Kindercare Learning Centres (10 P) Constellation - 07/05/2020

1 Evaluation of Kindercare Learning Centres (10 P) Constellation

How well placed is Kindercare Learning Centres (10 P) Constellation to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centres (10 P) Constellation is very well placed to promote positive learning outcomes for children.

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


Kindercare Learning Centres (10 P) Constellation is part of a national early learning service owned and operated by Kindercare Learning Centres Ltd (the organisation). It is situated on the same site as Kindercare Learning Centres (10 B, T & P) Constellation. This centre is licensed for 30 children. Families represent a diverse range of cultures and ethnic groups.

The centre operates within the purpose-built Kindercare Constellation complex in Mairangi Bay. It has charitable connections with the Gracegate centre and Care4Kids, that support children and their families.

The service philosophy is based on Kindercare's three key values for children to be ‘safe, loved and learning’. The organisation provides policies, procedures and processes to monitor health and safety. An area manager works in partnership with the centre director to support centre operation. It has developed service-wide expectations and a strategic approach to understanding of te ao Māori and culturally responsive practices.

Since the April 2015 ERO review, there have been significant changes to the teaching team. All staff are qualified and registered ECE teachers.

The 2015 report identified a number of strengths and continuing to build teachers knowledge on different cultures in the centre and promoting longer-term investigations and inquiries within sessional programmes. Some progress has been made in these areas.

Leaders and teachers have maintained the positive aspects identified in the previous ERO report. They have worked together to incorporate home cultures into learning programmes and to promote children's long-term investigations and inquiries.

This review was one of five within Kindercare Learning Centres Ltd, Auckland region.

The Review Findings

Leaders and teachers have a strong shared philosophy, vision and values that are clearly reflected in practices. They promote a culture of care and respect for one another and for children, parents and whānau. Positive and supportive relationships are actively fostered to enable children to develop a sense of belonging.

Teachers work in partnership with parents and whānau. They value parent contribution to the programme and to children's learning. Effective communication systems ensure that parents are well informed of their children's learning and centre events. Transition into the centre and on to school are personalised to the needs of each child.

Teachers provide a rich, broad and innovative curriculum that provokes children’s deeper levels of interest, critical thinking, expressive language, self-confidence and social competence. Children have many opportunities to investigate and extend their ideas and contribute to a curriculum that is highly responsive to their interests, strengths and capabilities. Teachers are very purposeful in the planning and presentation of the environment to inspire children's curiosity and exploration. Practices such as sustainability and care for the natural world are well embedded. Literacy, mathematics and science are integrated in ways that are meaningful for children. Purposeful links to schools and the community enhance children's learning opportunities. Children are very settled and highly engaged in their learning.

Diverse learners are well supported to see themselves as capable learners. Leaders and teachers take collective responsibility for children's wellbeing and learning. Teachers work collaboratively with parents, whanau and external agencies. The organisation prioritises equitable opportunities for all children. They provide additional resourcing and family support expertise when required to enable children to succeed.

Strong, effective leadership has established a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. Leaders have very clear expectations for effective teaching and learning outcomes. They provide high levels of professional support, including targeted professional development and mentoring, to strengthen teacher and leadership capacity. Leaders promote a culture of inquiry, reflection, and critical thinking. Teachers work collaboratively, valuing and making good use of individual strengths to enhance the curriculum provided for children.

The organisation has an established strategic approach to the operation of the service that is well aligned to service priorities and the professional learning and development of teachers. Governance and management practices are underpinned by a strong, shared, vision and purpose. There is a clear focus on building leadership and fostering robust appraisal and mentoring processes to promote ongoing improvement and positive outcomes for children.

Key Next Steps

Service leaders have identified, and ERO's evaluation has confirmed, that the key next steps are to continue to strengthen:

  • te ao Māori and bicultural perspectives in key documentation and practices

  • home language and cultures in curriculum documentation and practices.

ERO identified that the annual strategic plan could be reviewed and refined to provide a clear process for monitoring, evaluating and reporting on key strategic priorities.

The organisation priorities are to continue to:

  • give greater prominence to the principles of The Treaty of Waitangi in key documentation and teaching practices including fully implementing the organisation's te ao Māori and culturally responsive practice action planning across the service

  • refine strategic planning and ensure clear alignment of internal evaluation, monitoring and reporting

  • evaluate effectiveness at leadership, management and governance.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres (10 P) Constellation 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.

Dr Lesley Patterson

Director Review and Improvement

Te Tai Tini (Southern)

7 May 2020

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, over the age of two

Service roll


Gender composition

Female 19, Male 7

Ethnic composition

NZ European/Pākehā
Other ethnicities


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Over 2


Meets minimum requirements

Review team on site

November 2019

Date of this report

7 May 2020

Most recent ERO report(s)

Education Review

April 2015

Education Review

March 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.