6 Tarndale Grove, Rosedale, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
No-1 Homebased Childcare & Education Service 2 requires further development to promote positive learning outcomes for children.
The service needs to improve the monitoring of health and safety systems in homes to meet licensing requirements.
ERO's findings that support this overall judgement are summarised below.
No-1 Homebased Childcare & Education Service 2 is a standard network licensed for 80 children. The place of care is the home of the educator or child and is called the 'nurturing place.' Most families are Chinese, and many are new immigrants to New Zealand. Most of the educators are family members of the children attending.
The service provider/owner is responsible for governance and management systems. Qualified and visiting teachers (VTs) regularly visit educators to provide resources, activities and ideas to support children's learning. A lead coordinator has oversight of the VT team.
The service's philosophy is based on Te Whāriki, the early childhood curriculum. There is a focus on increasing educators' and families' understanding of the bicultural heritage of Aotearoa New Zealand and Te Tiriti o Waitangi.
ERO's 2017 report identified the service's commitment to supporting children's Chinese culture and language. It noted the positive ways visiting teachers wrote about children's strengths and learning. These positive aspects remain evident. ERO recommended that visiting teachers should work more closely with educators to help them support children's learning. This remains an area of improvement for the service.
This network is one of nine owned by the service provider. This review was part of a cluster of four reviews of No-1 Homebased networks.
Learning records show that children are well settled and familiar with daily routines and events in the homes. They engage with the resources provided by teachers and educators. VTs recognise they need to guide educators to provide a curriculum to better support children's learning and independence.
The provision of education and care within a Chinese cultural context supports children's identity, culture and language. Service leaders and VTs are committed to growing their own and educators' bicultural practices and understandings. VTs need to include more te reo Māori and aspects of tikanga Māori during their visits with educators and children.
VT records show that they have established positive relationships with children, educators and families. There is regular communication with parents through newsletters, and two online portals. Gathering and responding to parents' aspirations for their children's learning is an area for development for VTs and educators.
VTs document what they notice about children's learning and strengths. There is good evidence of how they work with educators to support children's interests by providing resources, activities, and community experiences. VTs make suggestions to educators on ways to improve children's learning. They should monitor how educators respond to these suggestions.
Service leaders acknowledge that a priority is to build VT and educator capability to improve outcomes for children. An appraisal process provides a framework for self-assessment and goal setting. The service provider plans to provide professional development to help VTs to coach and guide educators to improve their practices.
A framework of policies and procedures guides service operations. A sound internal evaluation process guides improvement. Evaluating progress towards the service's annual and long-term goals is an area to improve. The service provider must also improve systems for monitoring health and safety requirements in homes.
Key next steps are to:
develop shared understandings about effective education and curriculum practices to support children's learning
evaluate the effectiveness of VTs' practice in supporting educators to respond to children's strengths and interests
evaluate how well aspects of the philosophy relating to Te Whāriki, bicultural practice, and relationships with parents and whānau are realised
improve systems for monitoring health and safety requirements in homes.
Before the review, the staff and management of No-1 Homebased Childcare & Education Service 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:
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.
Since the onsite review, the service has provided ERO with evidence to show that a procedure for monitoring children's sleep has been developed.
ERO identified areas of non-compliance related to governance and management and health and safety. The service provider must ensure that:
all non-core workers in homes are regularly police vetted
assessment and management of risks for regular excursions is undertaken and records include the time and date of the excursion and the names of adults involved
medication records include written authority from a parent detailing the name, time and amount of medicine to be given, and provision for the educator to record the name, time and amount of medicine administered.
Licensing Criteria for Home-based Education and Care Services 2008, GMA6A, HS14, HS25.
ERO recommends that the Ministry of Education follows up with the service provider to ensure that the actions for compliance identified in this report are addressed promptly.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
26 June 2020
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 |
Rosedale, Auckland |
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Ministry of Education profile number |
46674 |
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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 |
71 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 38 Boys 33 |
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Ethnic composition |
Chinese |
71 |
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Number of qualified coordinators in the network |
5 |
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Required ratios of educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
March 2020 |
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Date of this report |
26 June 2020 |
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Most recent ERO report(s) |
Education Review |
March 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 2008
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.
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.
No-1 Home Based Childcare & Education Service 2, is a privately owned service. This network was established in 2015, is one of five networks in this service and is licensed for 80 children up to five years old. The network provides for children from across the wider Auckland region.
Educators provide education and care for up to four children at any one time, in their own homes. Children are predominantly from Chinese immigrant families and most of the educators are family members. A team of five coordinators supports educators and oversees their provision of programmes for children. The coordinators are experienced, qualified teachers and are led by a capable lead coordinator. The service is currently in the process of appointing two more coordinators as a result of increasing numbers.
The service's philosophy promotes the value of language, culture and identity. It is based on the values of respect, collaboration, innovation and providing a high quality service. The philosophy also emphasises the importance of the home as a nurturing place to encourage the cultural, physical, intellectual, spiritual and social needs of each child.
The owners of the service work closely with the team of dedicated coordinators to provide a quality service and to meet the fast-growing demand for home based education and care in the Chinese community. The administration leader manages the operations of the service. All staff share a common goal to serve the children and families in their service.
This is the first ERO review of No-1 Home Based Childcare & Education Service 2.
This review was part of a cluster of three home-based network reviews in the No-1 Homecare Ltd organisation.
No-1 Home Based Childcare & Education Service's vision reflects a strong commitment to early childhood education within a Chinese cultural context in Aotearoa. Its values and beliefs recognise how children are enriched through their culture and language.
The vision and philosophy is well understood and articulated clearly at all levels of the organisation and through the wider Chinese community that it serves. The current review of the philosophy should contribute to the centre's direction and expansion. There is a clear leadership and staffing structure. Lines of communication are well understood in the family oriented organisation.
Children's learning is recorded in detailed portfolios. Documented observations during teacher's visits show how well they notice children's learning and strengths. Coordinators confidently model assessment practices to build a picture of children's ongoing development. Parents are invited to contribute to the programme for children and are increasingly providing good feedback that informs educators' practice.
Leadership is highly effective. Leaders focus on building educators' capability in effective teaching. They mentor and support educators to improve their individual skills and collective understanding. Coordinator and educator appraisal processes are successfully guiding effective practice. Leaders have translated Te Whāriki, the early childhood curriculum, into Mandarin. This extensive work has made the curriculum more understandable for educators.
There is a genuine commitment to recognising Te Tiriti o Waitangi and the place of tangata whenua in Aotearoa. The service's curriculum is aligned with the strands of Te Whāriki. Coordinators are working with educators to help them to integrate literacy and numeracy appropriately in children's play. Playgroups and workshops are also helping educators to broaden their understanding of Te Whāriki.
Strong administration systems support coordinators to focus on their home visits. Coordinators speak several languages and build respectful and trusting relationships with children, educators and families who are integrating into the New Zealand culture and education system. The highly motivated team of coordinators and administrators is committed to and focused on the goal of providing high level education and care.
Internal evaluation is well understood and a sound framework is used to evaluate practice and guide improvement. Significant improvements in educators' practices and systems for documentation have been the result of ongoing internal evaluation.
Effective health and safety systems have been established. Thorough initial and annual safety checks are well documented and provide sound evidence of robust processes. Policies and procedures clearly define expectations for coordinators and educators. They are reviewed regularly to ensure they comply with legislative requirements.
An annual management plan covers all aspects of organisational operations. It clearly identifies priorities that contribute to the service successfully achieving its vision. It is now timely that the leaders and teachers, in consultation with parents and families, develop and implement a strategic plan that is focused on improving outcomes for children.
The leadership team agrees that the next steps include continuing to:
lead and support educators to help them improve their strengths and capabilities
evaluate programme planning processes to focus more on extending children's learning and interests
Before the review, the staff and management of No-1 Home Based Childcare & Education Service 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:
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 No-1 Home Based Childcare & Education Service 2 will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 March 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 |
Rosedale, Auckland |
||
|
Ministry of Education profile number |
46674 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 75 aged under 2 |
||
|
Service roll |
84 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Boys 51 Girls 33 |
||
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Ethnic composition |
Pākehā Chinese Korean Indian |
1 78 3 2 |
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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 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
January 2017 |
||
|
Date of this report |
22 March 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.