Barnardos KidStart Childcare - Huia Home-based Service - 18/10/2016

1 Evaluation of Barnardos KidStart Childcare - Huia Home-based Service

How well placed is Barnardos KidStart Childcare - Huia Home-based Service to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


Barnardos KidStart Childcare-Huia Home-based Service is located in Gisborne. It is licensed for a maximum of 80 children including 80 aged up to two years. There are currently 40 children enrolled, of whom 24 are Māori. One visiting teacher oversees the service. She has been in her position since March 2016 and works collaboratively with the Hawke's Bay Te Raki visiting teacher.

Barnardos is a national organisation offering a combination of early childhood education and child and family services. The early childhood education services operate under the brand of Barnardos KidStart Childcare Services, which includes Barnardos KidStart Childcare Home-based. A number of significant organisational and leadership changes at Barnardos national level have taken place recently.

Visiting teachers are the persons responsible for the home-based services. They are overseen by a team leader. The visiting teachers and team leaders are supported with their teaching and learning practice by a regional practice leader and practice manager. A business team provides administrative support. Barnardos New Zealand has developed a range of resources and documents to assist staff and educators in their work.

Education and care for children is provided in the educators' homes. The visiting teacher supports educators to provide suitable learning programmes for children and monitors health and safety practices.

The philosophy is in the process of being developed. This will form a framework to underpin the programme, learning environment and day-to-day practice. It will include links to Te Whāriki, Tātaiako: Cultural Competencies for Teachers of Māori Learners and Te Tiriti o Waitangi.

The January 2013 ERO report identified that self review, appraisal and guidelines to support children's health, safety and wellbeing required further development. Good progress has been made in addressing these.

This review was part of a cluster of three in the Barnardos KidStart Childcare Home-based Service.

The Review Findings

Children engage in a curriculum that is based on their observed interests. In the home environment, educators work positively to extend children's learning through the many experiences provided. There are regular opportunities to go out in the community and play with other children. Educators are well supported by the visiting teacher.

Purposeful conversations occur between educators and the visiting teacher during the regular home visits. These are focused on recording children's learning and making links to Te Whāriki, the early childhood curriculum. Photographs are used well to show what children do when they are with the educator. The integration of literacy and mathematics is promoted in authentic ways through everyday experiences.

The visiting teacher supports educators to develop positive, trusting, responsive and reciprocal relationships with children. In turn, children's ability to positively manage relationships with others is effectively promoted.

The visiting teacher provides constructive feedback to educators about how they can extend their practice. She should continue to work with them to strengthen assessment, planning and evaluation. Through their appraisal, educators have identified this as a next step.

Strengthening learning partnerships with parents and whānau has been identified as a next step. Some parents provide educators with their aspirations for their children. These can guide educators in their responsiveness to children's learning needs. Enabling further opportunities for parents and whānau to share their aspirations and values for their children should better inform decisions about the curriculum.

Māori children are well supported to achieve success as Māori. There are many examples in children's profile books of how their culture, language and identity are celebrated. The visiting teacher encourages children's engagement and participation in learning that acknowledges te ao Māori. Educators and the visiting teacher are participating in a professional learning and development contract focused on te reo, Tātaiako: Cultural Competencies for Teachers of Māori Learners, tikanga and local history. Resource packs have been developed to support educators. There is a positive focus on building educator capability to benefit children's learning.

There is a clear improvement focus across the network. Quality assurance audits, undertaken by managers and leaders, provide them with useful information about the implementation of their processes, systems and practices. They also inform the organisation about ongoing compliance with regulatory requirements. Barnardos KidStart is in the process of implementing an internal evaluation framework to measure the effectiveness of practices and their impact on outcomes for children.

Key Next Steps

The key next steps for the Huia network are to:

  • continue to strengthen learning partnerships with parents and whānau
  • build educator capability to further develop assessment, planning and evaluation of children's learning
  • increase understanding and use of internal evaluation at educator and visiting teacher levels.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos KidStart Childcare - Huia Home-based Service 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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos KidStart Childcare - Huia Home-based Service will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

18 October 2016

The Purpose of ERO Reports

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.

2 Information about the Home-based Education and Care Service



Ministry of Education profile number


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


Standard or Quality Funded


Gender composition

Girls 20, Boys 20

Ethnic composition





Number of qualified coordinators in the network


Required ratios of educators to children

Under 2


Over 2


Review team on site

August 2016

Date of this report

18 October 2016

Most recent ERO report(s)

Education Review

January 2013

Education Review

August 2005

Accountability Review

December 2000

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.