31 Sawyer Road, RD1, Bombay
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 Everest Learning Ltd are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Everest Learning Ltd is a homebased service providing education and care in homes across Auckland. Many of the children enrolled are in the care of Oranga Tamariki. The director leads a team of one visiting teacher, an administrator and 13 educators. Nine of the educators have completed Level 4 certification. The majority of children enrolled are Māori, and a small number are of Pacific or Asian ethnicities.
Children observed were happy in their environment, leading their own play, moving confidently, and challenging themselves. Children’s sense of belonging is nurtured through positive relationships and social interactions with educators, the visiting teacher, and whānau.
The multiple complexities of transition for children are well managed. Children with special rights are supported through intentional and culturally responsive strategies that include:
identifying and removing barriers to a child’s full acceptance, participation, and learning
identifying learning support needs and flexibly supporting children’s learning and development
ensuring that early interventions are responsive to and inclusive of children’s individual needs.
Children of Māori heritage experience a curriculum that highly values who they are as Māori. Visiting teachers support and encourage educators through a te ao Māori approach in their daily practice. Te reo Māori and tikanga Māori are reflected in records of children’s learning.
Children from Pacific cultures experience a curriculum that promotes and values their identity, cultures, and languages. Visiting teachers work with families and educators to use Tapasā – Cultural competencies framework for teachers of Pacific learners as a guide to record children’s learning.
Children’s learning and wellbeing in the context of whānau relationships are the primary considerations in the service’s decision making. Policies and procedures, based on principles of advocacy, equity, and social justice, guide educators, whānau and staff.
The visiting teacher works closely with educators to provide meaningful learning experiences for children. A priority now is to ensure that assessment information shows children ‘s learning progress over time.
Internal evaluation and self-review processes demonstrate how the service plans for ongoing development. Leaders recognise that evaluation processes should now focus on evaluating, monitoring, and documenting the impact of improvements on learning outcomes for children.
Everest Learning Ltd will include the following actions in its Quality Improvement Planning:
Improve the extent to which assessment information shows children‘s learning and progress over time.
Use internal evaluation processes to monitor and evaluate the impact of improvements to practice on children’s learning outcomes.
Before the review, the staff and management of Everest Learning Ltd 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.
ERO identified the following areas of non-compliance:
having a record of excursions that includes the excursion supervision plan
developing a supervision plan that is specific to the premises and the number, age, abilities and enrolled hours of the children attending, and showing how the educator will actively supervise to ensure their health, safety and wellbeing.
Licensing Criteria for Home-based Education and Care Centres 2008, HS14, HS34.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
A record of excursions that includes evidence of parental permission for regular and special excursions at the time of enrolment (HS14).
A record of all medicines given to children attending the service. Records include amount of medicine given, time medicine was administered and by whom, and evidence of parental acknowledgement (HS25).
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
3 March 2023
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Early Childhood Service Name |
Everest Learning Ltd |
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Profile Number |
47220 |
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Location |
Bombay, Auckland |
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Early Childhood Service Name |
Everest Learning Ltd |
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Profile Number |
47220 |
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Location |
Bombay, Auckland |
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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 |
39 |
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Review team on site |
November 2022 |
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Date of this report |
3 March 2023 |
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Most recent ERO report(s) |
Education Review, May 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Everest Learning Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Everest Learning Ltd provides home-based education and services across Auckland, for children up to six years of age. There are currently 64 children enrolled, most of whom are in the care of Oranga Tamariki. Approximately half of the children enrolled are Māori, and another 30 percent have Pacific heritages.
Caregivers (kaitiaki) provide programmes in their homes for up to four children at a time. Children in the care of Oranga Tamariki live in the same home as their kaitiaki. The owner/director is responsible for service operations, and is one of four visiting teachers (kaiako) who are qualified and registered. Kaiako regularly visit kaitiaki and support them to plan educational programmes for children. Three of the kaiako have been appointed in the past year.
The service's philosophy is based on a commitment to Te Tiriti o Waitangi and respect for te ao Māori. The owner and kaiako work with many social agencies to support and advocate for children and whānau.
This is the first ERO review of the service, which was established in 2017.
Children's wellbeing and education are at the heart of the service's operations. Learning records show:
children experience caring, respectful relationships with kaitiaki
infants are very well supported to develop a sense of belonging, often in their new home
children have good opportunities to participate in community outings and playgroups
curriculum experiences include daily household activities that are based on play interests and the ideas of older children and kaitiaki.
Kaiako documents demonstrate that they work skilfully with kaitiaki, and where possible with families, to plan for and provide programmes for children. Individual learning plans are based on Te Whāriki, the early childhood curriculum, and include what kaitiaki know about each child. Kaiako write monthly records that explain children's learning well. Some kaitiaki record their observations of children, and are beginning to recognise the learning that happens in play. Use of an online tool and social media is helping kaiako to share information with kaitiaki and families.
Kaiako are learning more about te ao Māori to improve their provision for tamariki Māori. Evaluating the impact of this focus on outcomes for Māori children could be useful. Kaiako could also access resources such as the Ministry of Education's Pasifika Education Plan and Tapasā, the cultural competencies framework for Pacific learners. This might support them to work with kaitiaki to plan and assess programmes that recognise the languages and cultures of Pacific children.
The service is managed well. A policy framework guides service operations. Good systems are in place to ensure health and safety requirements are being met. Well-documented teacher appraisal and internal evaluation processes show how kaiako think carefully about ways to improve systems and their own practice.
Purposeful, reciprocal networking with social agencies and a commitment to being strong advocates for children and families, are features of the service. The owner is working with the new kaiako team to build shared understandings about current and future priorities. It could be timely to review the service's philosophy in consultation with kaitiaki and families.
Key next steps include:
kaiako recording how they work with and guide improved kaitiaki practices
improving curriculum planning, assessment and evaluation systems, including playgroup records, and how individual planning and assessment affirms and responds to children's languages and cultures
developing and evaluating improvement-focused annual and long-term plans.
Before the review, the staff and management of Everest Learning Ltd 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.
In order to improve current practice, the owner needs to provide information to parents and kaitiaki about the amount and use of Ministry of Education funding received by the service, including equity and advantage funding.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
3 May 2019
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 |
Papakura, Auckland |
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Ministry of Education profile number |
47220 |
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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 30 aged under 2 |
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Service roll |
64 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 34 Girls 30 |
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Ethnic composition |
Māori |
39 |
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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 |
March 2019 |
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Date of this report |
3 May 2019 |
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Most recent ERO report(s)
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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:
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.