159 Brightside Road, Stanmore Bay
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kauri Kids Stanmore Bay are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
Kauri Kids Stanmore Bay is a community-based service that is managed by the Auckland City Council. An operations manager provides governance and management for the 10 Kauri Kids services. The teachers, including the manager are experienced and qualified.
Children at Kauri Kids Stanmore Bay are settled and engaged in their play. Their developing social and emotional skills are well supported through nurturing relationships with teachers and other children. Children experience a calm, unhurried and well-resourced environment and are comfortable with familiar routines.
Teachers intentionally use te reo Māori and aspects of tikanga Māori and include New Zealand Sign Language (NZSL) in their interactions with children. Teachers’ culturally responsive practices contribute to children’s growing understanding of, and respect for other cultures. Teachers could now improve how they document and make children’s cultures and languages visible within assessment records.
Teachers provide a curriculum that is inclusive and accepting of all children and their families. The environment has been intentionally set up to allow access for a mixed-age group of children. There are good opportunities for children to be creative and imaginative. Natural and open-ended resources are easily accessible. Children benefit from an uninterrupted programme that enables them to sustain their play.
Assessment records capture children’s interests, learning dispositions and progression of learning over time. Teachers use this information well to inform a child-led curriculum. They could now strengthen the inclusion of, and teachers’ responses to, parent/whānau aspirations for their child’s learning.
The centre is effectively led. Internal evaluation is collaborative, and improvement focused. Teachers have a shared understanding of the service’s philosophy, vision, and improvement goals. A well-developed strategic plan with clear development goals and an annual plan guide the Kauri Kids group. Teachers’ professional goals align with the overarching strategic objectives. Well-developed policies, systems and procedures provide guidance for everyday operations.
Kauri Kids Stanmore Bay will include the following actions in its Quality Improvement Planning:
Strengthening documented assessment of children’s learning to show how teachers respond to children’s languages and cultures.
increasing the visibility of how teachers respond to parent/whānau aspirations in curriculum planning, evaluation information and in assessment of children’s learning.
The Kauri Kids Governance group will include the following actions in its Quality Improvement Planning:
Strengthen teachers’ individual appraisals through ongoing monitoring and provision of feedback to support teachers’ growth in practice.
Improve internal evaluation processes and monitor the implementation of improvement actions, including evaluating the impact of these actions on improved outcomes for children.
Before the review, the staff and management of Kauri Kids Stanmore Bay completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
1 June 2023
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Early Childhood Service Name |
Kauri Kids Stanmore Bay |
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Profile Number |
47157 |
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Location |
Stanmore Bay, Auckland |
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Service type |
Education and care service |
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Number licensed for |
25 children, including up to 4 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
28 |
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Review team on site |
March 2023 |
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Date of this report |
1 June 2023 |
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Most recent ERO report(s) |
Education Review, June 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kauri Kids Stanmore Bay is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Stanmore Bay is located in the Stanmore Bay Leisure Centre. It opened in 2017 and is licensed for 25 children, including up to four under the age of two years. The facility offers a variety of full-day, sessional, and casual attendance options. It provides for mixed-age play and has a separate area for infants and toddlers. The head teacher leads a mostly qualified staff.
Kauri Kids Stanmore Bay is one of 11 early childhood education (ECE) centres across the wider Auckland region, managed centrally by Auckland Council. Kauri Kids Auckland Council Management (KKACM), provides a governance and management framework, and support personnel to assist the centre. An ECE curriculum leader is responsible for the overall operation of the Kauri Kids services. The head teacher in each service reports to the manager of the facility where the service is based.
The recently reviewed philosophy of all Kauri Kids centres emphasises the organisation's commitment to providing a service that values quality learning experiences and opportunities for exploration, the inclusion of all children and their families, and the bicultural nature of Aotearoa New Zealand.
This review was part of a cluster of three services reviews in the Auckland City Kauri Kids organisation.
Children enjoy a calm, settled environment that fosters their independence and sense of belonging. They are curious, capable learners who lead their own learning and enjoy long periods of uninterrupted play. Children work independently or in small groups for sustained periods. They are articulate and friendly and confidently converse with teachers and peers. Inclusive practices support children to respect and value each other.
Infants and toddlers enjoy warm, gentle interactions and nurturing care. Primary caregiving practices support the development of meaningful relationships with children and whānau. Toddlers move around the centre freely. They enjoy opportunities to develop their mobility and social skills and sustain their play. Tuakana/teina relationships are evident.
Teachers know the children well and support their self-chosen play. Teachers listen to children's conversations and skilfully support their developing language. Trusting relationships and respectful practices help to foster children's self-management skills. Literacy, numeracy and science learning is woven into children's play. Leaders and teachers continue to reflect on and consider ways to promote challenge for capable learners.
The curriculum is responsive to children's interests. Teachers take time to plan attractive and inviting environments that stimulate and support children's engagement in learning. There are good opportunities for imaginative play and physical challenge. Regular access to centre facilities, including the gym, provide extra opportunities for physical activity.
Children are supported to learn about aspects of tikanga Māori and to use natural resources. They say karakia at mat time, and some children can be heard confidently counting in te reo. Teachers are encouraged to explore the stories of their land as part of building their local curriculum.
Families are kept informed through frequent informal discussions, electronic communications and attractive wall displays. Online assessment portfolios allow parents and other family members to follow their children's learning progress. Children with additional needs are well supported. Learning promoted through the play programme supports children's transition to school.
The leadership team has a strong focus on continual development. Leaders support team members to develop their leadership capability. Teacher appraisals are aligned with the centre's strategic goals and required teaching standards. Teachers' professional learning is impacting positively on outcomes for children.
Well-developed strategic plans and annual plans guide centre operations. Health and safety, and employment policies align with Auckland Council expectations.
Next steps include:
extending children's thinking through planning and deliberate acts of teaching
continuing to develop assessment, planning and evaluation
continuing to strengthen internal evaluation through the use of evaluative questions.
The KKACM operations manager and centre leaders agree that, across the organisation, they should continue to strengthen:
bicultural practice in all centres
appraisal systems, to meet Teaching Council requirements
internal evaluation through more evaluative questioning
assessment, programme planning, and evaluation practices.
Before the review, the staff and management of Kauri Kids Stanmore Bay 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:
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
21 June 2019
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.
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Location |
Stanmore Bay, Auckland |
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Ministry of Education profile number |
47157 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, including up to 4 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 39 Boys 18 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2019 |
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Date of this report |
21 June 2019 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.
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.
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.