Edukids Manukau Centre 2 - 10/12/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Edukids Manukau Centre 2 is well placed to promote positive outcomes for children. The centre is well led and has strong support from its umbrella organisation.


Edukids Manukau Centre 2 provides both sessional and full day education and care for up to fifty children over the age of two years. All children currently enrolled are from three to five years of age. It is one of two licensed centres that operate on the same site, under the national umbrella organisation Kidicorp Ltd. The adjacent Educare Centre 1 provides full day education and care for children from birth to five years of age. The same administrative and management systems serve the two centres.

A new complex manager and Centre 2 head teacher have recently been appointed. Over 80 percent of the staff are qualified early childhood teachers. Many are newly qualified and are working towards full teacher registration.

The centre’s philosophy promotes positive reciprocal relationships between the centre and families to support children’s learning. It places high priority on honouring Te Tiriti o Waitangi by promoting te reo and tikanga Māori in daily practice and the curriculum. The philosophy also promotes celebrating cultural diversity and valuing the uniqueness of the individual child.

The centre’s 2009 ERO report noted that children were settled and confident in the centre. ERO recommended some developments to the quality of teaching, planning, and assessment to extend learning experiences for children. This review finds that good progress has been made in these areas.

The Review Findings

Children receive high quality care. There is a settled tone in the centre and children enjoy positive, respectful relationships with adults and each other. Children are supported to build their social and interpersonal skills and become independent and confident learners.

The centre philosophy is reflected in teaching practice and children’s play. Centre programmes are responsive to children’s interests. Teachers learn about the languages, cultures and identities of all children and seek ways to maintain connections to children’s first language. The language and symbols of children’s cultural backgrounds are highly visible in the centre environment.

Partnerships with families are based on genuine attitudes of acceptance and respect. Teachers value, and work hard to capture, parents’ contributions to the centre programme. These partnerships are enhanced through well managed transitioning programmes to support children and families coming into the centre and moving on to school. Centre managers and staff also show an awareness of, and support for, children with special needs. They work with families to enable all children to participate equitably in the programme.

Children enjoy a broad curriculum. Teachers provide meaningful learning contexts for children to develop early literacy and numeracy skills. New Zealand’s biculturalism is carefully considered and included in many learning areas. The centre manager and head teacher work collaboratively to provide professional leadership for the teaching team. They are supporting teachers to increase their confidence in working with current theories of teaching and learning. Centre leaders are aware of the priority for teachers to continue to focus on implementing intentional strategies that extend children’s learning.

The learning environment is inviting and well resourced. Children are supported to make independent decisions in their play by well defined learning areas that enable a flow of play between the indoor and outdoor environments. The outdoor area provides for a range of engaging activities, including physical play and enjoyment of the natural environment.

Effective leadership is contributing to the centre being well placed to achieve positive outcomes for children. The centre manager sets clear expectations for staff and has established good communication channels. The recently appointed head teacher has had a positive impact on teaching and learning in the centre.

The Kidicorp umbrella organisation is continuing to provide appropriate professional development for centre leaders to grow in their roles. Personnel from the umbrella organisation maintain an effective advice and guidance programme for teachers working towards full teacher registration. An increasingly professional culture means that staff enjoy positive working relationships based on mutual respect.

Self review is used well to support ongoing improvement in the centre. A next step is for teachers to monitor the impact of improvements made as a result of review findings and to identify any further actions that need to be taken.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Manukau Centre 2 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Makere Smith

National Manager Review Services Northern Region (Acting)

10 December 2012

Information about the Early Childhood Service


Manukau, Auckland

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 0 aged under 2 years

Service roll


Gender composition

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Ethnic composition


NZ European/Pākehā




Middle Eastern









Review team on site

October 2012

Date of this report

10 December 2012

Most recent ERO report(s)

Education Review 

November 2009 

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.