Edukids Papatoetoe 1 - 30/06/2014

1 Evaluation of Kiwicare Kenderdine

How well placed is Kiwicare Kenderdine 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.


This is the first ERO report for Kiwicare Kenderdine under its new Kidicorp ownership and since the three centres on the site have been merged to one. The centre is located in Papatoetoe, Auckland. It provides full day and sessional education and care for children from three months to school age. The centre is a large purpose-built complex that includes spacious outdoor areas for infants and toddlers, and for older children.

A Kidicorp centre manager oversees the operational and administrative aspects of this and another centre nearby. Each centre has a supervisor who leads the team. The supervisors are supported by the curriculum and operations managers. Most staff are qualified and the teacher registration manager supports teachers to gain full registration. The support staff includes teacher assistants and a cook.

The 2011 report identified the centres’ positive relationships with parents, and children’s good engagement in the learning programmes. The online parent portal has strengthened communication between parents and whānau.

The Review Findings

Teachers and managers are committed to serving their community well. They foster a flexible approach to accommodate the different needs of the children and their families. Parents positively comment on the greater sense of belonging for them and their children. Their identity, culture and languages are highly valued and they know that they are accepted for who they are and what they and their children bring to the centre. Children participate in a safe and inclusive environment where they are respected, supported and challenged in their learning. They are happy, confident and competent learners who settle quickly into the centre.

The learning environment is attractive and welcoming. Children have access to a good range of resources that encourage them to engage and make sense of their learning experiences. The programme is responsive to their emerging interests and abilities. It is underpinned by Te Whāriki, the early childhood curriculum and features literacy, numeracy and the sciences.

Teachers’ provide planned activities and children make choices within the well defined curriculum areas. The indoor and outdoor environment, photo-boards and wall displays show children’s achievements and learning success. A key centre feature is the well designed large outdoor area that encourages children’s physical challenges and explorative play.

A separate room for infants and toddlers allows children to explore and work with a primary caregiver at their own pace. A well designed separate outdoor play area allows infants and toddlers to have uninterrupted play. Teachers read the cues of the younger children well and promptly attended to their needs.

Positive relationships between teachers, children and parents are evident, and have been strengthened as a result of self review. Teachers could now provide more opportunities for families to discuss and document their aspirations for their children.

The centre does well in promoting Pacific and Māori children’s success. Teachers value and use te reo and tikanga Māori in the context of children’s play. Symbols of Māori, Pacific peoples and other cultures are evident throughout the environment. Teachers and managers are developing more ways to enrich their bicultural practices.

Parents are happy with the service Kiwicare Kenderdine provides. They feel included and listened to. They enthusiastically comment on the online ‘story park’ e-portfolios recently developed. This initiative has made it possible for family members overseas to be part of, and contribute to, their children’s learning experiences. A next step is for teachers to develop how well children’s diverse cultures are reflected in their portfolios.

Good management systems are well established. Kidicorp and Kiwicare managers have worked strategically to manage the change of ownership. They used well considered process to achieve this positive progress.

Key Next Steps

ERO and managers identified areas to support ongoing improvement. These areas include:

  • continuing to use self review to support ongoing centre improvement, to focus on how well the programme results in positive outcomes for children, and to develop the centre’s philosophy and the professional conversations teachers have about their work
  • improving portfolios so that they capture more about the learning journeys of individual children and of parent partnerships in those journeys
  • increasing opportunities for staff to further develop their knowledge of Māori and Pacific peoples' cultures.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kiwicare Kenderdine 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 Kiwicare Kenderdine will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

30 June 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


Papatoetoe, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 69

Girls 57

Ethnic composition


NZ European/Pākehā




Cook Island


Southeast Asians


Other European

Middle Eastern
















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

May 2014

Date of this report

30 June 2014

Most recent ERO report(s)

Education Review

May 2011


Education Review

March 2008

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.