49 Kaurilands Road, Glen Eden, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Kidd Inn Early Learning Centre is one of three privately owned and managed services that are part of Kidd Inn ELC Ltd. A qualified centre manager is responsible for daily operations of the centre. She is supported by two qualified team leaders. Children are catered for in age-based groups in three interconnected buildings.
The service curriculum is inclusive, and responsive to children as confident and competent learners. It is informed by assessment, planning, and evaluation which demonstrate an understanding of children’s learning, their interests, whanau, and life contexts.
Children’s preferences are respected, and they are provided with a range of experiences and opportunities to enhance and extend their learning and development. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Aspirations held by parents and whānau for their children are acknowledged and respected.
Ongoing monitoring of practices and systems is required to ensure regulatory standards are maintained.
The service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having a first aid kit that complies with the requirements of Appendix 1 (PF28).
Ensuring that heavy furniture that could fall or topple is secured (HS6).
Ensuring that daily hazard checks include the placement of learning, play and other equipment (HS12).
Having records for regular excursions that include parental approval of the correct adult: child ratios (HS17).
Ensuring consistent teacher practices in recording medication, which includes having evidence of parental acknowledgement they have been advised that medication has been administered to their child (HS28).
Having records of training or information provided to adults who administer medication to children while at the service (HS29).
Having a written child protection policy that meets the requirements of the Children’s Act 2014 (HS31).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
31 July 2023
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Early Childhood Service Name |
Kidd Inn Early Learning Centre Ltd |
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Profile Number |
10261 |
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Location |
Glen Eden, Auckland |
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Service type |
Education and care service |
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Number licensed for |
85 children, including up to 24 aged under 2 years |
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Percentage of qualified teachers |
80-99% |
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Service roll |
117 |
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Review team on site |
June 2023 |
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Date of this report |
31 July 2023 |
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Most recent ERO report(s) |
Education Review, February 2019; Education Review, May 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a license to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidd Inn Early Learning Centre Ltd is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidd Inn Early Learning Centre offers education and care for up to 85 children, including up to 24 children under two years of age. It uses three buildings to cater for the different age groups. The buildings are interlinked through the outdoor environment, giving children ready access to outdoor areas.
The centre is privately owned and managed. It is one of three centres owned by the same company in West Auckland. The owner/manager oversees the daily management of the centre. Two head teachers have responsibility for children's care routines and learning programmes. The teaching team is well established, with low staff turnover.
The centre's philosophy is underpinned by five core values. These are peaceful and respectful communication, loving and homely environments, play as a base for learning, collaboration, and nature-based learning. Centre approaches are also strongly grounded in Te Whāriki, the early childhood curriculum.
The centre has a positive ERO reporting history.
Kidd Inn Early Learning Centre provides high quality education and care for children. Children are highly engaged in learning, and are well supported to be confident and competent learners. They persist with their interests, and enjoy long periods of sustained and complex play. Children have extensive opportunities to investigate, initiate their own learning, and be imaginative and creative.
Children are well supported to grow their social competence. They negotiate with their peers, are respectful and play collaboratively. They confidently initiate conversations and ask questions. As a result, children successfully interact and support each other's play.
Children's interests form the basis of teachers' programme planning, assessment and evaluation. Planning approaches focus on children's individual plans for learning, and pay special attention to learning outcomes. Opportunities for families to contribute to the planning, assessment and evaluation stages are increasing.
Teachers recognise and cater for the growth and development stages of the different age groups. Infants receive high quality care and nurturing that promotes their strong sense of belonging. Toddlers have many opportunities to explore the environment, and develop their coordination and language skills. Older children enjoy regular additional learning experiences in the wider community. Children have daily opportunities to develop early skills in literacy and mathematics that are carefully integrated into their play.
The physical environment supports children's learning and wellbeing. The outdoor areas are enriched in nature, and the indoor spaces provide a homely and nurturing atmosphere.
The centre's professional learning has contributed to greater visibility of bicultural practices in the programme. Teachers have a stronger awareness of children's languages and cultures, and they incorporate these aspects in programmes for individual children.
Teachers have respectful learning relationships with children. They actively listen to children, and are unhurried when working with them. Teachers encourage children to take risks, accept challenges and try new experiences. Teachers are well supported to build their professional practice. Appraisal approaches continue to grow opportunities for teachers to be critical, reflective inquirers into their teaching practice.
Highly capable, professional leadership guides the realisation of centre values. Leaders model peaceful and respectful relationships, and promote collaborative ownership of centre decisions. The centre has very good systems and processes for curriculum, personnel and health and safety management.
Centre leaders and teachers have a very good understanding of internal evaluation. They use it well as a catalyst for ongoing improvement. High quality evaluative practice is evident in the way leaders and teachers use the evaluation process to promote deep thinking, and encourage further learning based on research and evidence. Evaluation practices are systematic and include a focus on all aspects of the service's operations over time.
Centre leaders are appropriately planning to enrich the centre's curriculum through further exploration of bicultural practices, and deepening partnerships with parents and whānau. Developing ways that encourage families to share their cultural strengths and contribute to the planning processes, should further support children to enjoy a curriculum that celebrates learning through their languages and cultures.
Before the review, the staff and management of Kidd Inn Early Learning Centre Ltd 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
28 February 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 |
Glen Eden, Auckland |
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Ministry of Education profile number |
10261 |
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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 |
85 children, including up to 24 aged under 2 |
||
|
Service roll |
118 |
||
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Gender composition |
Boys 58% Girls 42% |
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Ethnic composition |
Māori |
8% |
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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 |
January 2019 |
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Date of this report |
28 February 2019 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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|
Education Review |
June 2012 |
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|
Education Review |
April 2009 |
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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:
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 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:
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.