20 McKittrick Avenue, Flat Bush, 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 Super Kids Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
The service philosophy centres on empowering tamariki to learn and grow. Approximately half of children attending are Indian, and there are a small number of Māori or Pacific heritages. The service has made progress on key next steps in the November 2019 ERO report.
Children actively engage in a curriculum that allows them to lead their own learning. Infants learn in a calm, slow paced environment. Their non-verbal cues and signals are responded to. Intentional teaching strategies support children’s developing oral language. Children with additional learning needs are well supported.
Leaders and teachers are building their Te Tiriti based practices. Children’s cultures are regularly celebrated. Te reo Māori and aspects of tikanga Māori are integrated through daily routines. Teachers are actively building their knowledge of Pacific cultures. The perspectives and goals of Māori and Pacific whānau are not yet influencing a deeper response to their children through the curriculum.
Children benefit from assessment and planning that recognise their learning needs. Teachers focus on building children’s individual capabilities, skills and preferred ways of learning. Further work is required to evaluate the effectiveness of intentional teaching on improving outcomes for children.
Systems and processes to support and maintain improvement are still in development. Those processes that promote the health and safety of children and adults need to be frequently monitored to maintain regulatory requirements. Teachers actively engage in professional learning, mentoring, and coaching to improve their teaching practices. Improvement actions identified through self-review have not been monitored and evaluated over time to understand how they are influencing the outcomes of individuals and groups of children. Trust and collaboration are building between teachers, leaders and the owner to support decision making.
Super Kids Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Super Kids Learning 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
5 December 2023
| Early Childhood Service Name | Super Kids Learning Centre |
| Profile Number | 46408 |
| Location | Flat Bush, Auckland |
| Service type | Education and care service |
| Number licensed for | 39 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 43 |
| Review team on site | July 2023 |
| Date of this report | 5 December 2023 |
| Most recent ERO report(s) | Education Review, November 2019; Education Review, June 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Super Kids Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Super Kids Learning Centre in Flat Bush, South Auckland, provides full-day and sessional education and care for 39 children, including a maximum of 10 up to 2 years of age. The centre is purpose-built and operates from one room which is separated into two areas. One area is for infants and toddlers, and the other is for older children.
The centre's roll reflects the increasingly diverse local community. The teaching team is also culturally diverse. Teachers value and encourage children’s home languages and effectively communicate with children and parents. Most of the teachers are qualified.
The centre’s philosophy underwent a review using a collaborative approach with parents, whānau and children.
Since the last ERO review, new resources have been purchased, and the infant and toddler space has been extended to include an outdoor area. New staff have joined the centre. The owner has become the centre manager and a new head teacher has recently been appointed. The centre has been responsive to the findings and next steps noted in the 2015 ERO report.
Children and parents are warmly welcomed as they arrive at the centre. Children settle to play in areas of their choice. They choose from a range of activities and resources, and items of interest available in the indoor and outdoor environments.
Children are confident communicators and curious about their learning. They are respectful to each other and form trusting relationships with adults.
Infants and toddlers have a safe space in which to play. Teachers promote nurturing and caring relationships. They respectfully respond to children’s cues and preferences. Infants observe toddlers during their creative play. Leaders are now considering transitioning from the use of high chairs to introducing toddler stools. This should encourage toddlers to further develop their independent skills.
Teachers sit close by children, supporting their interests while developing oral language.
Older children are enthusiastic and display self-management skills as part of their daily routines. Children engage in a range of activities and independently make choices about where they play. Teachers could use more open-ended questions to extend children's learning conversations.
Teachers' programme planning and assessment practices increasingly focus on children’s individual interests. Programmes promote a good foundation for learning early literacy and numeracy skills and knowledge. Teachers could further promote the development of children's learning dispositions in programme planning.
Portfolios show children's participation in a range of learning experiences. Teachers could now document children’s learning over time in learning stories.
Children enjoy learning kupu Māori, waiata and tikanga Māori. Some teachers integrate te reo Māori into the daily programme. Te reo Māori phrases, numeracy and posters are displayed. These aspects continue to build teachers' confidence and capability to use the language.
Effective management systems contribute to the running of the centre. The manager brings a range of corporate and administrative experience, and innovative thinking to the leadership role. An external provider is supporting the manager to build his leadership capability.
A new appraisal system has been implemented. This process includes providing opportunities for teachers to reflect on their professional practice and set appropriate goals for improvement.
The centre has developed a strategic plan to guide centre improvements. Leaders should align the strategic goals to the new centre philosophy.
Key next steps for the centre are:
reviewing morning tea and lunch routines to be more responsive to children's preferences
increasing the focus on deliberate teaching strategies to challenge and extend children’s thinking
continuing to build leadership capability to promote quality learning and teaching.
Before the review, the staff and management of Super Kids Learning 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
25 November 2019
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 |
Flat Bush, Auckland |
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Ministry of Education profile number |
46408 |
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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 |
39 children, including up to 10 aged under 2 |
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Service roll |
48 |
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Gender composition |
Girls 28 Boys 20 |
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Ethnic composition |
Māori |
1 |
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
September 2019 |
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Date of this report |
25 November 2019 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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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.