The No 1 Kindy Limited - 12/09/2014

1 Evaluation of The No. 1 Kindy Limited

How well placed is The No. 1 Kindy Limited 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.


The No. 1 Kindy Limited provides full day education and care services for children up to five years of age. The centre’s philosophy focuses on providing a mixed-age learning environment. Infants and toddlers spend time with children of their own age, and also have frequent opportunities to play and learn alongside older children.

The owner and most teachers have a long association with the centre. The centre is well established and has a history of positive ERO reporting. Areas of good performance relating to teaching and learning, curriculum and self-review have been sustained over time.

The team of qualified and registered teachers participates in regular professional development. Teachers have improved their knowledge and integration of practices that reflect the bicultural heritage of Aotearoa New Zealand.

The Review Findings

Children demonstrate a strong sense of wellbeing and belonging. They form warm and trusting relationships with teachers. Infants and toddlers receive individual care and attention in an emotionally nurturing environment. They have access to a wide variety of resources and are confident to explore and participate in the programme. Older children engage in inclusive, imaginative and co-operative play for long periods of time. They eagerly share their knowledge and ideas with teachers and other children. Children of all ages are very well supported to become enthusiastic and competent learners.

Teachers’ interactions with children are respectful and affectionate. They work alongside children and are responsive to their ideas. Teachers make useful links to children’s home experiences and have extensive knowledge of children’s interests and strengths. They use this knowledge to challenge and support children’s learning. Teachers skilfully integrate science, literacy and numeracy learning into children’s play. They are increasingly strengthening their understanding of bicultural practices and their use of te reo Māori to support children’s learning.

Children’s interests are extended. Their strengths, interests and participation in the programme are clearly shown in attractive learning records. Teachers skilfully identify the learning that happens in the context of children’s play. This responsive approach to programme planning provides a sound foundation. Teachers could now consider how to refine the way they evaluate group programmes.

Building and sustaining partnerships with families is a strong feature of the centre. These positive relationships support children to settle confidently into the centre. Teachers appreciate the information parents share. They use it to build their understandings and connection with individual children and their families. Families express a high level of satisfaction with the centre through centre surveys and the regular conversations they have with teachers.

Centre leaders and teachers have high expectations of their work. They are well motivated to continue to provide a high quality programme for children. Teachers’ participation in ongoing professional development contributes to improved practices. The newly reviewed appraisal system, linked to the registered teacher criteria, is likely to promote further opportunities for teacher reflection and development.

Teaching staff and centre leaders have a shared philosophy. This promotes collaborative approaches to teaching and managing the centre. Well developed self-review systems enable teachers to identify opportunities for improvement and make positive changes to teaching practices and centre operations.

Key Next Steps

To enhance existing high quality practices, centre leaders acknowledge that developing and using meaningful strategic goals could help them guide and support ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of The No. 1 Kindy Limited 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 The No. 1 Kindy Limited will be in four years.

Dale Bailey

National Manager Review Services Northern Region

12 September 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


Takapuna, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 12 aged under 2

Service roll


Gender composition

Boys 28 Girls 23

Ethnic composition


NZ European/Pākehā





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

July 2014

Date of this report

12 September 2014

Most recent ERO report(s)

Education Review

July 2011


Education Review

June 2008


Education Review

May 2005

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.