6 Tarndale Grove, Rosedale, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kia ora Kids at Home Childcare 2 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kia ora Kids at Home Childcare 2 provides home-based education and care for children from infants up to five years of age. The service is a standard funded network. Kia ora Kids philosophy and vision aim to grow each individual child through connections to family, community and nature.
The service was purchased in 2019 by AWA Homebased Childcare Limited. The management team includes the owner/manager, two visiting teachers (VT) and an office manager. The qualified VTs provide support and guidance for educators to deliver teaching and learning programmes.
A recently renovated house in Stanmore Bay is used as a local office and playgroup venue, with plans for a community facility to be used by the networks.
This review was part of a cluster of three home-based network reviews of AWA Homebased Childcare Limited and is one of two networks operating as Kia ora Kids.
Respectful partnerships between managers, VTs, educators, children and their families continue to be a strength of this service. Families and educators are matched carefully to support children’s wellbeing, learning and development. Documentation reflects the service's philosophy and positive practices that focus on children's security, care and learning.
The programme is based on Te Whāriki, the early childhood curriculum and includes some te reo Māori me ōna tikanga Māori practices. Parents’ and whānau aspirations for their children's learning are valued, responded to, and enhance connections for children between their home and the service.
Assessment records show that VTs recognise and respond to opportunities to engage and extend children’s learning. Children play and learn in home settings that are responsive to their individual and developmental needs. They have meaningful learning experiences to develop their creativity and sense making.
VTs use current theories of learning to support educators to design the curriculum and decide how they structure time, space and resources. They provide ongoing professional development for educators that builds their professional practice. Positive and regular feedback enables educators to constructively reflect on their practice to improve learning outcomes for children.
It is timely for the service provider to engage external support to appraise the well qualified and experienced VTs. The appraiser should support VTs through professional learning conversations to enhance, extend and challenge their reflective practice.
The service provider encourages all those involved in the service to be involved in internal reviews. Good systems for self-review have been developed that focus on quality outcomes for children. The monitoring and evaluation component of self-review could be strengthened.
The playgroup facility is well resourced with a variety of provocations for children’s learning experiences/opportunities. The service's resource library supports educators to provide a well-resourced environment in their homes.
The new owners and managers have reviewed and adapted service operations and documentation to reflect the service community's values and align with AWA Homebased Childcare Limited. A framework of policies and procedures guides service operations. A new digital platform supports stakeholders' actions within the service. There are systems in place to identify, monitor and report physical, emotional and health and safety for all involved in the service.
Key next steps include the service provider:
Before the review, the staff and management of Kia ora Kids at Home Childcare 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:
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
17 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 |
Stanmore Bay, Auckland |
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Ministry of Education profile number |
47524 |
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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 |
21 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Māori |
3 |
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Number of qualified coordinators in the network |
2 |
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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 |
17 February 2021 |
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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:
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.