers have developed positive relationships with local schools, which include reciprocal visits and information sharing.
Learning environments have been greatly improved since the previous ERO review. Children now have access to many interesting and suitable resources in physical environments that are safe, while offering challenges, and invite children to make decisions and engage in self-chosen exploration and learning. Children are happy and confident to engage in play and routines alongside their peers and teachers.
The centre manager has introduced clear expectations and frameworks to guide assessment, planning and evaluation for documenting children's interests and learning. Teachers appreciate the direction and guidance from the manager and relevant professional learning and development about recording their observations and planning. This support is enabling them to more confidently and effectively document, notice, recognise and respond to children's interests, dispositions and learning.
In order to build and sustain the positive developments achieved since 2014, centre leaders and teachers need to continue to review and strengthen the following aspects of practice:
ERO recommends that the centre manager accesses whole-centre professional learning and development to grow teacher knowledge and practice in relation to identified key next steps in this report.
Before the review, the staff and management of Inspiring Kids Early Learning Limited 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.
The next ERO review of Inspiring Kids Early Learning Limited will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
5 September 2016
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Location |
Rotorua |
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Ministry of Education profile number |
45180 |
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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 |
130 children, including up to 22 aged under 2 |
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Service roll |
94 |
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Gender composition |
Boys 47 |
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Ethnic composition |
Māori |
80 |
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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 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2016 |
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Date of this report |
5 September 2016 |
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Most recent ERO report(s)
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Education Review |
August 2014 |
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Education Review |
June 2011 |
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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.
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.