Kids Planet Early Learning Centre - 24/06/2014

1 Evaluation of Kid's Planet Early Learning Centre

How well placed is Kid's Planet Early Learning 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 Planet Early Learning Centre provides good quality all day education and care services for children between six months to five years of age. The privately owned centre is located in a semi-industrial area and caters for a diverse community.

The programme reflects Te Whāriki, the early childhood curriculum, and promotes respectful and positive relationships. Clear and well articulated centre philosophy and vision statements guide teaching and learning practices, as well as all aspects of centre operations.

The centre’s 2011 ERO report identified a number of good quality practices. It suggested that self review, planning, assessment and evaluation and consultation with Māori whānau be areas for further development. Centre leaders have had some unavoidable challenges and, although progress has been slow, they are now on track to progress these areas for development.

The centre manager works closely with the owner to determine key strategic priorities for the service. Progress against these priorities is monitored regularly and information is gathered from a range of sources, including input from teachers and other staff. Teachers have recently introduced language classes offering Mandarin and Spanish for 4 year olds.

The Review Findings

The centre provides a caring, inclusive and welcoming environment for children. Teachers have developed good relationships with children and their families. Parents report that they are very satisfied with the centre.

Tuakana/teina relationships are a feature of the centre. Older children actively support their younger peers. Infants and toddlers receive good levels of care from affectionate and responsive staff.

Children demonstrate positive social skills and collaborate and make decisions about their play. They ask teachers for help when necessary. They are encouraged to develop independence and to make good choices about their activities.

Children are provided with opportunities to engage in meaningful conversations with adults about their ideas and how they can explore them. Teachers listen carefully to children and foster their creative and independent thinking. Older children enjoy a spacious physical environment which offers a variety of learning challenges and opportunities for exploration.

Teachers are friendly and work with children to engage them in positive play experiences. They have high expectations for children’s behaviour and communicate these clearly.

Feedback from parents and whānau about the centre is affirming. They speak highly of the education that their children receive. Teachers and parents work collaboratively to ensure that children are supported to enjoy their learning at the centre.

The centre managers have developed sound policies and procedures that guide daily centre operations. Management systems and processes for making decisions and reviewing policies are well established. The experienced manager and owner have redeveloped the teacher’s appraisal to focus on building their teaching practice through specific goal setting.

Key Next Steps

ERO and centre leaders agree that key next steps for the centre include:

  • the development of a more robust self-review process that is improvement focused and linked to strategic planning
  • further work on targeted programme planning and assessment that better responds to children’s interests
  • increased promotion of te Ao Māori within the curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kid's Planet Early Learning 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 Kid's Planet Early Learning Centre will be in three years.

Dale Bailey

National Manager Review Services Northern Region

24 June 2014

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


Albany, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

83 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 38 Girls 23

Ethnic composition


NZ European/Pākehā



South African

Middle Eastern





other Asian












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

March 2014

Date of this report

24 June 2014

Most recent ERO report(s)

Education Review

March 2011


Education Review

April 2008


Education Review

June 2005

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.