Remuera Discovery Express - 03/02/2021

1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence. Information about Akarangi | Quality Evaluations can be found here.  

ERO’s judgements for Remuera Discovery Express are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Kia rangatira ai te tipu Excelling

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Kia rangatira ai te tipu Excelling

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Kia rangatira ai te tipu Excelling

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining


Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Kia rangatira ai te tipu Excelling

2 Context of the Service

Remuera Discovery Express is governed by a board of directors. The owners, who are the centre and business managers, are highly experienced leaders in the early childhood education sector. There are ten qualified and ten unqualified teachers, a cook and an administrator. The cultural heritages of the staff reflect the multicultural community served by the centre.

3 Summary of findings

Children’s engagement in sustained periods of complex play of their own choosing supports their creativity and critical thinking. They use a variety of languages to question and express their ideas. Kaiako respect children’s preferences.

Kaiako and centre leaders actively promote te ao Māori. They regularly use te reo Māori in conversations with children and in curriculum records.

Children up to two years-of-age receive nurturing, respectful care. High quality interactions support children’s independence and learning. Their health and wellbeing are very well catered for. Children with additional needs receive equitable and excellent education and care.

Leaders and kaiako purposely seek the views of children, parents and whānau to inform curriculum decisions and planning. They view children as highly competent, capable learners. Kaiako skilfully incorporate children’s interests, strengths and abilities into curriculum planning to promote children’s deeper thinking. They provide opportunities for children to revisit and evaluate their learning. Children’s cultures and languages enrich a curriculum that honours diversity.

Evaluation, inquiry and knowledge building are sustained and supported by sound policies, systems, processes and practices. Children’s learning is enhanced through a collective commitment by staff to realise the service’s vision, values and goals.

High trust at every level supports collaboration and openness to inform insightful, deliberate change and improvement. Leaders effectively mentor and coach kaiako to develop their teaching and leadership capabilities. This professional support helps the induction of new staff and ensures consistency of teaching across the service.

The centre director and business manager have effectively facilitated collaboration between the service and relevant agencies, including community organisations. These connections have supported broader educational outcomes for all children. Policies and procedures prioritise children’s sense of security and sense of belonging.

Service leaders and the board of directors are vigilant in reducing risk with the aim of providing environments that are physically and emotionally safe for children and adults. They actively promote a positive working environment that sustains high quality adult-child relationships.

4 Improvement actions

Remuera Discovery Express will include the following actions in its Quality Improvement Planning:

  • continue to refine and use the established induction processes to guide and support new teachers.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Remuera Discovery Express 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

3 February 2021

About the Early Childhood Service

Early Childhood Service Name

Remuera Discovery Express

Profile Number



Remuera, Auckland

Service type

Education and care service

Number licensed for

145 children, including up to 50 aged under 2

Percentage of qualified teachers


Service roll


Ethnic composition

Māori 1
NZ European/Pākehā 29
Chinese 27
Sri Lankan 8
Indian 5
other ethnic groups 23

Review team on site

November 2020

Date of this report

3 February 2021

Most recent ERO report(s)

Education Review June 2016
Education Review April 2013