6 Araniu Road, Mount Wellington, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Home Graduates E.C.E Limited (Gold) is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Home Graduates E.C.E (Gold) is a standard network licensed to provide education and care for up to 40 children from infancy to school age. Most children are of Pacific heritage.
Educators provide programmes in their homes for up to four children at any given time. Families and educators are carefully matched to support children's wellbeing. Educators and parents access extra resources or attend group events at the service's office in Mt Wellington.
Programme coordinators are qualified registered teachers. They regularly visit educators to support them to provide an education programme for children and to meet health and safety requirements. The curriculum is based on Te Whāriki, the early childhood curriculum, and each educator's teaching and learning philosophy.
Service providers/directors are responsible for the governance and management of the service. They ensure health and safety systems and practices are updated to meet changes in government legislation. The service has made good progress since the 2017 ERO review. There has been a focus on strengthening internal evaluation and transition practices.
This review was part of a cluster of four Home Graduates E.C.E Limited networks.
Children's records show that they are well supported to develop their strengths and interests. They play in home settings that foster their culture, language and identity. Educators share the same cultural background of the children in their care, and visiting teachers tailor resources for different cultural contexts. Infants and toddlers benefit from nurturing, individualised education and care that supports their wellbeing and belonging.
Visiting teachers maintain useful records of their visits. They model good teaching practices and encourage educators to identify children's future learning pathways. Visiting teachers build educators' knowledge of children's learning and Te Whāriki. They oversee planning and assessment records of children's experiences. Whānau aspirations are sought and valued in this process. Professional learning opportunities for educators are well established.
Parents and whānau have good access to information about their children's learning. Effective communication between the service and parents and whānau is actively fostered through daily conversations, online portfolios and social media. Parents and whānau readily respond to opportunities to contribute ideas and attend events. The introduction of an online portal review has strengthened communication between the service and parents and whānau.
The service's strong commitment to biculturalism affirms Māori as tangata whenua. Te reo and tikanga Māori guide daily practice at all levels of the service. Multicultural practice is also an integral part of the organisation. Teachers value the importance of integrating Pacific values and knowledge into all elements of the curriculum.
Leaders work collegially and collaboratively using their individual strengths and growing leadership capability. A well-considered induction process and professional learning opportunities support ongoing improvement.
Health and safety matters are regularly monitored and effectively managed in homes. Rigorous health and safety checks identify any issues, and where necessary, maintenance and resources are provided.
A clear framework and process have been developed for internal evaluation. An appraisal system supports visiting teachers to reflect on and improve their practice. The organisation's strategic and annual plans guide operations and inform future direction.
Service managers agree that the next key steps for the service are to continue to:
Before the review, the staff and management of Home Graduates E.C.E Limited (Gold) completed an ERO Home-based Education and Care 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region | Te Tai Raki
26 February 2021
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 |
Mount Wellington, Auckland |
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Ministry of Education profile number |
46800 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 40 aged under 2 |
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Service roll |
26 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Samoan |
19 |
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Number of qualified coordinators in the network |
1 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
November 2020 |
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Date of this report |
26 February 2021 |
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Most recent ERO report(s) |
Education Review |
February 2017 |
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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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Home Graduates ECE (Gold) provides three home-based education and care networks operating out of premises in Mt Wellington. It is licensed to provide an early childhood education and care service for up to 70 children from infancy to school age. Children enrolled in this network are from across South, West and East Auckland. Most children are of Pacific Island or Māori heritage. This is the first ERO review of the service, which was established in 2015 and has seen a fast growth in enrolments.
Educators provide programmes in their homes for up to four children at a time. Most of the educators are family members such as grandparents. Educators and parents can access extra resources or attend group events at the service office in Mt Wellington.
The service has five registered teachers, including three programme coordinators. They and other service personnel regularly visit educators in the home and support them to provide an educational programme for children as well as monitor health and safety. Ethnic leaders chosen from the educators represent the cultures of the families and educators in the service.
The service prioritises children learning in familiar environments through stimulating learning experiences. The curriculum is underpinned by Te Whāriki, the early childhood curriculum and each educator has an individual philosophy and name for their own home.
The service is governed by a board made up of a director and four managers who are also the service provider contact persons for each network. The director is an experienced professional leader who works collaboratively with managers, coordinators, educators and families. The board has developed highly effective management and administration systems that align with the service's philosophy, vision and mission.
This review was part of a cluster of three home-based education and care network reviews in Home Graduates E.C.E Limited.
Children play and learn in home settings that affirm their culture, language and identity. Most of the educators speak in the home language of the child. The programme is underpinned by Te Whāriki, the early childhood curriculum and te reo me ōna tikanga Māori are also included in everyday activities.
Children's emotional wellbeing and sense of belonging are well supported through nurturing individualised care. Documentation, including online electronic records show that children have fun and are encouraged to be curious. Children engage in a wide variety of experiences in the home and community. They are able to make connections with the community and wider world through excursions and service events. Learning through play in everyday activities, children's developing oral language, and positive relationship with others are documented clearly for parents.
Planning and assessment documents show educators have a good understanding of children’s interests and preferences. Coordinators model ways to identify children's learning, develop future directions for learning, and build on educators' knowledge in respectful, affirming ways
Coordinators have an in-depth knowledge of the educators and whānau in their network. They work in culturally responsive ways and have a sound knowledge of theories, practices and trends in early childhood education. They support educators to provide programmes that prioritise learning through meaningful everyday experiences. Building educator practice and understanding of the early childhood curriculum and legislation is evident through their reports. Coordinators work skilfully with educators to promote oral language and respond to infants' and toddlers' development, ideas and ways of learning. They also support them to maximise opportunities to include bicultural practices, literacy and mathematics in play
Coordinator practice, and health and safety systems are monitored regularly. Rigorous checks of safety requirements identify any maintenance or issues to be followed up. The service supports educators with resources, equipment, and training to ensure health and safety requirements in homes are being met.
Parents' involvement is encouraged, and their aspirations are noted and responded to. Parents and whānau are encouraged to provide feedback and share information with the educator, other parents and the service. This happens in daily conversations and increasingly in, online portfolios and social media.
Internal evaluation is very well understood. A sound process is used to evaluate practice and inform future direction. Strategic and annual plans clearly identify priorities that contribute to the service successfully achieving its goals. Meeting the learning needs and aspirations of children and parents is part of the service's strategic goals and overall direction. These goals and plans are carefully monitored with a focus on ongoing improvement.
A skilled director leads a capable team of managers, coordinators and administrators who take time to build respectful and trusting relationships with children, educators and whānau. Service leaders share a strong commitment to the service's vision and philosophy and they are clearly committed to the principles of equity and social justice. They work collaboratively, using group and individual strengths to foster positive outcomes for children, educators and whānau.
Service leaders are committed to building the capacity and skills of all staff. Professional development opportunities, including attendance at workshops and professional forums, are provided. Clear management roles, sound accountability practices and a comprehensive framework of policies and procedures define expectations for staff. Meaningful appraisal systems are being refined to strengthen alignment with the Education Council requirements.
The directors and management team agree that to enhance current practices they could continue to:
build educators' early childhood curriculum knowledge and capability
Before the review, the staff and management of Home Graduates E.C.E Limited (Gold) completed an ERO Home-based Education and Care 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.
The next ERO review of Home Graduates E.C.E Limited (Gold) will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 February 2017
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.
|
Location |
Mt Wellington, Auckland |
||
|
Ministry of Education profile number |
46800 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 40 aged under 2 |
||
|
Service roll |
60 |
||
|
Standard or Quality Funded |
Standard |
||
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Gender composition |
Girls 33 Boys 27 |
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|
Ethnic composition |
Māori Pākehā Tongan Samoan Niue African Cook Islands Māori |
4 3 28 19 3 2 1 |
|
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Number of qualified coordinators in the network |
2 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
December 2016 |
||
|
Date of this report |
20 February 2017 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
||
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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:
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.