Edukids Montel - 24/11/2014

1 Evaluation of Edukids Montel

How well placed is Edukids Montel to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Edukids Montel is well placed to support children’s sense of belonging, wellbeing and contribution. As the centre leadership team is relatively new, Kidicorp managers will need to continue support to ensure and strengthen positive learning outcomes for children.

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


Edukids Montel is located near the commercial hub of Henderson in West Auckland. The centre is licensed to provide education and care for 86 children, including 20 up to the age of two years. The centre has three age related areas including a separate room for infants and younger children. Many children have siblings who also attend the centre or the nearby primary school.

Kidicorp opened the centre in 2009. ERO’s first report in 2011 identified that the centre provided good quality education and care. Since the 2011 ERO review, there have been a series of changes in staff, centre leadership and Kidicorp personnel. Centre progress and development has slowed as a result. Two new head teachers and a new centre manager have been appointed during 2014.

The centre offers full day and sessional services to meet the needs of families and whānau. Kidicorp provides policies and procedures relating to the 2008 licensing requirements. Centre operations are audited several times a year by Kidicorp personnel.

The centre has recently initiated a van service to transport children who otherwise may not be able to attend an early childhood centre. This service is well used by Māori whānau and there has been an increase in the number of Māori children enrolled in the centre.

The teaching team is a mixture of fully and provisionally registered teachers with four teachers currently in training. Centre managers see teacher appraisal and self review processes as priorities for review and development.

The Review Findings

Children play well together, both independently and in small groups. They readily access resources and activities that interest them and interact positively with other children and teachers. Children benefit from resources and opportunities that enable them to develop literacy and numeracy.

Teachers work alongside children in positive and affirming ways. They support children in their play. Teachers are welcoming to children, parents and whānau. They respond to children’s diverse cultural backgrounds and to children that have special learning needs. Teachers’ planning is based on noticing and recognising children’s strengths and interests. This supports some teaching that effectively responds to, encourages and extends children’s engagement in learning.

Babies and toddlers are well cared for and have individual routines in response to parent’s requests. The daily menu is well planned and includes healthy snacks, fruit and cooked meals. Older children are encouraged to be independent and self managing. The Kidicorp school readiness programme is well integrated in teacher planning and the activities provided.

Teachers have reviewed some areas of the curriculum such as carpentry, science and nature. They should continue to observe how children use resources in order to respond to their interests and needs. Currently the outdoor environment is not being well used. Head teachers should ensure that the outdoor area encourages and stimulates children’s learning.

Centre managers should continue to explore ways to extend the play of two year olds so it is more complex and challenging. Their environment should invite and stimulate more learning activities, including construction and creative play.

The new centre manager has recently completed a three year strategic plan and is working with teachers to set centre-wide goals and build a collaborative team culture. Teachers and parents have contributed to the review of the centre’s philosophy. This review is providing valuable opportunities for staff to share their ideas and expectations about good practice.

Kidicorp managers are aware of the challenges for the new centre leaders to build sustainable practices. Teachers will need further professional development to strengthen their planning and assessment practices, and regular performance appraisals. They will also need ongoing guidance and supportive leadership to address the areas for development in this report.

Key Next Steps

Centre managers agree that centre review and development should focus on:

  • building partnerships with whānau Māori to support te reo Māori me onā tikanga and enrich the language, culture and identity of Māori children
  • ensuring that children benefit from challenging and complex learning opportunities in the outdoor environment
  • extending teaching practices to encourage children’s communication, investigation and exploration skills and mathematical learning.


Kidicorp personnel, including the professional services manager and business manager, will need to provide continued support and guidance as the new centre leaders strengthen self review and sustain improvements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Montel 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 Edukids Montel will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

24 November 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


Henderson, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

86 children, including up to 20 aged under 2

Service roll


Gender composition

Boys 43

Girls 43

Ethnic composition


NZ European/Pākehā





Cook Island Māori


Middle Eastern


other European












Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

October 2014

Date of this report

24 November 2014

Most recent ERO report(s)

Education Review

October 2011

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.