7 Princes Street, Otahuhu, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Kaliloa Home-Based ECE is one of three Tongan home-based networks owned and governed by Kaliloa Education Limited. A qualified visiting teacher supports educators to provide education and care programmes in their homes for up to four children. Most of the children attending are of Tongan heritage.
The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Educators engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
A language-rich environment supports children’s learning. The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. The design and layout of the premises support adult supervision so that children’s access is not unnecessarily limited.
Next steps include visiting teachers continuing to work collaboratively alongside educators to plan and respond meaningfully to children’s interests.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
19 January 2023
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Early Childhood Service Name |
Kaliloa Home-Based ECE |
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Profile Number |
46536 |
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Location |
Auckland |
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Service type |
Home-based service |
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Number licensed for |
40 children, including up to 40 aged under 2 |
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Service roll |
21 |
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Review team on site |
November 2022 |
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Date of this report |
19 January 2023 |
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Most recent ERO report(s) |
Education Review, February 2017 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kaliloa Home-Based ECE is one of three home-based education and care networks owned by the service provider. It provides an early childhood education and care service for up to 60 children from infancy to school age. Educators provide programmes in their homes for up to four children at a time. Most of the children are Tongan and the educators are family members such as grandparents. This is the first ERO review of the service, which was established in 2014 and has seen a fast growth in enrolments.
The programme coordinators are registered early childhood teachers. She and other service personnel regularly visit educators in the home and support them to plan educational programmes for children as well as monitor health and safety. The provision of a culturally responsive curriculum, based on the Tongan concept of vaa (relationship) and maintaining the Tongan language and culture, is a key aspect of the service's philosophy.
The service provider/owner works as part of a board to manage the service. Clearly defined roles governance and management roles guide the service's philosophy, vision and strategic direction. An experienced manager and the coordinators take time to build respectful and trusting relationships with children, educators and fanau. Additional staff support the operations and management of the service.
Educators provide a culturally responsive programme that nurtures the Tongan language, culture, and identity. The learning programmes are underpinned by Te Whāriki, the early childhood curriculum, and include some te reo and tikanga Māori. Educators keep good records of each child’s day and note activities that children enjoyed. Children's learning records show that they participate in day-to-day household activities and planned experiences and in homes and in the community. Their experiences include early literacy and opportunities to explore creative and manipulative materials. Children's sense of belonging is affirmed and their emotional and physical wellbeing is supported.
Documentation shows children are happy, confident and learning through play. Children are well supported to settle into educators’ homes. Online electronic records show children's engagement in learning and their caring, warm relationships with educators. Parents give positive feedback on the education and care of their child and the communication from the service that they receive. There is a service wide belief in the cultural and educational benefits of home-based learning for children and their families.
Strong Tongan cultural values underpin service operations. Relationships between the service leaders, coordinators, educators and parents are respectful, responsive and supportive. Concepts such as talanoa (face to face conversations) guide service practices. Programme coordinators are improvement focused and work to build educators knowledge. They use an individualised approach to affirm and support educators growing skills. Educators receive good support from programme coordinators and benefit from opportunities for ongoing training. This is supported by the fetakinima programme with children and educators sharing and learning together.
Service leaders have a clear focus on continuous improvement and to improve educational outcomes for children. They work in culturally appropriate and collaborative ways as a team and with educators, whānau and the community. Purposeful internal evaluation has been established. External support has helped them to review established practices and identify areas to develop further. The Tongan concept of vaa is at the heart of internal evaluation and service operations.
Sound management, governance and effective administration practices are in place. The philosophy and vision is evident across all service practices and policies. This includes making strategic appointments to achieve this. Educators receive comprehensive documentation, in Tongan and English that provides clear guidelines and good information about the educator role. Rigorous health and safety systems provide assurance that service expectations are being met. A more robust appraisal system, aligned to Practicing Teacher criteria and the service strategic plan would support programme coordinators and other staff to further enhance their professional practice.
The service leaders and ERO agree that key next steps for the service are to:
improve how coordinators and educators respond to children’s individual interests and ideas, including provision for children up to two years of age
strengthen internal evaluation, including a clearer alignment to strategic planning and evaluation of outcomes for children
Before the review, the staff and management of Kaliloa Home-Based ECE 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.
The next ERO review of Kaliloa Home-Based ECE will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
3 February 2017
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 |
Mangere, Auckland |
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Ministry of Education profile number |
46536 |
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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 50 aged under 2 |
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Service roll |
57 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 32 Boys 25 |
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Ethnic composition |
Māori Tongan other |
2 52 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 |
December 2016 |
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Date of this report |
3 February 2017 |
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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 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.