Kindercare Learning Centres -Three Kings - 10/04/2015

1 Evaluation of Kindercare Learning Centres - Three Kings

How well placed is Kindercare Learning Centres - Three Kings 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.


Kindercare Learning Centres - Three Kings is a well established education and care centre that serves a culturally diverse community in Mt Eden. The centre’s philosophy and management operates under Kindercare guidelines.

Teachers are supported professionally by a Kindercare area manager. The centre is staffed above required ratios and the majority of teachers are qualified. The centre is licensed for 50 children, including 16 under the age of two.

ERO’s 2012 review recognised positive relationships and parent-teacher partnerships as areas of strength. These positive aspects of the centre continue.

The Review Findings

The centre’s philosophy of learning through play is well enacted. The programme provided for children is based on Te Whāriki, the early childhood curriculum.

Children benefit from positive and respectful relationships with teachers and with each other. Their social and emotional competence is enhanced through caring and affirming interactions. Teachers are supportive of, and responsive to, children’s care and wellbeing.

Children are catered for in three age groups, with a different programme planned for each group. They are settled and engage well in activities in the centre’s attractive learning environment. Teachers provide opportunities to develop children’s literacy and numeracy. The programme for children who are 4-5 years of age includes some access to information and communication technologies (ICT).

Teachers are beginning to celebrate the richness of New Zealand’s bicultural heritage through the inclusion of te reo Māori and tikanga in the programme. This is particularly evident in the programme for children under two.

Parents are welcome in the centre and have good avenues for communication with teachers. They have good opportunities to be involved in the programme for children.

The centre is well managed and led. Children benefit from teachers’ collegiality and commitment to professional development. These positive features reflect the emphasis staff place on promoting continuous improvement in learning outcomes for children.

The centre’s policy and strategic planning framework is guided by the Kindercare organisation. Strategic planning goals refer to indicators from He Pou Tātaki, ERO’s evaluation framework for early childhood. The centre has established self-review processes that promote ongoing improvement.

Key Next Steps

Centre managers have identified appropriate priorities for centre development. Identified next steps include:

  • focusing on developing children’s individual dispositions for learning in teachers’ planning, assessment and evaluation
  • promoting consistent use of effective teaching and learning strategies, and increasing resources to extend children’s learning
  • promoting children’s understanding and use of te reo and tikanga Māori
  • enhancing self-review processes by using key indicators of effective practice that accord well with the centre’s local context.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres - Three Kings 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 Kindercare Learning Centres - Three Kings will be in three years.

Dale Bailey Deputy Chief Review Officer Northern

10 April 2015

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


Mt Eden, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged under 2

Service roll


Gender composition

Girls 37 Boys 25

Ethnic composition


NZ European/Pākehā











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 2012

Date of this report

10 April 2015

Most recent ERO report(s)


Education Review

July 2012


Education Review

March 2009


Education Review

May 2006

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.