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 3 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. All 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 3 |
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Profile Number |
46965 |
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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 |
17 |
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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, June 2018 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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:
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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
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 3 is one of six Home-Based education and care networks owned by the service provider. It provides for up to 45 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. This is the first ERO review of the service that was established in 2016.
Kaliloa Home-Based ECE 3 is led by experienced and registered early childhood teachers. A supervisor works closely with the coordinator to support educators to plan educational programmes based on children's interests, and monitor health and safety requirements.
Key aspects of the service's philosophy are to provide a culturally responsive curriculum based on the Tongan concept of vā, respectful relationships and connectedness, and maintaining Tongan language and culture.
The service provider leads a board that manages the service. The implementation of the service philosophy, vision and strategic direction is guided by clearly defined roles of governance and management. Additional staff, including an information technology team, support the operation and management of the service.
This review was part of a cluster of five home-based network reviews in the Kaliloa Education Limited organisation.
Service documents and videos show that children are confident and comfortable in educators' homes. Environments are culturally responsive, well-resourced and child focused. Children have a strong sense of belonging and cultural identity nurtured through connections with kainga, and the community.
Educators keep good records of each child’s day and note the activities that children participate in and enjoy. Cultural and spiritual beliefs are valued and used to inform planning. Children's experiences include learning through meaningful everyday experiences. Excursions and planned activities for children include literacy, mathematics and science, and the use of creative materials. Children have fun as they learn through play.
Children's learning is recorded in attractive portfolios and through online portals. The coordinator guides educators in planning group programmes. Portfolios show educator's responses to children's interests and strengths and how they provide specifically for infants and toddlers. Educators share their own cultural knowledge. They often document children's learning activities in Tongan. Children's oral language skills, positive relationships with others and confidence in being part of group situations such as Fetakinima, are recorded well.
Service leaders and the programme coordinator provide culturally appropriate monitoring and support for educators across the service. The coordinator affirms, models and sensitively encourages educators to improve their skills and understanding of effective teaching strategies. The coordinator's monthly visits to educators monitor health and safety practices in the home. They also build on educator knowledge of Te Whāriki, the early childhood curriculum. These visits are well documented. The coordinator is recognised for her skills, knowledge and values.The Tongan concept of tauhi vā is at the heart of respectful relationships, connectedness and service delivery.
There is a service-wide commitment to the vision, goals and strategic plan. Leaders are committed to continuous improvement through building the capabilities and skills of all educators and staff. They look for ways to promote educator success in the provision of home-based education and care, and to address the needs of families. There is a robust induction process for new educators. Ongoing support assists educators to increase their knowledge and improve practices. Coordinators are in regular contact with parents and welcome their feedback. Online secure portals provide effective ways of communicating with educators and parents, and communication includes televised weekly news.
The leaders and coordinator know their educators well. They personalise their communication and support needs to promote inclusive practices and effective ways of working with infants and toddlers. The coordinator encourages educators to increase their understanding and use of te reo and tikanga Māori. They could also help educators to better understand and respond to children's individual interests and learning dispositions.
The leaders' strong commitment to equity and social justice is evident in the way they work towards improving educational and social outcomes for the mainly Tongan children and their families. Strategic plans identify priorities that contribute to the service achieving its vision. Planning is linked to sound accountability practices and this supports consistent and sustainable practices across all networks.
Highly effective health and safety systems are in place and provide assurance that legal requirements are being met. Monthly reports keep leaders informed about the physical and emotional wellbeing of children and about any issues to be addressed. Leaders are aware that the current appraisal system could be strengthened to promote more reflective practice.
Effective management and leadership underpin service operations. There is a strong commitment to continuous improvement. There is effective recordkeeping, professional discussion and a comprehensive framework of policies and procedures. Internal evaluation is well understood and a sound process is used. This could be enhanced by a more systematic evaluative approach to implementing and documenting the process.
The service leaders agree that key next steps for the service are to strengthen:
internal evaluation practices and documentation
coordinator reflection and inquiry into the effectiveness and impact of their practice.
Leaders agree that key next steps for coordinators are to continue supporting educators to:
develop planning that builds on children's individual interests, strengths and dispositions
maximise opportunities for children to learn through child-initiated play
use te reo and tikanga Māori in daily programmes
engage in regular professional learning opportunities.
Before the review, the staff and management of Kaliloa Home-Based ECE 3 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 3 will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
14 June 2018
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 |
Otahuhu, Auckland |
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Ministry of Education profile number |
46965 |
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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 |
45 children, including up to 45 aged under 2 |
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Service roll |
41 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 23 Boys 18 |
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Ethnic composition |
Niuean |
1 |
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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 |
May 2018 |
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Date of this report |
14 June 2018 |
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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:
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.