48 Tawa Crescent, Manurewa, 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 The Treasure Cove ELC- Tawa 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 |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
The Treasure Cove ELC- Tawa is one of three services located in Manurewa owned and operated by Greaskie 2013 Limited since 2018. Most children enrolled are of Māori or Pacific heritage. All teachers are qualified including the team leader who oversees the service’s daily operations. The service was previously known as Absolutely Fabulously Kids.
Children confidently engage in centre routines and a wide range of learning experiences. They make choices and explore their environment assured that adults will assist them where necessary. Access to quality natural resources supports children’s investigations into the natural world. Children have a strong sense of belonging in, and ownership of the centre environment.
Leaders and teachers are committed to te ao Māori. They use te reo Māori in the context of children’s play. Māori symbols, art and language are visible on wall displays. Some children use te reo Māori when communicating with teachers and other children. Tuakana/teina relationships and the concept of ako are fostered, where learners are empowered to share their strengths and engage in learning together.
Teachers provide a programme for infants and toddlers that is nurturing and respectful. Positive interactions support children’s developing independence and help to build their resilience. Teachers respond to children’s cues and engage sensitively in one-to-one interactions. Leaders and teachers could consider reviewing the current location of the space for sleeping children.
Children with additional learning needs receive equitable care. Leaders and teachers work in partnership with parents, whānau and relevant services to gain access to appropriate support programmes. Teachers have good access to professional learning opportunities that strengthen their teaching practices and that impact positively on outcomes for children.
Parents are invited to contribute to a curriculum that acknowledges the languages, cultures and identities of their children. Whānau aspirations for their children’s learning are valued and included in the programme. Leaders and teachers are beginning to work collaboratively to build their professional knowledge around cultural competencies using Tapasā and Tātaiako for teachers of Pacific and Maori learners.
The Treasure Cove ELC- Tawa will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of The Treasure Cove ELC- Tawa 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 July 2021
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Early Childhood Service Name |
The Treasure Cove ELC- Tawa |
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Profile Number |
10306 |
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Location |
Manurewa |
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Service type |
Education and care service |
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Number licensed for |
43 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
48 |
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Ethnic composition |
Māori 18, NZ European/Pākehā 11, Samoan 11, |
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Review team on site |
April 2021 |
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Date of this report |
27 July 2021 |
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Most recent ERO report(s)
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Previously Absolutely Fabulously Kids: |
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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.
Absolutely Fabulously Kids is a well-established service that is licensed to provide full day education and care for 43 children, including up to 10 under two years. While there is a separate indoor area for the younger age group they are integrated with older children most of the time. Most children have Māori or Samoan heritage and are well supported to take pride in their culture and identity.
The owner operates the centre in partnership with the head teacher. They are committed to providing an affordable service for all families. Currently there is no cost to any child attending the centre. The family-friendly environment enables parents and whānau to share their children's sense of belonging in the centre.
The managers and the three staff are all registered teachers. They regularly participate in professional development opportunities linked to development goals for the centre and their internal evaluation topics. They are currently focused on developing a seamless transition for children going to the nearby school.
In 2014 ERO identified a range of concerns that resulted in additional support for the centre and an action plan to guide improvements. The managers and teachers have made good progress in most areas and continue efforts to improve practice. They have sustained positive practices in relation to caring relationships, opportunities for literacy and mathematics learning and affirmation of family cultures. Ongoing improvements are helping managers to achieve their 'vision' for children to become socially competent, lifelong learners.
The centre provides a caring, welcoming environment for children and their families. Children arrive with enthusiasm and quickly find an area of interest. They confidently engage in conversations with adults, eagerly explore resources and interact with the small animals in the centre. Children play well independently and show respect for each other as they learn to work cooperatively together. They respond well to cultural activities with a large group of boys becoming adept at the haka.
Teachers skilfully engage children in learning. They know the children very well and have high expectations that they will initiate their own learning, solve problems when difficulties arise and be self managing. Teachers' conversations and questions invite children to contribute their own ideas and explore possibilities. Adults promote tuakana/teina relationships between children and strongly believe in children's competence.
A focus on the provision for two year olds and the youngest children in the centre has improved their access to resources and the ways in which adults support their learning. Teachers have also been proactive in their support for children identified with special needs. They are working closely with the nearby school to enhance transition for children and are highly responsive to the needs of their local community. Leaders agree they could strengthen learning extension for the oldest group of children.
Teachers continue to develop their planning, assessment and evaluation processes. They focus on the strengths and interests of individual children and meet daily to follow up on current trends in play. They analyse children's learning very well in learning stories but have identified the need to document their own teaching roles better. They plan to write teaching stories and anecdotally record the progress of each child's interests. This will provide very good evidence of the impact of deliberate teaching on children's learning. Leaders also agree it would be valuable to document their evaluations of the programme.
Parents who were interviewed speak highly of the relationships they and their children have with staff. They value the quality of care, the open communication and the range of learning opportunities their children enjoy. Parents appreciate the ways cultures are respected and that children are able to learn waiata and karakia, and hear Māori and Samoan languages used by teachers. The establishment of an on-line portal for families has provided parents with good information about their child's learning and opportunities for them to make comments.
The managers have made considerable progress since the previous ERO review. They have had significant external support to establish meaningful strategic and annual planning and robust internal review processes. They have documented in-depth reflections in areas identified for improved practice and have initiated strategies to enhance teachers' capabilities. They recognise they can further improve the consistency of documentation and that it would be useful to reduce clutter in the environment.
Managers agree that key next steps for centre development include:
a focus on extended learning for the oldest group of children
further distributing leadership roles to include all teachers
ensuring the managers' appraisal processes are progressed with urgency
Before the review, the staff and management of Absolutely Fabulously Kids 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 Absolutely Fabulously Kids will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
29 May 2017
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 |
10306 |
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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 |
43 children, including up to 10 aged under 2 |
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Service roll |
37 |
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Gender composition |
Boys 24 Girls 13 |
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Ethnic composition |
Māori Pākehā Samoan other |
24 4 8 1 |
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
April 2017 |
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Date of this report |
29 May 2017 |
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Most recent ERO report(s)
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Education Review |
December 2014 |
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Education Review |
October 2011 |
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Supplementary Review |
August 2008 |
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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.