Twinkle Toes Educare - 19/06/2018

1 Evaluation of Twinkle Toes Educare

How well placed is Twinkle Toes Educare 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.


Twinkle Toes Educare (formally known as Just For Kidz Preschool & Kindergarten) is a privately owned and operated early learning service. It provides education and care for children from birth to school age, five days a week. At the time of this ERO review, 29 of the children enrolled identified as Māori and 10 as of Pacific heritage.

Since the February 2015 ERO report, the service has experienced significant changes. This included new owners purchasing the service in December 2017. Day-to-day centre operation is the responsibility of the new director/manager who supports a new teaching team. Most teachers are fully qualified.

The previous ERO report identified that the service needed to clarify roles, delegations and resourcing for the effective governance, management and the educational leadership of the centre. In addition, the service was required to create a strategic plan for sustaining its systems and processes; and to review its philosophy and the curriculum to ensure it responds to the interests and capabilities of all age groups. Good progress has been made in addressing these.

The Review Findings

The centre’s philosophy and vision have been collaboratively renewed with leaders, teachers, parents and whānau. It seeks to create an inclusive environment that acknowledges and respects children with diverse backgrounds, so that all children feel a sense of belonging. It also provided an opportunity for parents and whānau to share their aspirations for their children. The vision and philosophy is increasingly reflected in practice.

The curriculum design is now effectively led by the teaching team. There is strong commitment to teaching and learning that contributes to improving outcomes for children. A recent focus for teachers has been the promotion of children’s social competence. Positive learning outcomes from this approach are developing.

Children confidently participate in an engaging and interesting curriculum. Teacher-child conversation are positive and respectful. Community excursions and cultural celebrations extend the programme.

Aspects of te ao Māori are promoted and visible in the centre. This is a current area of focus for the centre. Leaders and teachers show a strong commitment to working with local kaumatua to ensure appropriate tikanga and kawa practices are respected. Teachers continue to build their capability and understanding through professional learning opportunities, to enhance culturally responsive practices.

Infants and toddlers experience warm and respectful interactions in an unhurried environment. They confidently lead their own learning. Teachers know them well and are sensitive to their cues and growing communication skills. Appropriate physical challenge is offered. Care routines maximise learning opportunities and foster children's sense of belonging.

Children with additional learning needs are well supported through inclusive practice. The centre has developed useful processes and resources to support children’s participation in the programme.

A very useful system for assessment, planning and evaluation, based on a kaupapa Māori framework, has recently been implemented. Teachers use assessment documentation to celebrate children's learning and to inform their teaching. To challenge and extend children, teachers purposefully draw on whānau aspirations, cultural contexts and children’s interests. As this process becomes embedded, teachers should ensure that their planning for individual children is evaluated to inform future planning.

Leaders and teachers focus on improving the quality of education and care for children through ongoing systematic self review. Building their understanding of internal evaluation through targeted professional learning and development is ongoing. This should enable the teachers to evaluate their practices to determine the impact of these on children’s learning.

A sound appraisal system is in place to support and grow teachers' capability. Specific goals focus on improving teacher practice. Observations identify good practice and informs the next steps for development. Aligning leaders' and teachers' goals to reflect the early childhood curriculum Te Whāriki (2017) and the strategic plan should further enhance this process.

Children and their families are well supported to transition into and through the centre. There is a focus on growing children's confidence and sense of belonging. Useful processes support parents to share information about children’s interests and family.

Well-developed strategic and annual plans appropriately guide the direction for the service. The centre manager accesses external support to grow their leadership capabilities and sustainable systems and processes to enable them to meet their goals and objectives.

Leadership has purposefully developed a positive, child-focused team culture. Teachers share good practice to enable them to enhance their teaching capability. Collective knowledge building and inquiry is developing. Clear roles, expectations and accountability are delegated, enabling the team to proactively work together, focusing on promoting positive outcomes for children.

Key Next Steps

ERO, leaders and teachers agree that the next steps for improvement includes:

  • strengthening aspects of assessment, planning and evaluation

  • continuing to grow teachers' understanding of te ao Māori and other cultures within the centre

  • embedding internal evaluation practices across the teaching team

  • aligning appraisal goals to Te Whāriki (2017) and the service's strategic direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of Twinkle Toes Educare 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 Twinkle Toes Educare will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

19 June 2018

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

49 children, including up to 14 aged under 2

Service roll


Gender composition

28 Boys, 24 Girls

Ethnic composition



Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

May 2018

Date of this report

19 June 2018

Most recent ERO report(s)

Education Review

February 2015

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.