Kiddicare Creche - 04/03/2019

1 Evaluation of Kiddicare Creche

How well placed is Kiddicare Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kiddicare Creche is not well placed to promote positive learning outcomes for children.

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


Kiddicare Creche in Whanganui is a non-profit, community-based service catering for children up to school age. It is an all-day licensed service for 30 children, including 10 aged up to two years. Of the 26 children enrolled 12 identify as Māori.

The governance role is undertaken by a committee of parents and other interested persons. Responsibility for the day-to-day running of the creche is delegated to the centre manager.

Concerns about the quality of operation and education were identified in the 2014, 2016 and 2017 ERO reports. These included ongoing improvement required in: reviewing policies and practices; appraisal of staff; and developing and implementing systems and processes that build leaders' and teachers' capabilities; and improving the quality of assessment, planning and evaluation. All reports noted that understanding of internal evaluation has needed to be developed and fully implemented.

The June 2017 ERO report found that while some positive changes had come about following on from the March 2016 review, further development was needed. Areas requiring improvement were the bicultural programme; provision for infants and toddlers; transition to school processes; policy review systems, employment policies; self-review and evaluation processes; and, embedding the committee's understanding of their governance role. The service has received additional targeted support from the Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO) to help respond to the priorities identified by ERO. SELO professional learning and development (PLD) was also provided after the 2016 review. Progress has not been sustained.

Since June 2017 there have been changes in governance membership. Two new members joined the committee in December 2018. In the same time period the service has experienced high turnover in the teaching team with new staff recently appointed and further appointments pending.

The Review Findings

Developments and improvements commenced through SELO support have not been sustained. Some staff members have attended professional development focused on review and evaluation. As a result a variety of internal evaluations have been started but none has been seen through to completion. Building the capacity of all personnel to understand the purpose of internal evaluation to inform future decision-making is required.

Staff are in the process of establishing a calendar for policy development. Once established this system needs implementing and monitoring to meet the services own expectations of timeliness. Employment policy and procedures have been redeveloped since the June 2017 ERO report.

Teachers are attentive to children's needs. Their interactions support children's language development and encourage social competence. Infants and toddlers experience warm, nurturing relationships.

New developments in assessment processes have the potential to support children's learning and development. Children's learning portfolios seen by ERO were inconsistently maintained with, at times, significant gaps between planning and assessment. Monitoring is required to ensure that the monthly planning system is fully implemented and embedded.

The confidence of staff members to meaningfully use te reo Māori in the centre fluctuates. Bilingual signage for displays and prompts within the environment help towards reflecting aspects of te ao Māori in the curriculum. Management is aware that more work is needed for this to be fully embedded.

Stronger leadership is required to ensure existing systems and processes are adequately implemented to support sustainability. This includes developing teacher knowledge of current theories and best practice related to the early childhood curriculum Te Whāriki.

A review of the transition to school practices was started and has led to some initial changes. However, this review has not progressed further.

Building staff capability through regular appraisal and programmes of professional development needs consistent implementation for all staff. While some Teaching Council information has been accessed, documents need to be fully updated and systems consistently implemented to ensure that appraisal and registration requirements are met. Active engagement in the systems established with the support of the SELO was not sustained.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kiddicare Creche 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

Actions for compliance

ERO found significant areas of non-compliance in the service related to:

  • maintaining a process for reviewing and evaluating the service's operation to help maintain and improve the quality of its education and care, operation and practice.
  • ensuring that all staff are appraised each year and that staff are up-to-date with knowledge of relevant theories and practice in early childhood education and employed staff are provided adequate professional support and professional development opportunities
  • ensuring that the annual plan to guide the service's operation is current and not only includes when key tasks are to be undertaken but also who is responsible, and that the plan is fully implemented
  • ensuring the curriculum respects and supports the rights of each child to be confident in their own culture
  • establishing a full annual budget and ensuring that it is used to guide financial expenditure
    Licensing Criteria for Early childhood Education and Care Centres 2008, GMA6, GMA7, GMA8, GMA9, C4 and C6.

In order to improve practice the service provider should:

  • ensure that the permission slips that parents sign for planned trips and excursions include the adult to child ratio
  • develop sustainable systems for implementing and monitoring the quality of curriculum design and assessment for learning, bicultural practice, appraisal and internal evaluation
  • consider any potential conflicts when undertaking the appraisal process of staff and at governance level
  • build new governance members understanding of their roles and responsibilities.

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Kiddicare Creche. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kiddicare Creche will be in consultation with the Ministry of Education.

Phil Cowie

Director Review and Improvement Services Central Region

4 March 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



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

Girls 15, Boys 11

Ethnic composition

Other ethnic groups


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 2019

Date of this report

4 March 2019

Most recent ERO report(s)

Education Review

June 2017

Education Review

March 2016

Education Review

November 2014

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 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.