Glow Kids - 18/04/2019

1 Evaluation of Glow Kids

How well placed is Glow Kids to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Glow Kids is well placed to promote positive learning outcomes for children.

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


Glow Kids provides specialist education and care for children with sensory and physical disabilities. It is a Ministry of Health contracted provider and a licensed early childhood education (ECE) service. It operates as a not-for-profit charitable trust. The service is governed by the Glow Kids Trust board, which includes parent representatives and external professionals with commercial, financial and business management expertise.

Glow Kids is licensed for 25 children over the age of two years. It operates a 'Conductive Education Kindy' and a 'Sensory Kindy' in two different rooms. Children who attend have a variety of diagnoses such as Cerebral Palsy, Spina Bifida, Genetic Disorders, Sensory Processing Disorders, Autism, Vision and Hearing challenges, and Global Development Delays. Specialist classes offer all-day sessions for three days per week, allowing children time to also access their local ECE centres.

The centre's philosophy is strongly aligned to the Glow Kids Trust vision of providing a place where every child has the opportunity to reach their greatest potential. Professionals blend the Conductive Education principles and practices with the goals of Te Whāriki, the early childhood curriculum.

The centre's experienced and dedicated staff includes Hungarian trained 'conductors', an occupational therapist, a speech language therapist, an early interventionist teacher, a registered social worker, and early childhood trained and registered teachers. Parent, family and caregiver involvement is essential to the effective implementation of the programme.

Managers and teachers have responded positively to the 2015 ERO review. Teaching practices continue to be intensely scrutinised and personalised. Management and governance practices continue to be strengthened.

The Review Findings

Children and families receive high quality care and support. They are inclusively welcomed into the centre. Children's milestones, iterative successes and cultural backgrounds are celebrated by the whole team of professionals and carers. Leaders and teachers develop respectful and caring relationships with children and families.

The team of professionals work in close partnership and collaboration with parents and whānau, supporting and advocating for them, and empowering them in their child's development. Parents comment on the positive partnerships and clear communications they have with staff. They are encouraged by managers', professionals' and teachers' responsiveness and forward thinking attitudes and actions. Parents feel a sense of belonging and gain strength from the strong bonds that are formed.

Programmes are designed to respond to children's health and education needs and address the needs of the 'whole child'. They are delivered in consultation with a team of education and health professionals, ensuring optimum service is provided for each child, recognising their individual needs. Programme tasks are designed to strengthen children's physical capabilities and support the development of their language and thinking skills. Leaders and teachers set up the environment as everyday living spaces. They tailor it to allow children to be as independent as possible to support their day-to-day functioning.

Teachers are proficient in their specialised areas of practice. They demonstrate multi-levelled, personalised and skilled teaching practices. Teachers and managers know children and their whānau as individuals and as learners, who are at the centre of their thinking. Teachers regularly develop individual education plans with parents and professionals, detailing their intentions and strategies. They are continuing to develop their bicultural practices.

Key Next Steps

Key next steps for centre development include teachers and managers:

  • developing the teacher appraisal system and goals to better align with Teaching Council requirements and with the trust's strategic goals and internal evaluation

  • developing an annual action plan from the service's strategic goals, and regularly reporting to the board about progress towards these goals

  • continuing to provide opportunities for staff to engage in professional learning and dialogue so that current theories and best practices are discussed, reflected upon and sustained.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glow Kids 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

18 April 2019

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


Sandringham, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children aged over 2 years

Service roll


Gender composition

Boys 7 Girls 6

Ethnic composition

other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

February 2019

Date of this report

18 April 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

March 2011

Education Review

January 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.