Edukids North Rd - 30/06/2017

1 Evaluation of Edukids North Road

How well placed is Edukids North Road 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.


Edukids North Road is owned and operated by the BestStart group. It provides full-day education and care for up to 67 children in a purpose-built facility. Children come from a range of cultural and economic backgrounds.

Children play and learn in three separate age-based areas; Tuatara (nursery), Paihamu (2-3.5 years), and Pukeko (3.5-5 years). There is a separate outdoor area for infants and toddlers. Older toddlers and young children share an adjoining playground.

Since the 2014 ERO education review, staffing has remained stable. The centre is staffed by a combination of qualified early childhood teachers and caregivers. BestStart have assisted the centre by funding an extra qualified teacher to support teachers in improving assessment and planning. The centre has made very good progress since the last ERO review in strengthening assessment records.

This review was part of a cluster of reviews in the BestStart Group in Southland.

The Review Findings

Strong leadership and a well-developed philosophy are very effectively guiding teachers' decisions about learning and helping to promote positive outcomes for all children. Teachers have clearly identified key Māori concepts and intended learning, including some valued outcomes, for each age group.

All children experience rich bicultural programmes and practices. The key values of whanaungatanga (relationships) and whakamana (independence) are well understood and evident. Leaders and teachers have been considered and intentional in the way they have built their own capabilities and culturally responsive practice. This is contributing to Māori children and their whānau knowing that their language and culture are valued and included.

Children and their whānau feel a sense of belonging to the centre and the local community. Teachers form respectful, reciprocal and responsive relationships to support children's learning and well-being. They actively seek families' expertise to support children's learning. Children who have diverse needs are well supported. Teachers acknowledge all children's diverse culture, language and identity.

Children experience a rich and varied curriculum based on the principles and strands of Te Whāriki (the early childhood curriculum). Children's learning benefits from the many opportunities to explore current areas of interest and projects over time. They revisit their experiences to deepen, understand and extend learning. Teachers are intentional in the way they help children to think, problem solve, and extend their interests. Teachers provide authentic and interesting learning contexts for literacy and numeracy. Teachers support and build children's oral language skills through conversations around topics of interest.

Infants and toddlers benefit from close relationships with key teachers. Their teachers are responsive to infants and toddlers and engage in positive one-to-one interactions. The children in the under-two's Tuatara room benefit from a well-resourced environment that is calm and provides physical and emotional wellbeing.

Children's transitions into, within the centre, and to school are well supported. The service has built strong partnerships with the local school. Teachers have made transition the focus of internal evaluation and constructed tikanga to support the transition process. This has resulted in children and their families being well supported in all stages of transition.

There are effective systems to plan for individual children and assess learning over time. Teachers regularly collect and respond to parent aspirations for their children.

Leaders follow a useful process of internal evaluation, both planned and spontaneous, to make improvements to programmes and practices. These reviews have led to positive outcomes for children. The centre manager has a good understanding of evaluation processes and practices and is building capability for internal evaluation within the team.

The service is very well supported by Best Start Educare. Support includes regular visits from managers who provide constructive advice and guidance. The organisation has a useful policy and procedure framework, provides targeted professional learning for leaders and teachers, and has very effective regional quality assurance and strategic planning practices.

Key Next Steps

Key next steps for the service have been identified by the manager and head teachers and ERO agrees. These are to:

  • continue to improve internal evaluation, including the use of more purposeful indicators to evaluate against

  • review and refine each room's tikanga to clearly show desired outcomes for children. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids North Road 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.

To strengthen current practice service leaders should ensure risk-management plans specifically reflect the focus on how teachers will respond to an identified risk, should it occur.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Edukids North Road will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

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

67 children, including up to 20 aged under 2

Service roll


Gender composition

Boys: 43

Girls: 45

Ethnic composition



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

April 2017

Date of this report

30 June 2017

Most recent ERO report(s)


Education Review

January 2014

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.