588 Chapel Road, East Tamaki, Auckland
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ERO’s Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Not meeting |
| Health and safety | Not meeting |
| Governance, management and administration | Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
More for Kidz Foundation is a charitable trust that operates as a sessional education and care service. It is governed by the Rainbow Corner Group of Companies Ltd since December 2020. Most children, families and staff involved at the centre are of Chinese heritage. A quality assurance manager oversees operational and curriculum conditions. This service has now closed.
Children experience a curriculum which respects and supports the right of each child to be confident in their own culture and encourages them to understand and values other cultures. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
The service is not meeting regulatory standards in a significant number of areas, including premises and facilities. Consistent implementation of health and safety practices is required. Effective systems for governance and management have not been established.
ERO found areas of non-compliance in the service relating to:
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
Patricia Davey
Director of Early Childhood Education (ECE)
22 June 2023
| Early Childhood Service Name | More for Kidz Foundation Trust |
| Profile Number | 46340 |
| Location | East Tamaki, Auckland |
| Service type | Casual education and care service |
| Number licensed for | 30 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 16 |
| Review team on site | March 2023 |
| Date of this report | 22 June 2023 |
| Most recent ERO report(s) | Education Review, November 2015. |
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 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 Assurance Review ERO also gathers and records evidence through:
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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.
Our Place Educare has operated as a casual education and care service in Botany Town Centre since December 2013. The centre provides three two-hour sessions every day for up to 30 preschool children, including a maximum of 15 babies and toddlers, at each session. While the centre was primarily established to cater for casual attendance, many children attend regularly and often several times each week. The short sessions provide an effective stepping stone for children to move on to more formal early childhood settings as they get older.
The centre owner has deliberately staffed the centre with a multicultural team of qualified teachers who reflect the diversity of families using the service. The owner engages in ongoing professional development with staff and maintains supportive relationships with families, many of whom are still learning to speak English.
The centre’s philosophy embraces Te Whāriki, the New Zealand early childhood curriculum, and honours the Treaty of Waitangi. The owner and teachers intend that children will “believe in themselves as capable learners”.
Children arrive at the centre with an eagerness to explore. They have caring relationships with teachers who warmly welcome them into the centre. Although children generally settle quickly, parents’ are encouraged to stay and support them while they find something of interest. Children are busy, often independent explorers who make choices about their play. They benefit from teachers’ knowledge and personal understanding of their languages and cultures, and respond well to adults’ interest in their play. In this environment children are happy and have a sense of wellbeing and belonging.
Teachers support children's learning well. They work closely with small groups encouraging them to investigate resources at their own pace, or to participate in prepared activities. Teachers talk to children about their play, often using their home languages to supplement conversations as children begin to learn English. Teachers also integrate te reo Māori in the programme and help children to learn waiata and karakia. Teachers value parents’ knowledge and work collaboratively with them to address their aspirations for children’s learning.
Teachers plan programmes to reflect the interests of children who attend regularly and to develop topics that support children's wellbeing and development. They include a focus on infants and toddlers in their planning, but remain flexible enough to respond to the changing groups throughout the day. Teachers regularly evaluate the programme and display a daily activity sheet to provide information for families. Teachers also keep assessment portfolios for children who attend at least three sessions a week. These records document children's experiences well, but teachers also recognise they could make further improvements to strengthen their analysis of learning and to further promote children's language, diversity and culture.
The centre is an attractive, well resourced environment. The careful design makes good use of space and pays attention to children's safety, privacy and wellbeing. A challenging arrangement of equipment for physically active play compensates well for the lack of an outdoor area. Children also have good access to creative and tactile materials, manipulative resources, books and imaginative play items. Displays celebrate children’s learning and their diverse ethnic origins. A wall of greetings in families’ home languages creates an inviting entrance to the centre.
The owner is an inclusive and humble leader who has established a stable and cohesive teaching team. She supports teachers’ professional learning with a meaningful appraisal process and trusts them to share responsibilities for operating the centre. The centre has a generally sound policy framework and systems to support positive outcomes for children. However, the owner could benefit from the support of a management committee with staff and parent representatives to help with long-term development, decision making and ongoing self review.
The owner and teachers agree the next steps for centre development should include:
Before the review, the staff and management of Our Place Educare 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 Our Place Educare will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
6 November 2015
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 |
Botany Downs, Auckland |
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Ministry of Education profile number |
46340 |
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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 |
30 children, including up to 15 aged under 2 |
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Service roll |
Variable |
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Gender composition |
Variable |
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Ethnic composition |
Variable |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
September 2015 |
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Date of this report |
6 November 2015 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.