Harakeke Early Learning Centre - 11/06/2015

1 Evaluation of Kreative Kidz

How well placed is Kreative Kidz to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Kreative Kidz Education and Care service requires further development in order to more effectively promote positive learning outcomes for all children.

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


Kreative Kidz is a full-day licensed education and care service located in Rotorua. It is licensed to cater for 75 children, including 20 up to the age of 2 years in three age-based areas. At the time of this ERO review there were 55 children who identified as Māori and affiliated to a number of iwi.

Since the ERO review visit in 2012 the centre has experienced high staff turnover including a new manager, team leader and a number of new teachers. In addition, the centre has been relicensed under one licence that includes the three age-based rooms. The centre operates under the governance and management of Maria Holdings Ltd. During this review the centre owner and ERO agreed that there is a need to strengthen policies and expectations in relation to privacy information and personnel management.

The centre has a variable reporting history with ERO and has not maintained the quality of care and education that was evident in the last ERO report. Many aspects of the centre’s learning and teaching programmes for children in all three areas are under review. There is a need to prioritise aspects of self-review about centre-wide operations, particularly in Te Korari (toddler area). Attention to these priorities will assist in improving the consistency of learning outcomes for all children.

The centre meets the Ministry of Education requirements for teacher qualification and adult-children ratios.

The service places priority on meeting the needs of children and whānau from within the local area, and continues to reduce the barriers to attending early childhood education services. There is provision of a van to transport children to and from the centre.

The Review Findings

ERO acknowledges and affirms recent initiatives aimed at improving the quality of education, care and outcomes for children.

The new centre manager has high expectations of herself and staff. Since her appointment she has introduced a framework for self review, updated policies and is strengthening teacher appraisal and registration processes. These initiatives are contributing to a greater emphasis on teachers’ thinking about the programme, and children's learning and reflecting on aspects of their practice. In addition, professional learning and development has become more focused and teachers are increasingly sharing their professional learning.

Kaupapa Māori activities are a strength of the learning programme. Children benefit from teachers’ meaningful and frequent use of te reo Māori. Quality modelling of Māori language supports children’s understanding and spontaneous use of te reo. Teachers increasingly use Māori symbols and natural resources in the learning environment, and foster children’s understanding of literacy and mathematics from a Māori perspective.

Teachers have participated in Te Whatu Pokeka professional learning and development that provides a Māori framework for assessment for learning. This recent learning is beginning to assist teachers to understand Māori dispositions, and identify curriculum priorities and values such as whanaungatanga, aroha and manaakitanga.

The new team leader in Te Rito, the area for babies and toddlers, is providing effective, inclusive leadership and modelling for her team. Team work and communication among teachers is focused on continuity of support and interests for babies in their care. Interactions are respectful, relaxed and affectionate. Teachers are focused on developing assessment practice that is based on each child’s dispositions, interest and learning. They use this information to adapt the learning environment and provide responsive and interesting experiences for ngā pepe (babies).

The team leader in Korimako, the area for preschool children, is reflective and embraces new initiatives designed to improve outcomes for ngā tamariki. She is well supported by her team to develop an environment and programme that provides interesting areas for exploring learning. Teachers engage with children and use effective strategies for developing negotiation skills, respect for the environment and one another.

Key Next Steps

Critical priorities for enabling the centre to improve learning outcomes for all children are to:

  • define and clarify the roles, responsibilities and expectations of the centre manager, assistant manager and team leaders focused on educational leadership, growing teachers’ capability and improving professional practice
  • develop a service-wide philosophy that is understood and shared by all staff and consultation undertaken with parents and whānau. This philosophy should inform and be reflected in teaching practice and the curriculum for babies, toddlers and young children
  • develop more action-focused, specific and time-bound annual plans to effectively realise the service’s intent as outlined in its strategic plan
  • continue to develop and strengthen self review, assessment, planning and evaluation, and teacher appraisal processes
  • review and adapt care routines to improve the learning potential of these aspects of the programme, with consideration given to monitoring hygiene and nutrition.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kreative Kidz 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.

Actions for compliance

ERO identified areas of non-compliance relating to the curriculum. To meet requirements the service needs to improve its performance in the following areas:

  • the learning environment and teachers’ interactions in Te Korari
  • teachers’ knowledge and understanding of learning, development and characteristics of this age group in Te Korari
  • ensure that planned renovations and additions improve indoor/outdoor flow for all age groups of children, sleep facilities for babies and suitable spaces for adults working at the centre.

[Licensing Criteria for Early Childhood Education and Care Centres 2008]

ERO found areas of non compliance in Kreative Kidz. To meet agreed accountabilities the service provider must ensure that:

  1. heavy furniture and equipment that could fall or topple and cause serious injury or damage are secured
  2. equipment, premises and facilities are regularly checked for hazards to children
  3. there is a safe and effective means of maintaining room temperatures of no lower than 16 degrees centigrade
  4. there is natural or mechanical ventilation that allows fresh air to circulate in the baby sleeping areas
  5. that outdoor gates are equipped to ensure that children are not able to leave the premises without adult assistance
  6. designated activity spaces are available and fully utilised for children’s play.

[Licensing Criteria for Early Childhood Education and Care Centres 2008 PF45, HS46]

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kreative Kidz will be within two years.

Dale Bailey

Deputy Chief Review Officer Northern

11 June 2015

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

75 children, including up to 20 aged under 2

Service roll


Gender composition

Boys 42

Girls 25

Ethnic composition







Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements


Over 2


Meets minimum requirements

Review team on site

April 2015

Date of this report

11 June 2015

Most recent ERO report(s)

Education Review

March 2012


Supplementary Review

March 2011


Education Review

January 2010

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.