4F Donnelly Street, Havelock North
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Rockmybaby Hawke’s Bay 2 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
The service is one of seven home-based and three centre-based services under the governance and management of Rockmybaby Homebased Childcare Limited. The philosophy values strong relationships and well-resourced learning environments to enhance children’s learning. Children learn in an educator’s own home. A small number of children currently enrolled identify as Māori.
Children experience a curriculum that is strongly influenced by their interests, developing capabilities and the Rockmybaby programme. Visiting teachers effectively support educators to recognise and respond to children’s ways of learning. A range of intentional strategies largely maintain a focus on bicultural provision. Regular playgroups and excursions enable connection to the Rockmybaby and local communities. Opportunities for children to learn about places of significance to mana whenua are strengthening with external guidance.
Educators and visiting teachers are working towards learning-focused partnerships with parents and whānau. There are regular opportunities to share goals and contribute to planning for their children. Staff work in partnership with families to progress the learning and development of children with additional learning needs. Information gathered on the cultural heritage of children is not yet consistently used to support their learning.
Internal evaluation fosters reflective practice and is resulting in positive shifts in practice. However, in many cases, the impact of this on children’s outcomes is not clear through the process. As a result, evaluation is not enabling leaders to know what is working well and for which learners.
Governance and management work strategically to improve conditions for children’s learning and to achieve operational sustainability. They proactively collaborate with other professionals to promote broader educational and social outcomes. Well integrated systems and processes:
provide for ongoing professional learning aligned to identified needs
increase consistency of practice
align resources to achieve their philosophy, vision and goals
maintain environments that foster physical and emotional wellbeing for children.
Rockmybaby Hawke’s Bay 2 will include the following actions in its Quality Improvement Planning:
Deepen visiting teachers’ understanding of culturally valued learning to better support educators to respond to information shared on children’s cultures, languages and identities.
Continue to unpack and embed the learning outcomes of Te Whāriki, the early childhood curriculum through assessment and evaluation.
Strengthen the identification of the outcomes for children as a result of changes in practice or process, to understand the impact of change on individuals and groups of children.
Before the review, the staff and management of Rockmybaby Hawke’s Bay 2 completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 March 2023
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Early Childhood Service Name |
Rockmybaby Hawke’s Bay 2 |
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Profile Number |
46895 |
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Location |
Havelock North |
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Service type |
Home-based service |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Service roll |
44 |
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Review team on site |
November 2022 |
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Date of this report |
22 March 2023 |
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Most recent ERO report(s) |
Education Review, January 2018 |
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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.
Rockmybaby Hawke's Bay 2 is a licensed all-day, home-based education and care service operating in Hawke's Bay. This is a quality funded network licensed for 80 children, including 80 aged up to two. Most of the 113 children enrolled are Pākehā and eight are Māori. This network comprises mainly educators who care for up to four children in their own homes. It also includes a small number of nannies who work in children's homes.
This privately owned network was established in May 2015 and is one of six North Island networks under the same Havelock North-based ownership. Three networks are located in Hawke's Bay.
The senior visiting teacher and three visiting teachers are qualified early childhood teachers. They provide support and guidance to educators and nannies about how best to provide responsive education and care to children.
The Rockmybaby philosophy is based on providing high quality education and care for children underpinned by the values of whanaungatanga, manaakitanga, ūkaipōtanga and wairuatanga.
This is the first ERO evaluation of Rockmybaby Hawke's Bay 2 network.
The service philosophy emphasis on the importance of collaborative relationships is highly evident. Positive, respectful and nurturing interactions between adults and children are a priority. A wide range of strategies encourages strong two-way communication and information sharing. Continuity of care and education for children is a priority and the service is highly responsive to the changing needs of families.
Children participate in a programme that is based on their interests, stages of development and inclusive practices. There is sustained focus on providing high quality learning experiences through ongoing curriculum developments. Families participate in highly useful workshops from external experts. Other practical information is shared to extend children's interests at home.
Termly planning themes provide a shared focus for providing breadth in learning opportunities. Recently improved planning processes incorporate the voices of children, whānau and educators. This is a useful platform to respond to family aspirations for their children.
A recent focus on creativity and exploration through play by teachers and educators has led to positive changes. Children learn in stimulating environments and engage with a wider variety of high interest resources. They benefit from participating in a wide range of activities in homes and experiences in the community, including weekly playgroup sessions.
A bicultural practice review undertaken by teachers identified they need to continue to lead work in this key aspect of the programme. They have begun professional development using the refreshed Te Whāriki, the early childhood curriculum. This should assist teachers and educators to build bicultural practices and provide a platform for how to promote success for Māori children as Māori.
Assessment for learning is actively promoted by visiting teachers' regular visits to the educators' home. Monthly reports affirm educators' efforts in noticing, recognising and responding to childrens' individual emerging interests. Each child's learning journey is an attractive record of their participation in the programme and revisiting learning is encouraged. The daily diary encourages ongoing sharing of infants' and toddlers' care routines.
Visiting teachers are well placed to identify emerging good assessment and planning processes for individual children. As a quality network, continuing to strengthen educator assessment practices and planning for individual children is an ongoing next step.
The teaching team model collaborative practices and build on individual strengths. The senior visiting teacher has a key role in monitoring and coordinating teachers' and educator practices. Teachers access and use professional learning and development and research. A sustained approach to enhancing educator practices is promoting positive outcomes for children.
Teachers are encouraged to take on lead roles in developing areas of the curriculum and service operation. Recently developed resources enhance shared understandings of the Rockmybaby philosophy and its key role in shaping the service programme and emerging indicators of good practice.
Comprehensive home-based care and education systems and policies guide operations. Regular policy reviews are robust and make connections between areas. There is a clear focus on supporting children's wellbeing through sound systems. Health and safety in homes is well monitored through spot checks by visiting teachers.
Appraisal processes for teachers and educators are developing well. Whānau input into educator appraisal is valued and good practices affirmed. Strengthening teachers understandings of how best to set individual goals linked to outcomes for children should enable better alignment to the service philosophy.
The importance of using review and internal evaluation to inform ongoing improvements is well understood by the director and teaching team. Teachers are becoming better placed to use evidence to determine the impact of their actions on outcomes for children. The current focus on strengthening provisions for children under two years is informing the service philosophy and curriculum.
The director and visiting teachers should continue to strengthen:
Before the review, the staff and management of Rockmybaby Hawke's Bay 2 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.
The next ERO review of Rockmybaby Hawke's Bay 2 will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 January 2018
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 |
Havelock North |
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Ministry of Education profile number |
46895 |
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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 |
80 children, including up to 80 aged under 2 |
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Service roll |
113 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Girls 63, Boys 50 |
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Ethnic composition |
Māori |
8 |
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Number of qualified coordinators in the network |
4 |
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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 |
December 2017 |
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Date of this report |
30 January 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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.