Kindercare Learning Centre (5) Remuera - 28/02/2019

1 Evaluation of Kindercare Learning Centre (5) Remuera

How well placed is Kindercare Learning Centre (5) Remuera to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centre (5) Remuera is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Kindercare Learning Centre (5) Remuera is owned and administered by Kindercare Learning Centres Limited. All centres operate under the Kindercare vision, values, philosophy and strategic goals. Together these form the philosophy on which each centre and the organisation base their practices.

Infants, toddlers and young children to school age, are cared for in three separate areas. Each room has its own separate outdoor play area. Families are from a diverse range of cultures.

A recently appointed centre director leads a team that includes a further eight qualified teachers, one of whom leads curriculum planning.

The 2015 ERO report noted respectful and nurturing relationships between teachers and children. Planned programmes of learning based on observations of children provided challenge and supported children's play and creativity. Areas for continued development included bicultural practice, and strategic planning. Leaders and teachers have responded positively, strengthening these aspects of practice.

This review was part of a cluster of eight Kindercare Learning Centre reviews in the Auckland area.

The Review Findings

Children are generally settled, easily access resources for their play and enjoy warm relationships with teachers. Effective teaching practices include:

  • support for children to develop their social competence, and to initiate and maintain friendships

  • provision of an inclusive curriculum where all children access a meaningful programme that supports their developing independence

  • nurturing interactions and routines for infants and toddlers

  • modelling verbal language techniques through conversation and storytelling

  • incorporating links to children's cultures through resourcing and sensitive, respectful teacher interactions.

Parents indicate that they value the warm relationships between teachers and their children. These relationships support children's developing confidence and learning.

The commitment of leaders and kaiako to weaving te ao Māori perspectives throughout routines and rituals is evident in practice. There are meaningful opportunities for children to learn about the bicultural nature of Aotearoa New Zealand.

Teachers plan a programme that is responsive to individual children's and group interests. They could now consider moving from an activities based programme to one that identifies and responds to children's learning dispositions. Evaluation of the programme could be strengthened with a stronger focus on the effectiveness of teaching practice in relation to outcomes for children.

Appropriate strategic goals identified by leaders and kaiako include continuing to build partnerships with parents based on children's learning, and to engage more deeply with Te Whāriki, the early childhood curriculum.

The Kindercare values of "Safe, Loved and Learning" are evident in centre documentation. Staff could now establish indicators of what these values look like in practice in this context, and evaluate how effectively their practices align with the values.

The centre is effectively managed. The teacher appraisal process is implemented well. Relevant topics and projects are the focus of internal evaluation and contribute to positive outcomes for children.

The Kindercare organisation provides a broad range of support for centres and families. Comprehensive management and accountability systems across the company include:

  • support for centre directors through regular visits by area managers

  • effective processes for ensuring that children have safe and healthy learning environments

  • appraisal, mentoring and well targeted professional development that supports teachers to build their capability.

Key Next Steps

Centre leaders agree that key next steps for ongoing development include:

  • continuing to work with teachers, particularly those who are new to the team, to strengthen the rigour of programme evaluation, with a focus on effective teaching practice

evaluating children's use of resources as they extend their own learning, to help teachers ensure that there is sufficient equipment to support more collaborative and complex play

  • reviewing the extent to which children can independently access and revisit their own learning records at the centre

  • monitoring and evaluating progress towards achieving the centre's strategic goals.

Next Steps for the Organisation

Key next steps for the Kindercare organisation include continuing to:

  • make progress with ensuring the company's vision, values, philosophy, systems and practices reflect and enact the principles of the Treaty of Waitangi

  • evaluate how consistently leaders, including area managers and centre directors, build teachers’ capability and improve practice

  • embed practices that support leaders' ongoing commitment to strengthening, and reporting about the outcomes of, strategic planning and internal evaluation across the organisation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centre (5) Remuera 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.

Steve Tanner

Director Review and Improvement Services

Te Tai Raki - Northern Region

28 February 2019

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


Remuera, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 20 aged under 2

Service roll


Gender composition

Girls 38 Boys 35

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

September 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review

April 2015

Education Review

March 2012

Education Review

February 2009

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.