51 Rosier Road, Glen Eden, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kiwi Kapers Care and Education Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakatō Emerging Whāngai Establishing |
Kiwi Kapers Care and Education Centre is a privately owned service. The owner is responsible for governance and daily management. A qualified teacher has recently been appointed to oversee curriculum provision. Approximately a third of enrolled children are Māori. A small number of children have Pacific heritages.
Children experience a calm environment and are comfortable with routines. They can be creative and expressive through imaginative play. There are opportunities for children to develop their physical abilities, to take risks and to manage physical learning challenges.
Teachers use basic te reo Māori and include some aspects of tikanga Māori in the curriculum. All children’s languages and cultures now need to be made more visible in children’s assessment records and the environment.
Children with additional needs are well supported. Leaders and teachers work in partnership with parents and agencies to support children’s active participation in meaningful learning experiences.
Teachers are beginning to document how they intentionally notice and recognise children’s learning. They now need to respond to parents’ aspirations for their children’s learning. Teachers are yet to document how they extend children’s learning in relation to the learning outcomes of Te Whāriki, the early childhood curriculum.
There is a process in place for internal evaluation, guided by reflective questions that have an evaluative focus. There is some evidence that evaluation findings lead to positive changes for children and adults.
Leaders and teachers now need to inquire more specifically into how these improvements are impacting on children’s learning.
A professional growth cycle for teachers’ appraisal is at the early stages of implementation. Leaders need to mentor and coach teachers to continue improving their teaching practices. The owner has established appropriate systems and procedures to guide service operations and the monitoring of health and safety requirements.
Kiwi Kapers Care and Education Centre will include the following actions in its Quality Improvement Planning:
Document how teachers are responding to children’s interests and dispositions, and to parents’ aspirations in curriculum assessment, planning and evaluation.
Make children’s languages and cultures visible in assessment records and more visible in the learning environment.
Further develop evaluation processes by focusing on how improvements are impacting on children’s learning.
Before the review, the staff and management of Kiwi Kapers Care and Education Centre completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 November 2022
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Early Childhood Service Name |
Kiwi Kapers Care and Education Centre |
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Profile Number |
10302 |
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Location |
Glen Eden, Auckland |
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Service type |
Education and care service |
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Number licensed for |
36 children over 2 years of age |
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Percentage of qualified teachers |
80-99% |
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Service roll |
35 |
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Review team on site |
September 2022 |
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Date of this report |
23 November 2022 |
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Most recent ERO report(s) |
Education Review, June 2020; Education Review, May 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kiwi Kapers Care and Education Centre requires further development to promote positive learning outcomes for children.
Kiwi Kapers Care and Education Centre needs to ensure that police vetting practices are implemented before staff are employed.
ERO's findings that support this overall judgement are summarised below.
Kiwi Kapers Care and Education Centre is a well-established, privately owned service for up to 36 children over two years of age. Children come from the local community in Glen Eden.
The owner, an experienced teacher, with the support of a head teacher run the daily operations of the centre. Three of the five staff are long-term fully registered teachers.
The 2016 ERO report outlined strengths of the service, and a good number of these have been sustained. Areas for development included, developing shared leadership among teachers and reviewing appraisal documents to align to job descriptions. These areas have been addressed. The report also noted the need to embed effective practice through robust self review processes, which continues to be an area for development.
Children benefit from a calm environment that is welcoming and inclusive. Teachers spend quality time nurturing and settling children into their day. Staff are sensitive to the needs of individual children who are treated with respect and kindness. Children who require additional learning and care are well supported by the centre and external agencies.
Children show a strong sense of wellbeing and are friendly and confident. They make decisions about their play and lead their learning. Children have access to a large multi-levelled outdoor environment that invites imagination and exploration.
Teachers foster children's independence and promote self-management skills. Some teachers use open-ended questions to promote children's thinking. This practice now needs to be used more consistently across the centre.
Children's learning stories provide a useful record of their participation in the programme. Whānau frequently contribute through an online tool. Some learning stories highlight individual children's progress over time. The owner agrees it is timely to ensure all teachers identify individual children's progress over time and include next learning steps for children. To reflect the centre's commitment to acknowledging all cultures, teachers could increase the visibility of children's languages and cultures in individual learning portfolios.
Teachers include te reo Māori in greetings, waiata and karakia. The environment reflects the bicultural heritage of Aotearoa, New Zealand. Wall displays share information about the centre's bicultural programme.
Activities and wall displays highlight the use of literacy, numeracy and science throughout the programme. Planning documentation continues to evolve and ensure all curriculum areas are covered. To extend learning outcomes for children, teachers should include intentional teaching strategies in programme planning to show how teachers plan to extend learning outcomes for children.
Teachers follow an appraisal process annually that connects well to their job descriptions. The owner provides ongoing guidance for teachers. To further mentor teachers in effective teaching strategies, the owner acknowledges the benefit of engaging with an external provider for continued improvement.
Internal evaluation is used systematically. The current framework needs to be reviewed to ensure findings focus on improved outcomes for children. Involving whānau in evaluations would provide further opportunities to grow their learning partnership. A system is in place to regularly review policies and procedures.
review planning and evaluation processes to build effective teaching practices across the centre
ensure high quality children's learning stories are consistent through assessment portfolios
strengthen the internal evaluation framework and include multiple perspectives, to ensure evaluations lead to improved outcomes for children.
Before the review, the staff and management of Kiwi Kapers Care and Education 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:
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.
ERO identified areas of non-compliance relating to the implementation of suitable human resource management practices. To meet requirements the service needs to improve its performance in the following areas:
ensure police vetting results are obtained before staff are employed.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
4 June 2020
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.
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Location |
Glen Eden, Auckland |
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Ministry of Education profile number |
10302 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
36 children over 2 years of age |
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Service roll |
34 |
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Gender composition |
Boys 22 Girls 12 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
January 2020 |
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Date of this report |
4 June 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Education Review |
March 2013 |
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Education Review |
March 2010 |
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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.
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.
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.