25 Wolverton Street, Avondale, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiwicare Wolverton is located in Avondale, Auckland. The centre offers either sessional or all day education and care for up to 150 children including 20 up to two years of age. Four areas cater for children's different ages and requirements.
Each room has its own head teacher who reports to the experienced centre management team. The centre's philosophy advocates that teachers and whānau work together to support children to be lifelong learners.
Since the 2013 ERO review, BestStart Education and Care Centres organisation has taken ownership of the centre. Policies and the management framework of this organisation guide staff in their work. Since the last ERO review a new centre management team has been appointed. The complex manager is also responsible for Kiwicare Avondale, an associated centre that is situated nearby. Flexibility of staffing provides teachers with opportunities to move between centres and share ideas.
The centre has responded well to the areas identified in the 2013 ERO report which included building teacher capability in planning, assessment and evaluation practice and fostering the development of children's language and negotiation skills. The centre has plans for further developing bicultural practice and knowledge and supporting the growth of head teachers' leadership skills.
Children and parents are warmly welcomed by staff and children quickly settle to their routines. Displays of children’s different languages and experiences reflect responsive teaching practices. Respectful relationships between teachers and children foster positive interactions. Children take turns and are cooperative in their play. Teachers extend children's oral language by talking to them in meaningful ways.
Provision for children up to two years of age is well considered and nurturing. Teachers are sensitive to children’s preferences and requirements. They interact with infants and toddlers in a calm, caring manner and encourage children to explore independently. The relocation of area for these children has had a positive impact on the flow of the programme.
The centre offers a learning programme based on Te Whāriki, the early childhood curriculum. Children confidently choose from different areas of play that link to their current interests. Significant and ongoing upgrading of resources, equipment and parts of the outdoor environment is enhancing learning opportunities for children.
The centre has a strong commitment to biculturalism. BestStart has recently employed a bicultural advisor to support the organisation's goal of each centre providing a culturally responsive curriculum. The 12 Māori children on the roll are well supported in their learning and development. Teachers use and promote te reo me ona tikanga Māori.
The contributions of the culturally diverse community of children, teachers and parents support an inclusive centre culture. Children are able to communicate in their first language with teachers who understand them and respond to their preferences and requests for support.
Very good relationships with parents/whānau are evident. Teachers incorporate family aspirations for their children in programme planning. This process has been enhanced by teachers focusing on children's dispositions for learning. Parents/whānau have responded positively to planning and assessment that provides them with more information and feedback about their children’s progress. The centre's use of an online portal, Storypark has been effective in developing partnerships with parents and whānau that are focused on children's learning.
Centre managers and teachers are committed to social justice. The principle of equity is evident in the way children’s diverse and special learning needs are catered for well. The centre has close links to community organisations that serve parents and whānau who require extra and targeted support. Inclusive approaches and good use of the expertise of external agencies effectively supports children’s particular requirements.
The BestStart organisation has implemented very good quality appraisal systems. Newly appointed teachers are well supported by the centre manager and Best Start personnel. Teachers are provided with opportunities to develop their leadership skills as part of their professional development. With support from centre managers, teachers are increasingly contributing to internal evaluation that is focused on improving outcomes for all children.
Centre operations are guided by clear future planning and a shared vision. BestStart's effective systems for monitoring service operations are used to identify centre strengths and develop plans for improvement. The centre has a well-considered strategic plan that is linked to the parent organisation's vision and long-term plan. Teachers have responded positively to the centre manager's collaborative leadership by increasingly contributing to the centre's continuous improvement.
ERO and BestStart managers agree that teachers could be further supported to extend children's learning. This development will build on ways teachers reflect on their role in supporting children as capable learners.
Centre managers have also identified the need to give drive and purpose to the centre's bicultural development. Planned internal evaluation for 2017 is designed to focus on embedding culturally responsive teaching practices.
Before the review, the staff and management of Kiwicare Wolverton 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.
The next ERO review of Kiwicare Wolverton will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
4 October 2016
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 |
Avondale, Auckland |
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Ministry of Education profile number |
25417 |
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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 |
150 children, including up to 20 aged under 2 |
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Service roll |
159 |
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Gender composition |
Boys 53% Girls 47% |
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Ethnic composition |
Māori Pākehā Indian Chinese Samoan African Fijian Niue other Asian other ethnicities |
13% 8% 36% 24% 5% 3% 2% 2% 4% 3% |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2016 |
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Date of this report |
4 October 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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Education Review |
April 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 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:
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.
Kiwicare Wolverton is well placed to promote positive outcomes for children.
Kiwicare Wolverton is one of a number of centres owned and operated by a private company. This centre and another in the immediate area of Avondale operate in tandem to provide carefully managed care and education for up to 250 children from birth to five years of age. The centres provide full-day and part-day services for the local multicultural community. The centres also provide a variety of other services, including a Discovery Group that operates as a playgroup, attended by parents and children. Teachers provide programmes in designated age-related spaces referred to as ‘houses’.
Staff are appointed in accordance with the managers’ aspirations for the centres. Teachers represent the cultures of the local community and are frequently able to speak in children’s home languages and to support their development of English. The centres are staffed with a mix of qualified registered teachers and teacher assistants. A large number of professional support staff provides teachers with leadership and mentoring.
The centre’s philosophy clearly outlines the vision that sets the direction for the service. It mentions the values of managers and teachers, and informs the programmes for infants, toddlers and older children. Substantial policies and procedures have been developed and documented to provide a framework for the operation of the centres.
Children and their families are warmly welcomed and are settled into the programme. Children are able to make selections from a wide range of resources and equipment. They are also involved in small group activities planned to extend their learning and development. Children respond calmly to routines. The virtues component of the philosophy is extensively used to develop children’s understanding and skills in social competence.
Teachers are positive and caring with children. They work closely with them, supporting their play and encouraging their knowledge and learning. Some teachers use effective teaching strategies that encourage children’s cooperation and thinking.
The service has promoted the inclusion of te reo me ngā tikanga Māori in teaching programmes. Some teachers frequently use te reo Māori with children and Māori protocols guide some practices. Effective links have been made with local Māori community members. Teachers and managers have developed strong relationships with families. Consultation is frequent and parents are encouraged to contribute their ideas and their aspirations for their children’s development.
Teachers identify children’s needs in order to provide programmes that support both those who need extension and those who need additional developmental support. Programmes are designed to cater for individual learning needs. Comprehensive planning programmes guide daily activities to engage children’s interest. Appraisal processes support the improvement of teachers’ capabilities to promote positive outcomes for children.
The centre environments are attractive and well resourced. Good quality equipment and materials, including information and communication technology resources, are accessible to children and reflect their ages and stages of development. Outdoor areas include equipment to strengthen children’s physical abilities. Most houses have designated space for physical activity during wet weather.
Transitions of children into and within the service are well managed. Children nearing transition readiness spend parts of each day in the house that they will next attend, supported by their current teachers.
Managers have established leadership structures aimed at ensuring consistency across centres. Much work has gone into realising the vision and strategic direction of establishing an organisational culture of ongoing improvement. Personnel taking responsibility for leadership provide training and induction, and support managers’ agreed priorities for embedding the organisational culture. Management of centre sites is efficient and effective.
ERO and centre managers agree that the next steps for the centre are to:
Before the review, the staff and management of Kiwicare Wolverton 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
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
18 June 2013
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Location |
Avondale, Auckland |
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Ministry of Education profile number |
25417 |
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Licence type |
Education and Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
150 children, including up to 20 aged under 2 |
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Service roll |
172 |
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Gender composition |
Boys 89 Girls 83 |
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Ethnic composition |
NZ European/Pākehā Māori Indian Chinese Other Asian Samoan Niue Tongan Cook Island Māori Other |
27 20 46 33 25 10 4 3 2 2 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2013 |
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Date of this report |
18 June 2013 |
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Most recent ERO report(s) |
Education Review |
April 2010 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.