Vintage Kids - 22/03/2019

1 Evaluation of Vintage Kids

How well placed is Vintage Kids to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Vintage Kids is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Vintage Kids is a well-established childcare centre in Epsom, Auckland. It is licensed for 26 children, including up to five under two years of age. The centre operates in a renovated bungalow in a residential neighbourhood. Vintage Kids offers full-day education and care in a mixed-age programme. Children come from a diverse range of cultural backgrounds and many speak more than one language.

The centre's philosophy is founded in children growing their creativity through storytelling. It emphasises children becoming creative, confident, curious, caring and communicative learners (the 5C's). This is underpinned by a commitment to biculturalism. Leaders and teachers value learning through play in a natural, home-like environment that inspires children's imagination.

This centre is one of two centres owned by an experienced early childhood operator. A head teacher provides leadership across both centres. At this centre a team leader works alongside three other qualified teachers. The cultures of the families are reflected in the teaching team.

The positive features identified in the 2015 ERO report have been maintained. These include children having a sense of belonging, a family-like environment, and good strategic management. Key next steps included continuing to refine assessment, programme planning and evaluation, responding to children’s individual learning dispositions in planning, and increasing the inclusion of the principles of Te Whāriki, the early childhood curriculum. The centre has made progress in some of these areas.

The Review Findings

Children’s wellbeing is nurtured through positive, respectful relationships and strong connections with teachers and peers. Children are warmly welcomed by staff on arrival. The centre's calm and positive tone helps them settle quickly. Children show a strong sense of belonging to the centre.

Teachers provide nurturing and respectful care for infants and toddlers. Children benefit from a primary caregiving system that allows their individual preferences and care routines to be met. Infants are supported to develop independence and confidently explore suitable resources that are easily accessible to them. Teachers respond to infants' early attempts to communicate, and encourage children to engage in conversations.

Children are friendly, articulate and confident learners. They play cooperatively with and alongside their peers for sustained periods of time and benefit from playing in mixed-age groups. Teachers sensitively move in and out of children’s play, skilfully supporting children to develop social competencies, build strong friendships and learn independence. They provide good quality resources and learning environments that enable children to explore, experience challenges, and enjoy creative and imaginative play.

Leaders and teachers know their children and whānau well. Children's cultural backgrounds and knowledge are valued. Their home languages are incorporated into interactions with teachers to support their learning. Tikanga and te reo Māori are integrated into the centre's daily routines. Children are encouraged to support each other in tuakana/teina relationships, particularly with children under two years of age. Waiata, myths and legends bring a te ao Māori perspective to the storytelling programme. There is an ongoing commitment to biculturalism within the centre.

Teachers and leaders collaboratively enact a shared philosophy for children's learning based on the 5C's. They regularly review programme planning and processes to establish deeper understandings of what the philosophy looks like in action. Aligning programme planning with Te Whāriki would allow them to develop a more individualised, richer curriculum for each child in partnership with whānau.

Teachers maintain portfolios of learning that record children's participation in the programme. They regularly observe children and plan activities based on the interests of groups of children. Teachers should now focus on making these learning records more individualised.

The centre is managed effectively. Leaders work collaboratively with staff to build shared understandings and effect change across centres. They provide good opportunities for staff growth through well targeted internal and external professional development. Leaders are beginning to foster emergent leadership opportunities for staff. The teacher appraisal process is currently under review.

Centre leaders work collaboratively to provide quality outcomes for children. The philosophy and vision have been developed to guide the centre's direction. Sound policy frameworks and systems are in place for the efficient management of the centre. The strategic goals guide the centre's direction and link to the annual plan. Internal evaluation is aligned to the philosophy and contributes to improved learning outcomes for the children.

Key Next Steps

Centre leaders agree that key next steps include:

  • continuing to develop programme planning processes

  • developing a process for programme evaluation to show deeper engagement with Te Whāriki

  • strengthening risk management processes for centre excursions.

Management Assurance on Legal Requirements

Before the review, the staff and management of Vintage Kids 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

22 March 2019

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


Epsom, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 5 aged under 2

Service roll


Gender composition

Boys 18 Girls 16

Ethnic composition

other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

January 2019

Date of this report

22 March 2019

Most recent ERO report(s)

Education Review

June 2015

Education Review

April 2012

Education Review

November 2008

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 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.

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.