6 Aranui Road, Mount Wellington, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Home Graduates E.C.E. Limited (Red) 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. Limited (Red) is a standard network licensed to provide education and care for up to 50 children from infancy to school age. Most children are of Tongan or other Pacific heritages.
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 learning 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 child'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 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 (Red) 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 |
47315 |
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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 |
50 children, including up to 50 aged under 2 |
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Service roll |
35 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Māori |
1 |
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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.