Centre Kidz Preschool - 07/02/2019

1 Evaluation of Centre Kidz Preschool

How well placed is Centre Kidz Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Centre Kidz Preschool is well placed to promote positive learning outcomes for children.

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


Centre Kidz Preschool, owned by the Paraparaumu Centre Church, is located in Kāpiti. It provides all day education and care for up to 25 children, aged over two years. At the time of this ERO review, six of the 21 children enrolled were Māori.

The centre philosophy focuses on providing opportunities for children to become competent, active explorers, capable of leading their own learning journeys. The core values of aroha, manaakitanga, excellence, whānaungatanga and kaitiakitanga underpins operation.

The service is governed by a Board of Trustees, under the Centre Education Trust that sets the service's strategic direction. Day-to-day operation is the responsibility of the director, supported by the supervisor. Most staff are long serving and all are fully qualified.

The October 2015 ERO report identified a number of areas requiring development. These included: assessment and planning; the bicultural curriculum; self review; appraisal and guiding documents; leadership support; and improved governance and management. Significant progress has been made in most areas.

The Review Findings

A positive, calm learning environment where a commitment to high quality care and education for children is evident. The values identified in the centre’s philosophy underpinning teaching and learning are visible in the programme.

Children are active, purposeful learners confidently engaging in a child-led, play-based programme. The learning environments and activities promote, collaboration, exploration and creativity through a range of authentic resources. Literacy, mathematics and science are evident in curriculum provision. A strong focus on kaitiakitanga has seen the development of the Te Māra o Te Aronui (the community garden). Regular excursions into the community enhance learning experiences.

Teachers have respectful and responsive relationships with children. Intentional teaching reflects the centre’s special character and nurtures a sense of belonging. Social competence and self-management skills are actively promoted. Children with additional learning needs are well supported through collaborative provision with external agencies and whānau. An inclusive environment is evident.

There is a clear emphasis on developing strong relationships between children, teachers and parents. Teachers know children and their families well. Parents have opportunities to contribute to their children's learning through regular information sharing and consultation. Kaiako work collaboratively with whānau to provide supportive transitions into the centre and on to school. Purposeful relationships with local schools support children’s continuity in their learning.

The centre’s bicultural curriculum is becoming more evident in practice. There has been an increased focus on providing opportunities for children to engage with te ao Māori. Teachers are strengthening their use of te reo Māori through the guidance of the supervisor. Leaders recognise the need for partnerships with local iwi to deepen teachers’ cultural responsiveness and further integrate tikanga Māori. This development should support ongoing Māori learner success.

Significant improvements in assessment, planning and evaluation processes place a stronger focus on individual children. Teachers notice and respond to children's interests and needs. Learning successes are regularly shared with parents. A next step is to ensure the enacted curriculum, that makes connections to children's culture, language and identity, is visible through their documentation.

Leaders appropriately focus on building the quality of teaching and learning through relevant professional learning opportunities. A useful appraisal process is currently being implemented through external support, to further develop teacher capability and meet accountabilities. Formal observations of teacher practice is required to strengthen the appraisal process.

Self review is helping staff to make ongoing improvements for children and their families. A suitable framework is in place. Further work is needed to deepen understandings of evaluation to better inform decision making for improvement across the centre.

The centre has developed and implemented a governance manual to clearly define roles and responsibilities for the centre and board of trustees. Trustees are well informed through monthly reporting. A strategic plan identifies centre priorities for development over time. An annual plan suitably guides centre operation.

Key Next Steps

Priorities for improvement are to continue to strengthen:

  • understanding and use of internal evaluation

  • visibility of children’s culture, language and identity in children’s learning documentation, especially for Māori learners

  • appraisal. This includes the implementation of regular formal observations of teacher practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Centre Kidz Preschool 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:

  • 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 Centre Kidz Preschool will be in three years.

Alan Wynyard

Director Review and Improvement Services

Southern Region

7 February 2019

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


Kapiti Coast

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, aged over 2

Service roll


Gender composition

Boys 15, Girls 6

Ethnic composition

Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children


Better than minimum requirements

Review team on site

December 2018

Date of this report

7 February 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

October 2012

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.