118 Chivalry Road, Glenfield, 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 |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Not meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Kids Klub Childcare Centre has been under the same ownership for the past 23 years. A qualified owner leads a team of three registered teachers and three unqualified staff. The teaching team reflects the diverse ethnicities of the community. A small number of Pacific children attend this service.
A philosophy statement guides the service’s operation. It expresses the service’s beliefs, values, and attitudes about the provision of early childhood education and care. The curriculum is consistent with Te Whāriki, the early childhood curriculum. A language-rich environment is provided to enhance children’s learning.
Teachers support children’s developing social competence and understanding of appropriate behaviour. They engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
Better monitoring of systems and practices relating to premises and facilities, health and safety and governance and management, is needed to maintain regulatory standards.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
12 December 2023
| Early Childhood Service Name | Kids Klub Childcare Centre |
| Profile Number | 10129 |
| Location | Glenfield, Auckland |
| Service type | Education and care service |
| Number licensed for | 20 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 22 |
| Review team on site | November 2023 |
| Date of this report | 12 December 2023 |
| Most recent ERO report(s) | Education Review, June 2020; Education Review, May 2016 |
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 licence to operate.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
Kids Klub Childcare Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kids Klub Childcare Centre operates in a modified house and is licensed to provide for 20 children, including 20 under two years of age. Programmes are provided in a mixed-age environment. Specific staff have responsibility for babies and toddlers. The children are from an ethnically diverse local community.
The owner, who is a registered teacher, has managed the centre for 20 years. She is assisted by both registered and unregistered teachers, some of whom work at the centre part-time.
The centre's philosophy is consistent with Te Whāriki, the early childhood curriculum, and influenced by a broad range of approaches. It acknowledges each child's uniqueness and the importance of working in partnership with families.
The 2016 ERO report commented positively about warm relationships and positive interactions that supported children's language development. Areas for development included the assessment of children's learning and programme planning, and aspects of centre management. There has been some progress in these areas.
The education and care programmes for children at Kids Klub Early Childcare Centre promote positive learning outcomes for children. Children benefit from teachers who engage them in supportive relationships and meaningful interactions. They are settled and confidently approach adults. Programmes enable children to make decisions about their play.
The learning environments are well resourced, and children make good use of available equipment to support their play. Children readily move between the indoor and outdoor area and teachers help them to access additional resources to follow their interests.
Children under two are well cared for. Teachers follow the routines of the individual child. There is good communication between parents and the teachers who take additional responsibility of the younger children. Regular conversations with parents are supplemented by a diary that records what is happening for the child at the centre and at home.
The centre has an inclusive culture and children with additional learning needs are supported. Teachers have knowledge of some of the children's home languages and cultures. They support them and their families as they become more familiar with the English language and the culture of Aotearoa New Zealand. Aspects of tikanga and te reo Māori are integrated into the programme. The centre manager is supporting teachers to build their capability and confidence in these areas.
The older children have many opportunities through their Wild Cats programme to develop early literacy and numeracy skills. Teachers could now review the extent to which this learning is occurring in the context of play. They could also explore how this programme might promote more collaborative and complex play that encourages children and teachers to revisit learning.
Some progress has been made to strengthen the recording of the assessment of children's learning and programme planning. The wall display of children's interests is a good way to share information with all staff and with parents. It is important that teachers keep this information up-to-date. The manager could strengthen these processes by setting clear guidelines to support unqualified staff to contribute more to children's portfolios and programme planning.
The manager has accessed external support to strengthen staff internal evaluation capability. Staff have begun to evaluate some aspects of centre operations. Other aspects of centre management need further work.
The owner has acknowledged the strengths and interests of staff who support her in her roles as centre leader and manager. They take lead roles in tasks such as policy review, programme planning and setting up the environment.
Some of the next steps identified in the 2016 ERO report still need to be addressed. These include:
ERO recommends that the centre manager continues to engage external advisory support to build on recent progress and to improve management capability.
ERO has requested from the service provider, an action plan that shows how the priorities for improvement will be addressed. ERO will request progress updates against the plan.
Before the review, the staff and management of Kids Klub Childcare Centre 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:
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 - Te Tai Raki
4 June 2020
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.
| Location | Glenfield, Auckland | ||
| Ministry of Education profile number | 10129 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 20 children, including up to 20 aged under 2 years | ||
| Service roll | 19 | ||
| Gender composition | Boys 12 Girls 7 | ||
| Ethnic composition | Māori NZ European/Pākehā Chinese Indian other ethnic groups | 1 2 4 4 8 | |
| Percentage of qualified teachers | 0-49% | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:6 | Better than minimum requirements | |
| Review team on site | November 2019 | ||
| Date of this report | 4 June 2020 | ||
Most recent ERO report(s)
| Education Review | May 2016 | |
| Education Review | March 2013 | ||
| Education Review | February 2010 | ||
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:
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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kids Klub Childcare Centre is located in Glenfield, North Shore. The owner/manager has been operating the centre for seventeen years. The centre is licensed for 20 children, including a maximum of 20 under 2 years of age. Plans are currently underway to extend the building and centre licence to cater for up to 40 children. The owner/manager and centre supervisor hold full practising certificates.
The centre philosophy promotes education in a homely environment. It values children's independence and has a positive ERO reporting history. Previous ERO reports acknowledge its welcoming and friendly environment and well-resourced programme. These aspects continue to be evident.
The staff has undergone significant change with the departure of several long-serving team members. A new supervisor and two teachers have been appointed to the teaching team since the last ERO review. Given these changes in personnel, centre leaders are prioritising working together as a new team to build shared understandings and collaborative practice to support effective teaching and learning. These recent changes have also impacted on the extent to which the centre has been able to progress the areas for development that were identified in the 2013 ERO report.
Children are settled and enjoy engaging in mixed age play for much of the day. They have caring, warm relationships with their peers and teachers. Children freely access the indoor and outdoor areas. They experience uninterrupted play and opportunities for early literacy and mathematics learning, physical activity, science and imaginative play. Older children are challenged to question and explore ideas through projects and inquiries. The varied programme offered helps to develop children's social skills and encourages their curiosity through play.
Infants and toddlers experience nurturing care and support in a calm environment. The owner/manager models good teaching practice in her responsive interactions with the youngest children. She constantly chats with children and children have good opportunities to develop their language skills.
Te reo Māori is integrated naturally into conversations. The next step is to support all teachers' confidence in using te reo Māori and delivering a bicultural curriculum for children.
Centre leaders are beginning to build teachers' shared understanding of an emergent curriculum through collaborative planning. Teachers are developing their analysis and interpretation of children's learning. Leaders agree that the centre should access external professional development as part of ongoing work to strengthen teachers' capability in programme planning, assessment and evaluation.
Self review is in the early stages of development. Teachers have focused on improving the learning environment and have begun to use a recording template to help them link centre self review to children's learning. Centre leaders seek parent and whānau feedback and use this information to help teachers respond to parents' aspirations for their children and to support management decisions. The use of external advice and guidance to further progress centre self review and build teachers' reflective practice would be beneficial for strengthening both planned and emergent self-review.
Centre administration and management documentation are areas for improvement. Developments should include regularly reviewing and maintaining up-to-date strategic and annual planning, policies, procedures and guidelines for centre operations. The teacher appraisal process is also in need of refinement to reflect recent changes in Education Council requirements.
Centre leaders agree that centre priorities for improvement include:
Before the review, the staff and management of Kids Klub Childcare Centre 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Kids Klub Childcare Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
16 May 2016
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.
| Location | Glenfield, Auckland | ||
| Ministry of Education profile number | 10129 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 20 children, including up to 20 aged under 2 | ||
| Service roll | 23 | ||
| Gender composition | Girls 13 Boys 10 | ||
| Ethnic composition | Māori Pākehā Chinese Australian Dutch Indian South African South American other ethnicities | 2 5 4 2 2 2 2 2 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | February 2016 | ||
| Date of this report | 16 May 2016 | ||
Most recent ERO report(s)
| Education Review | March 2013 | |
| Education Review | February 2010 | ||
| Education Review | February 2007 | ||
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 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.