6 Jarden Mile, Wellington
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Nurtured at Home - Auckland 4 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Nurtured at Home - Auckland 4 is a home-based education and care service that opened in 2015. It is one of six Nurtured at Home networks in Auckland. The service provider also operates additional networks across New Zealand. Leaders, educators and children are from diverse cultures. Most of the children enrolled are Chinese.
Educators provide education and care for up to four children at any one time in educators' homes. A qualified teacher visits homes regularly. She supports educators to plan educational programmes for children and monitors health and safety in homes.
The service philosophy emphasises that children learn best through play and exploration at their own pace. The organisational structure includes a service manager and a team that provides administrative, financial, training and development and quality assurance support to networks.
ERO's 2017 report identified that the service valued nurturing children's cultures and home languages. This aspect continues to be a focus of the organisation. Since the 2017 review, leaders have strengthened internal evaluation systems and bicultural practices.
This review was part of a cluster of six home-based network reviews in the Nurtured at Home organisation.
The organisation's philosophy guides the service and is evident in homes. Children's learning records show children are settled and confident. Individualised care routines support children's wellbeing. Warm relationships between educators and children are evident. Spontaneous and planned experiences in homes, and regular excursions into the community provide children with meaningful and interesting opportunities to learn and make discoveries. Children's growing understanding of the world around them is fostered through exploring science in a home-based setting.
The visiting teacher knows the educators and whānau in this network well. Relationships with parents are based on attitudes of acceptance, respect and a willingness to listen and respond. The visiting teacher is aware of parental aspirations and values the knowledge families share about their children. She works closely with educators to respond to infants' and toddlers' development, and to support older children's ways of learning. The visiting teacher's regular, constructive feedback enables educators to develop deeper understandings of ways to respond to and engage children in learning.
The visiting teacher helps educators to provide a culturally responsive programme that respects children's languages and cultures. Many educators speak with children in their home language. The visiting teacher encourages educators to build on their understanding of bicultural practices and to increase their use of te reo Māori with children.
There are good systems in place to monitor and verify that health and safety practices are being maintained in homes. Educators are aware of these requirements and keep good records of each child's day and routines.
Service leaders have developed sound management and administration systems that align with the service's philosophy, vision and long-term improvement goals. There is a strong commitment to implementing bicultural practices throughout the organisation. An internal evaluation process is well established and used to evaluate how well the curriculum and management systems support children's learning in homes. Changes are carefully monitored with a focus on continuous improvement.
Key next steps for the service include:
Before the review, the staff and management of Nurtured at Home - Auckland 4 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
24 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.
|
Location |
Penrose, Auckland |
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|
Ministry of Education profile number |
46694 |
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|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
27 |
||
|
Standard or Quality Funded |
Standard |
||
|
Ethnic composition |
Chinese |
23 |
|
|
Number of qualified coordinators in the network |
1 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
December 2020 |
||
|
Date of this report |
24 February 2021 |
||
|
Most recent ERO report(s) |
Education Review |
March 2017 |
|
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Nurtured at Home - Auckland 4 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Nurtured at Home - Auckland 4 is a home-based education and care service that opened in 2015. It is one of six Nurtured at Home networks in Auckland. The service provider also operates additional networks across New Zealand. Leaders, educators and children are from diverse cultures. Most of the children enrolled are Chinese.
Educators provide education and care for up to four children at any one time in educators' homes. A qualified teacher visits homes regularly. She supports educators to plan educational programmes for children and monitors health and safety in homes.
The service philosophy emphasises that children learn best through play and exploration at their own pace. The organisational structure includes a service manager and a team that provides administrative, financial, training and development and quality assurance support to networks.
ERO's 2017 report identified that the service valued nurturing children's cultures and home languages. This aspect continues to be a focus of the organisation. Since the 2017 review, leaders have strengthened internal evaluation systems and bicultural practices.
This review was part of a cluster of six home-based network reviews in the Nurtured at Home organisation.
The organisation's philosophy guides the service and is evident in homes. Children's learning records show children are settled and confident. Individualised care routines support children's wellbeing. Warm relationships between educators and children are evident. Spontaneous and planned experiences in homes, and regular excursions into the community provide children with meaningful and interesting opportunities to learn and make discoveries. Children's growing understanding of the world around them is fostered through exploring science in a home-based setting.
The visiting teacher knows the educators and whānau in this network well. Relationships with parents are based on attitudes of acceptance, respect and a willingness to listen and respond. The visiting teacher is aware of parental aspirations and values the knowledge families share about their children. She works closely with educators to respond to infants' and toddlers' development, and to support older children's ways of learning. The visiting teacher's regular, constructive feedback enables educators to develop deeper understandings of ways to respond to and engage children in learning.
The visiting teacher helps educators to provide a culturally responsive programme that respects children's languages and cultures. Many educators speak with children in their home language. The visiting teacher encourages educators to build on their understanding of bicultural practices and to increase their use of te reo Māori with children.
There are good systems in place to monitor and verify that health and safety practices are being maintained in homes. Educators are aware of these requirements and keep good records of each child's day and routines.
Service leaders have developed sound management and administration systems that align with the service's philosophy, vision and long-term improvement goals. There is a strong commitment to implementing bicultural practices throughout the organisation. An internal evaluation process is well established and used to evaluate how well the curriculum and management systems support children's learning in homes. Changes are carefully monitored with a focus on continuous improvement.
Key next steps for the service include:
Before the review, the staff and management of Nurtured at Home - Auckland 4 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:
• 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:
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
24 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.
|
Location |
Penrose, Auckland |
||
|
Ministry of Education profile number |
46694 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
27 |
||
|
Standard or Quality Funded |
Standard |
||
|
Ethnic composition |
Chinese |
23 |
|
|
Number of qualified coordinators in the network |
1 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
December 2020 |
||
|
Date of this report |
24 February 2021 |
||
|
Most recent ERO report(s) |
Education Review |
March 2017 |
|
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.