2 Harvest Drive, Henderson, Auckland
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 Glorious Kids Homebased Childcare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakatō Emerging |
Glorious Kids Homebased Childcare is a privately owned homebased service that operates five days a week. Governance and management are the responsibility of the qualified owner. A qualified coordinator and the owner provide support to educators who work with children in their own homes. At the time of the review educators and children enrolled at this service were of Pacific heritage.
Children experience warm, reciprocal, and respectful relationships with educators. Their sense of belonging is nurtured. A positive working environment facilitates low educator turnover. This is conducive to building and sustaining responsive and respectful adult/child relationships between children, families and educators.
Learning environments are well resourced. Service leaders ensure that educators have the resources that they need to support children’s exploration. As a result, children engage in play with peers, demonstrate the ability to make choices, and take responsibility for their own learning. Service leaders should now consider ways to increase opportunities for children to extend their learning beyond the home environments.
Assessment information reflects children’s learning and cultural identity. Parents’ aspirations are gathered with an aim to include these priorities in curriculum development. Service leaders could now consider how curriculum evaluation is supporting them to identify children’s learning priorities. They could also consider how assessment and planning aligns with Te Whāriki, the early childhood curriculum, and use this information to improve educators’ and coordinators’ practice.
Children’s mana is fostered in a curriculum that promotes and celebrates their cultural identity. They experience an environment that encourages and supports their home languages. Leaders are in the early stages of unpacking cultural frameworks such as Tapasā as a tool to guide improved teaching practice. They are beginning to explore how this resource, and integrating aspects of te ao Māori, can support the development of a culturally responsive curriculum for all children.
Leaders are developing evaluation practices to support ongoing improvement. They now need to develop evaluative questions that focus on “how well” or “how effectively” teaching impacts on improved outcomes for learners.
Glorious Kids Homebased Childcare will include the following actions in its Quality Improvement Planning:
Provide learning opportunities for children beyond the home environment.
Develop the cultural competencies of leaders and educators to support the implementation of te reo Māori and tikanga Māori practices.
Develop leaders’ use of evaluation processes to help them critically reflect on and scrutinise teaching practices that contribute to equitable outcomes for all learners.
Before the review, the staff and management of Glorious Kids Homebased Childcare 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Having a written supervision plan that is specific to the premise and the number, age, abilities, and enrolled hours of the children attending and how the educator will actively supervise children attending. It includes how they will be supervised while interacting with other people in the home, including visitors; and using technology or while they are in the presence of technology while it is being used by others in the home (HS34).
Patricia Davey
Director of Early Childhood Education (ECE)
25 May 2023
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Early Childhood Service Name |
Glorious Kids Homebased Childcare |
| Profile Number | 47044 |
| Location | Henderson, Auckland |
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Service type |
Home-based service |
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Number licensed for |
60 children, including up to 60 aged under 2 |
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Service roll |
10 |
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Review team on site |
March 2023 |
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Date of this report |
25 May 2023 |
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Most recent ERO report(s) |
Education Review, February 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Glorious Kids Homebased Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Glorious Kids Homebased Childcare has operated for two years. It provides education and care for 49 children in South Auckland. The majority of children are Samoan. A small number of children are from other Pacific backgrounds. Educators reflect the cultures of the children attending.
Most children are in educators' homes for up to six hours a day. Some educators have one group of children in the mornings, and a different group in the afternoons.
The philosophy for the service states that te Tiriti o Waitangi is a guiding document in helping children to gain knowledge and understanding about the dual cultural heritage of Aotearoa New Zealand. The philosophy also recognises Te Whāriki, the early childhood curriculum, as underpinning the holistic learning and development programmes provided for children.
The service is privately owned and managed. It employs a qualified coordinator to provide support for educators and children. This role includes monitoring the implementation of expectations for health and safety provisions and educational programmes. The service provider attends the fortnightly playgroup and staff meetings to maintain contact with educators and parents.
Most of the educators hold some form of early childhood education qualification. The service provider has the expectation that all educators will engage in training that increases their knowledge and understanding about children's learning and development.
This is the first ERO review of Glorious Kids Homebased Childcare.
Strong relationships underpin all aspects of the service. The overriding emphasis in this service is on children and the quality of their education and care. The service provider and coordinator consistently seek ways of promoting and encouraging high quality. They work closely towards meeting their shared, clear vision for the future. A recent survey indicates that parents are confident in and appreciative of the service and of the care their children receive.
Service leaders set high expectations for quality practice from educators. They promote and support a curriculum based on Te Whāriki that is generally play based. The learning recorded in children's portfolios reflects their development over time through their interests and the activities provided for them. Photographs in portfolios and from playgroup show children engrossed and happy in their play.
Good progress is being made in acknowledging New Zealand's bicultural curriculum. Educators receive good support materials to encourage their inclusion of te reo me ōna tikanga Māori in programmes. Samoan influences in programmes are strong, with good planning to further develop this aspect of practice. The service recognises, acknowledges and celebrates educators' efforts.
Service leaders provide regular, planned opportunities for educators to meet and engage in professional development. They are responsive to needs identified by educators, and provide a wide range of resources to support programmes. Regular home visits provide positive feedback about good practices, and educational support. Parents are also invited, and take part in events and in the playgroup.
Leaders have made good progress in establishing sound systems for guiding developments. They have a strong commitment to ongoing improvement. They use internal evaluation well to determine needs and to prioritise the next steps for the service. Policies and procedures are in place to guide educators and to ensure legal requirements are met. It is timely now for leaders to increase the rigour of internal evaluation, and to investigate the effectiveness of service operations and provision for children to date.
Next steps for the service include continuing to:
foster children's learning in meaningful contexts as part of play, and promote the impact educators can have in facilitating children's learning
strengthen educators' knowledge about curriculum, and enhance teaching practices aligned with Te Whāriki and parents' aspirations
support educators' evaluation practices, with an increased focus on outcomes for children.
Before the review, the staff and management of Glorious Kids Homebased Childcare 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.
To improve current practices, leaders should:
update the Child Protection policy and procedures to include timely referrals to external agencies as required
ensure that the endorsement of practising teacher certificates is based on current Teaching Council requirements.
The next ERO review of Glorious Kids Homebased Childcare will be in three years.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
20 February 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 |
Henderson, Auckland |
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Ministry of Education profile number |
47044 |
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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 |
60 children, including up to 60 aged under 2 |
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Service roll |
49 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 29 Girls 20 |
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Ethnic composition |
Samoan |
45 |
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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 |
December 2018 |
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Date of this report |
20 February 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:
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.