ABC Monokia - 05/06/2014

1 Evaluation of ABC Monokia

How well placed is ABC Monokia to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


ABC Monokia in Rotorua now operates under the umbrella of Kidicorp Ltd, which provides overall strategic direction and comprehensive systems to guide and manage centre operations. It is a mixed-age centre, licensed for children up to five years of age. A maximum of 14 children under two years of age may attend at any one time. The centre enrols infants from the age of 3 months.

The roll includes children from approximately 9 different ethnicities, half of whom are identified as Māori. A significant number of children are identified as being of Pacific descent. There are also families with Filipino and South-East Asian heritage.

Children up to two years have a separate area and designated teachers are assigned to meet their education and care needs. The centre features an indoor playground, which can be used in all weathers for active play, as well as for indoor activities. A small outdoor area is also available.

The centre’s transition to school programme has been reviewed and improved as recommended in the 2011 ERO report. The centre has also undertaken a detailed review of its philosophy in consultation with teachers and parents. Recently Kidicorp Ltd has introduced a limited transport service to maintain children’s regular attendance.

The centre has a positive reporting history with ERO.

The Review Findings

Children are learning and developing in a warm, welcoming, inclusive atmosphere that respects their language, culture and identity. They:

  • enjoy positive, reciprocal relationships with teachers and their peers
  • explore a well-resourced environment that provides a variety of interest and challenge
  • engage in many conversations that include te reo Māori and Pacific languages
  • develop early skills in literacy and numeracy, and have many opportunities to share books and use art materials to express and communicate their ideas
  • use computers for educational games and, with the help of teachers, research information in response to emerging inquiries.

Children are becoming confident, competent learners who are achieving positive learning outcomes.

Babies and toddlers receive respectful, responsive care and are able to make choices. They are developing as independent, communicative learners with a sense of belonging and wellbeing. In this mixed-age centre, younger children are well-integrated in the overall programme, and explore confidently in the playground alongside older children. Tuakana-teina relationships are highly evident, with older children showing responsibility for babies and toddlers, especially their younger siblings. The home routines of babies and toddlers are followed in the centre, and teachers and parents/whānau share information about the child’s wellbeing and learning in conversations at the beginning and end of day. The centre’s strong focus on developing meaningful partnerships with parents and whānau allows teachers to capitalise on home interests and plan programmes that include parents’/whānau expectations for their children’s learning.

Teachers prepare the centre environment to involve children in rich learning experiences and opportunities to explore. They know children and their families well, and integrate aspects of Māori and Pacific cultures in their programme. Teachers work closely alongside children of all age groups, supporting and extending their learning through their questions and comments.

Planning procedures for older children have been adjusted to recognise and extend their emerging interests. Teachers encourage and support children to make their own decisions. They are invited to choose activities and experiences that provoke their interest and curiosity, and engage their attention and active participation. This approach reflects the centre philosophy, which aims to support tamariki to reach their full potential.

Parents are informed about children’s learning and development through wall displays that illustrate their child’s learning and individual profile books. Procedures for planning, assessment and evaluation of children’s learning are being reviewed.

The centre manager is a positive and purposeful leader who has led the development of a shared vision for the centre and established a collaborative teaching team. Teachers have been encouraged to review their practice and engage in reflective discussions. The centre manager continues to have a strong focus on increasing bicultural and multicultural perspectives in the curriculum.

Regional and area managers have assisted the centre during a period of change. They have helped the centre manager to lead centre improvement by identifying development needs, providing ongoing support and guidance, and facilitating relevant professional development opportunities. Their close professional oversight of the centre has supported programme development, relationships with parents, self review and the capability of the teaching team.

Key Next Steps

The centre has identified, and ERO agrees that:

  • teachers should continue to review planning, assessment and evaluation, with the aim of designing teaching practices that most effectively support positive learning outcomes
  • the manager, together with staff, should continue to strengthen bicultural and multicultural aspects of the programme. This would be likely to further increase the centre’s support and celebration of children’s language, culture and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Monokia completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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; 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Monokia will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

5 June 2014

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 14 aged under 2

Service roll


Gender composition

Boys 47

Girls 32

Ethnic composition


NZ European/Pākehā

Cook Island Māori

Other Pacific







Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements


Over 2


Meets minimum requirements

Review team on site

April 2014

Date of this report

5 June 2014

Most recent ERO report(s)

Education Review

January 2011


Education Review

June 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.