Kids Inn Preschool - 27/06/2013

1 Evaluation of Kids Inn Preschool

How well placed is Kids Inn Preschool 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.


Kids Inn Preschool provides full day education and care for children from approximately three and a half to five years of age. The adjacent Kids Inn centres, Fantails, and Nursery, cater for children from two to three and a half years of age, and from birth to two years, respectively. Most families enrol their children in the Nursery and then in the other centres as their children grow older.

The three centres are privately owned. The owner provides systems for administration, operation and support for centre personnel. Kids Inn Preschool has a positive ERO reporting history. Most teachers are fully qualified and have good opportunities for ongoing professional development.

Kids Inn Preschool 's centre specific philosophy promotes respect for each child as a competent and capable learner and is underpinned by a service-wide philosophy. The curriculum is based on Te Whāriki, New Zealand’s early childhood curriculum framework and the Reggio Emilia philosophy.

The 2010 ERO report noted warm, trusting relationships between teachers, children and parents and whānau, and an emphasis on children’s self-management skills. These characteristics continue to be evident. ERO recommended developments in programme planning to reflect the centre’s child focused philosophy and aspects of the Reggio Emilia philosophy. Staff have responded positively to this recommendation. Since the last ERO review, the centre leadership structure has changed from an overall service manager to having a senior teacher in each centre. The teaching team works collaboratively to promote improvement to outcomes for all children.

The Review Findings

Children are happy in the centre. Their settled behaviour reflects their strong sense of belonging. Teachers support children to have positive relationships with others and to be independent learners. Children confidently explore the learning environment, which provides a wide range of opportunities for creative play.

Teachers are respectful and have a good knowledge of the children in their care. They respond sensitively to children’s preferences and work closely with individuals and groups of children. The calm, unhurried teaching approach supports children’s learning.

Teachers take care to provide a stimulating and attractive environment that reflects the centre philosophy. Displays reflect current learning, centre celebrations and families and whānau. Teachers have used self review well to make improvements in learning spaces.

Centre-wide professional development is having a positive impact on programme planning and the assessment of children’s learning. Teachers make good use of evaluation to reflect on their teaching and on the success of the programme.

The centre owner provides very good professional support for all personnel. She recognises individual skills and encourages leadership. Well established personnel systems and practices, and clear expectations, provide good guidance for staff. Since ERO’s review in 2010, changes in the performance appraisal system have resulted in improved professional knowledge and practice.

Centre staff use a variety of ways to review programmes and to improve outcomes for children. Both spontaneous and planned self review is well documented. The shared review processes should support all staff to deepen their evaluative thinking and improve the quality of self review.

Key Next Steps

As areas for development and review, ERO and centre leaders discussed the value of:

  • reviewing the centre’s Treaty of Waitangi policy and centre philosophy to show the evident commitment to bicultural practices and the place of Māori as tangata whenua of Aotearoa
  • continuing to communicate with parents and whānau about best practice in early childhood education
  • encouraging parents to share more about their aspirations for their children so that teachers can be more responsive to the language, culture and identity of children and their families
  • further developing children’s portfolios to show the links in children’s individual learning and development over time
  • continuing to review group times, routines and the allocation of teacher roles and their alignment with the centre’s philosophy.

Management Assurance on Legal Requirements

Before the review, the management of Kids Inn Preschool 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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 Kids Inn Preschool will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

27 June 2013

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 Centres) Regulations 1998

Number licensed for

45 children, including up to 5 aged under 2

Service roll


Gender composition

Boys 26

Girls 24

Ethnic composition


NZ European/Pākehā















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


Better than minimum requirements

Review team on site

May 2013

Date of this report

27 June 2013

Most recent ERO report(s)

Education Review

May 2010


Education Review

April 2007


Education Review

April 2004

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.