Kidz Corner Miramar - 16/02/2016

1 Evaluation of Kidz Corner Miramar

How well placed is Kidz Corner Miramar 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.


Kidz Corner Miramar is a community-based Christian service in central Miramar, Wellington, governed by a trust. It is licenced to provide full day care for up to 38 children, including up to 12 under the age of two.

The centre’s philosophy links to the values and beliefs of its parents, families and community, and promotes respectful relationships through a Christian ethos. The programme is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum.

Staffing and leadership remain unchanged, comprising of eight qualified staff. Since the May 2013 ERO review staff have redeveloped their systems for curriculum assessment and planning.

The Review Findings

Children learn through free play and a range of structured activities that are designed to engage their interest and extend their thinking and knowledge of the world around them. A positive tone is evident across the centre.

Children’s learning is celebrated. Portfolios show the overarching themes and goals set for children. Progress towards goals is captured through photographs and narratives. Regular summative evaluations are written for each child throughout the year. ERO identifies that a next step is to further develop assessment practice to include more analysis of children’s learning.

An increased level of parent and whānau contribution is evident. The service’s use of an online communication system supports this and gives families greater opportunities to be involved with their child’s learning. This fosters higher levels of continuity in learning between home and the centre.

Aspects of planning should be strengthened to ensure the learning needs and interests of all children are responded to. The identified emerging interests of some children form the basis for new curriculum themes. An emphasis on literacy, numeracy, science and developing te ao Māori is evident.

Teachers reflect on children’s participation in the curriculum and their growing social competence. They use targeted strategies to ensure teacher consistency, to promote wellbeing and encourage respectful interactions between children.

Teachers working with infants and toddlers are caring and alert to children’s cues. They recognise and use learning opportunities within routines. They maintain a calm, slow pace in which children have space and time to explore.

Teachers have effectively reviewed transition processes for children coming into the service, and when leaving. As a result, these are well considered and responsive to children’s and families’ needs. Children’s transitions are flexible and well-managed within the service. Transition to school is supported effectively.

Leaders show a strong commitment to the service's vision and philosophy. Collaborative ways of working are fostered.

Suitable systems and processes to build leaders’ and teachers’ capability are evident. These contribute to ongoing improvement. Appraisal processes appropriately include regular observations and feedback. Increasing the level of feedback that identifies what was good and what could be improved should further enhance appraisal processes.

The purpose and use of self review and internal evaluation are well understood by management. Building shared understandings of these across the teaching team is a next step. Reviews undertaken have focused on what teachers do. Shifting their focus to identify how well teaching and learning practices support children's learning and curriculum development would strengthen teachers' internal evaluation capability.

Key Next Steps

ERO and centre leaders that next steps are to continue:

  • to improve assessment practices
  • to strengthen internal evaluation and appraisal processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidz Corner Miramar 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 Kidz Corner Miramar will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

16 February 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


Miramar, Wellington

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 12 aged under 2

Service roll


Gender composition

Boys 36, Girls 20

Ethnic composition





Other ethnic groups






Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

December 2015

Date of this report

16 February 2016

Most recent ERO report(s)

Education Review

May 2013


Education Review

March 2010


Education Review

May 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.