Kids Klub Childcare Centre - 16/05/2016

1 Evaluation of Kids Klub Childcare Centre

How well placed is Kids Klub Childcare Centre 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 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.

The Review Findings

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.

Key Next Steps

Centre leaders agree that centre priorities for improvement include:

  • accessing professional learning and development to support the development of self review and strategic and annual planning that improves outcomes for children

  • using external professional development and networking to strengthen programme planning and assessment

  • providing individualised professional learning for teachers.

Management Assurance on Legal Requirements

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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

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 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 Services) Regulations 2008

Number licensed for

20 children, including up to 20 aged under 2

Service roll


Gender composition

Girls 13 Boys 10

Ethnic composition







South African

South American

other ethnicities










Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


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

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.