Magic Kingdom Childcare - 18/03/2014

1 Evaluation of Magic Kingdom Childcare

How well placed is Magic Kingdom Childcare 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.


Magic Kingdom Childcare provides full-day education and care for up to 60 children, including 15 up to two years of age. This is the first review of the service, which opened in August 2012. The roll has grown quickly and the centre is operating at nearly full capacity. The purpose built centre caters for infants and toddlers, and children up to school age, in two separate rooms. Children have easy access to outdoor play spaces.

Magic Kingdom Childcare is a privately owned centre. Programmes show a commitment to the principles of Te Whāriki, the early childhood curriculum, and reflect the aspirations of parents and whānau. Children come from diverse cultural backgrounds.

The experienced centre owners have established effective management and governance systems and lead a team of well qualified and experienced staff. Good teacher-to-child ratios support children’s development as capable, competent learners.

The Review Findings

Responsive caregiving supports infants’ and toddlers’ need for strong and secure attachments with adults. Teachers maintain a calm, nurturing environment in which babies and younger children have space and time to learn and develop through play.

Older children have good access to a range of equipment that supports their play choices. Children have opportunities to explore as independent learners or collaborate with their peers without unnecessary interruption. Teachers work alongside children and support them in their play. The attractive outdoor area provides some opportunities to promote physical challenge.

Children’s wellbeing and sense of belonging are nurtured through positive interactions and respectful relationships. These good practices help children as they transition into and through the centre. Older children have daily opportunities for literacy and numeracy learning. Growing connections with the local community are helping to build children’s social awareness and sense of belonging.

Children are confident, self managing learners. They interact well with each other. Children are provided with a range of learning opportunities and initiate their own learning through play. Teachers respond to parents’ aspirations in their programme planning.

Teachers work well as a team. They are involved in a robust appraisal process that has an increased focus on reflection and critique of teaching practice. Centre owners acknowledge the importance of building leadership capability. Centre owners are committed to providing staff with ongoing opportunities to extend their talents to help with ongoing programme improvement.

The programme for older children is based on group interests. Teachers have recently reviewed planning processes and could now explore further how they plan to extend individual children’s interests as part of the programme.

The centre has established good practices of documenting and sharing children's learning outcomes through portfolios. These portfolios are good records of children’s participation in the programme. Learning stories feature important events at the centre and show the children’s learning that happens in play. Parent contributions to portfolios are becoming increasingly evident. Teachers could now consider how they might reflect children’s home languages and culture in portfolios.

Parents readily contribute to the centre programme and are kept informed and consulted in a variety of ways. Self review is well established with clear purpose and procedures, to guide ongoing improvement. Teachers have identified as a priority the need to review the extent to which tikanga and te reo Māori are evident in the programme and centre documentation.

Key Next Steps

ERO, the centre owners and teachers agree that the key next steps for review and development include:

Further extend established strategic goals to continue promoting positive outcomes for children

  • reviewing how effectively the philosophy of the centre reflects the context of the children, families and community
  • extending opportunities for complex play, especially for older children
  • continuing to develop a curriculum that is responsive to children’s culture, language and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Magic Kingdom Childcare 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 Magic Kingdom Childcare will be in three years.

Dale Bailey

National Manager Review Services Northern Region

18 March 2014

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


Blockhouse Bay, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 15 aged under 2

Service roll


Gender composition

Boys 33

Girls 31

Ethnic composition


NZ European/Pākehā




Other Asian











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

January 2014

Date of this report

18 March 2014

Most recent ERO report(s)

No previous ERO reports


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.