Kauri Kids Glenfield - 17/04/2015

1 Evaluation of Kauri Kids Glenfield

How well placed is Kauri Kids Glenfield 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.


Kauri Kids Glenfield is one of 10 centres that were amalgamated under the Auckland Pools and Leisure group in July 2013. The centre operates two sessions daily and a morning session on Saturday. It is licensed for up to 30 children, including 10 up to the age of two years. It serves a multicultural community and caters mostly for parents using the leisure centre and nearby shopping complex.

The 2012 ERO report noted that children and families benefitted from a welcoming atmosphere and warm and respectful relationships with centre staff. This feature continues to be evident.

Teachers have responded well to the recommendations in ERO’s 2012 report. They have continued to explore ways to develop programme planning and evaluation of children’s learning. Areas of noncompliance from the 2012 report have also been addressed.

The centre’s newly appointed curriculum leader is developing positive working relationships with the head teacher and staff. Through this, the centre is establishing systems to enable them to build capacity and sustain improvements.

A noteworthy feature of the centre is the well considered use of the indoor and outdoor learning environments. The focus placed on ensuring the environment responds to children’s interests reflects the centre’s belief in respecting and valuing every child.

The Review Findings

Children at Kauri Kids Glenfield are settled and well cared for. They have opportunities to play cooperatively with their peers and on their own. Children have access to resources that challenge and support their learning. The carefully planned learning spaces provide a sense of belonging and allow teachers to naturally following the pace and interest of the child. The learning environment reflects both Māori and the diverse cultures of the families and staff that attend the centre. Teachers have identified the need to enlarge the outdoor area to provide further opportunities for exploration and physical challenge. ERO agrees that further development of this area would be useful.

Babies and toddlers receive high levels of care. Teachers provide a nurturing, unhurried approach to support their wellbeing. This gentle and affirming approach complements the variety of appropriate resources available for these young children and the calm learning environment created.

Teachers use Te Whāriki, the early childhood curriculum, to guide the programme. They have developed systems to monitor individual and group interests. Teachers’ knowledge of whānau and the wider community is evident and enhances the strong relationship between teachers and children at the centre. The head teacher and curriculum leader acknowledge the need for teachers to now further develop and refine programme planning and to include parent voice in this planning. They also agree that further work could be done to deepen teachers’ understanding of Te Whāriki, and that a review of the centre’s practices for transitioning children to school would be helpful.

Positive centre leadership is evident. The head teacher and curriculum leader acknowledge the value of collaborative and meaningful professional learning. As a result of effective self review, they have identified the need to further enhance bicultural practices and make use of Ministry of Education resources. They also acknowledge the need to review the centre philosophy statement to reflect Te Tiriti o Waitangi.

The centre is becoming increasingly well governed and managed. A recent change in the appraisal process is promoting improved understandings of effective early childhood education practices. Further development in this area should enable Kauri Kids Glenfield to continue to strengthen teacher practice within the centre.

Key Next Steps

The head teacher, curriculum leader and teachers agree that key priorities for the centre are to continue strengthening:

  • the documentation of planning and assessment
  • bicultural practices to better meet the centre’s obligations to Te Tiriti o Waitangi
  • partnerships with parents/whānau to inform planning and self review
  • development of strategic and annual planning to guide ongoing improvements
  • planned cyclic self review across all areas of centre practice.


Centre leaders and ERO agree that Kauri Kids Glenfield should continue to strengthen and refine its systems, policies and procedures to align with early childhood education practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Glenfield 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 Kauri Kids Glenfield will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

17 April 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


Glenfield, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 52 Girls 43

Ethnic composition




Middle Eastern


other Asian









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

January 2015

Date of this report

17 April 2015

Most recent ERO report(s)

Education Review

February 2012


Education Review

November 2008


Education Review

May 2005

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.