Flying Start Kindergarten - 24/05/2013

1 Evaluation of the Service

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

Flying Start Kindergarten is very well placed to promote positive outcomes for children.


Flying Start Kindergarten is a small, privately owned centre that promotes a family focus and community connections. The centre, owned by the same educator for 20 years, is led by a capable head teacher. The programme is implemented by a well qualified teaching team. The centre provides all day programmes for four-year-old children on Mondays, Wednesdays and Fridays, and for three-year-old children on Tuesdays and Thursdays.

The centre has a history of positive ERO reports, and good practices identified in the 2010 report have been sustained and further improved. The owner and teachers are continually improving the programme and environment for children. Staff enact a child-centred teaching and learning philosophy and respect children as capable, competent learners.

Review Findings

Children settle easily and are highly engaged in the programme. They choose to play individually or with others in attractive and well resourced indoor and outdoor areas. Younger and older children play collaboratively, support and extend each others’ ideas and build good friendships. A small group of older children experience a school readiness programme that promotes social competence and provides further opportunities for complex learning. This programme supports children effectively as they move on to school.

Teachers are committed and skilled educators who embrace opportunities for professional learning and growth. They use their complementary strengths and interests to promote meaningful and stimulating learning opportunities for children. Teachers know children and their families well and plan programmes based on children’s interests, current events and teachers’ interests and expertise. Interactions between teachers and children are positive and respectful.

The programme supports children to develop literacy, numeracy, science and to learn about te reo and te ao Māori in meaningful ways during their play. As reflective practitioners, teachers continually review and improve their practices and the learning programme. They involve children and parents in making important decisions about the programme.

Parents appreciate the inclusive and welcoming atmosphere and the high level of staff expertise. Children with special needs are well catered for and parents are valued for their specialist knowledge and expertise.

The centre is well led by a capable head teacher. She respects teachers as trusted professionals and encourages teachers and children to be courageous and to give things a go. The head teacher works in partnership with teachers and the centre owner and is confident in her leadership approach.

Self review is very well understood by the owner and teaching team and is the mechanism for promoting and sustaining centre improvements. It is designed to be meaningful, and uses the different perspectives of staff, parents and children. The owner has a very good understanding of her role as the centre’s strategic decision maker. She works collaboratively with the head teacher and supports ongoing developments.

Key Next Steps

The owner and supervisor are keen to access professional learning and development opportunities that promote critique of the programme, and of leadership and teaching practices.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Flying Start Kindergarten 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.

Dale Bailey National Manager Review Services Northern Region

24 May 2013

Information about the Early Childhood Service


Mt Eden, 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

27 children, including up to 0 aged under 2 years

Service roll


Gender composition

Boys 33 Girls 20

Ethnic composition

NZ European/Pākehā




Cook Island Māori


Sri Lankan








Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Choose an item.


Over 2


Meets minimum requirements

Review team on site

February 2013

Date of this report

24 May 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2010

March 2007

April 2004

General Information about Early Childhood Reviews

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.