Level 4 81 Grafton Road, Grafton, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Dream Education Programme (9) requires further development to promote positive learning outcomes for children.
The service provider needs to improve the monitoring of health and safety practices to ensure licensing requirements are met.
ERO's findings that support this overall judgement are summarised below.
Dream Education Programme (9) is one of 10 home-based education and care networks operating as part of the Dream Education organisation. It provides for families who have employed a nanny to look after their children in their own home.
Many of the nannies in this network have an early childhood certificate. Qualified and registered visiting teachers (VTs) visit nannies monthly and provide resources, activities and ideas to support children's learning.
The owner works with a general manager, an education manager and a placement and administration team. The philosophy of 'given respectful relationships, the right environment, and support, children will develop holistically and at their own pace' underpins service operations.
The network was previously known as Kiwioz Childcare Ltd Hop Skip Learn 03 and changed ownership in November 2017. This is the first ERO review of the network under new ownership.
This review was part of a cluster of six home-based education and care networks in the Dream Education organisation.
Children participate in many excursions in the community, engaging in spontaneous and planned learning experiences. Their learning records show that children have fun, make choices and their individual needs are responded to well by nannies. Playgroups and service events provide good opportunities for children to learn and socialise as part of a larger group.
Nannies provide a play-based programme. They keep good records of each child’s day, noting routines and activities that children participate in. These experiences include early literacy, mathematics, science and many opportunities to be creative and physically active. There is a strong focus on children learning through everyday experiences.
Children's emotional wellbeing and sense of belonging is well supported. VTs support nannies to understand the preferences of infants and toddlers. Nannies provide individualised, nurturing care for these younger children.
Service operations are underpinned by a shared belief in the educational benefits of home-based learning for children and their families. There is an organisational commitment to the Treaty of Waitangi, implementing bicultural practices and using te reo Māori in the homes.
There are robust placement processes. Nannies are carefully matched with each families' beliefs and values. Parents give positive feedback on the education and care of their child and the support they receive from the service.
Relationships between service leaders, VTs, nannies and parents are respectful, responsive and trusting. VTs use an individualised approach to affirm and support nannies in their work with children. Nannies receive useful documentation that provides clear guidelines and expectations about their role.
Service leaders, VTs and administrators work collaboratively to manage the service. Clearly defined values and roles guide the service's vision and strategic direction. The service philosophy and vision are well reflected in service practices and policies. Processes for internal evaluation have been established and are used by service leaders to review practices and target areas for further development.
Key next steps are to:
strengthen the monitoring of policy implementation and health and safety practices to assure the service provider that licensing requirements are being met
evaluate how well the programmes in homes reflect Te Whāriki, the early childhood curriculum, and respond to, plan for and extend individual child-led learning over time
use internal evaluation to enhance service provision, and evaluate the impact and outcomes of improvements on teaching practices and children's learning
more clearly document how VTs coach and guide nannies to improve how they respond to children’s individual interests and implement Te Whāriki in home-based environments.
Before the review, the staff and management of Dream Education Programme (9) 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.
Since the onsite visit, the service has provided ERO with evidence to show that all children's workers who have access to children are now being correctly safety checked in accordance with the Children's Act 2014.
ERO identified significant areas of non-compliance relating to health and safety. To meet requirements the service provider must ensure records consistently show that:
emergency drills are carried out in homes on at least a three-monthly basis
a procedure for monitoring children's sleep is implemented
there is evidence of parental acknowledgement of all medicine given to children
a written supervision plan to ensure the health and safety of children enrolled in the service is maintained.
Licensing Criteria for Home-based Education and Care Services 2008, HS7, HS8, HS25, HS34.
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
11 June 2020
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 |
Grafton, Auckland |
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Ministry of Education profile number |
46631 |
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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 80 aged under 2 |
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Service roll |
30 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 16 Boys 14 |
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Ethnic composition |
Māori |
1 |
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Number of qualified coordinators in the network |
5 |
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Required ratios of educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
March 2020 |
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Date of this report |
11 June 2020 |
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Most recent ERO report(s) |
Education Review |
April 2017 |
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Previously known as Kiwioz Childcare Ltd Hop Skip Learn 03 |
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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
The overall judgement that ERO makes will depend on how well the service promotes 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiwioz Childcare Ltd Hop Skip Learn 03 is one of five home-based education and care networks operating under the umbrella of KiwiOz Childcare Ltd Hop Skip Learn. The service provides support to families who have employed a nanny to look after their children in their own home. KiwiOz also supports families and nannies with professional development, administration and payroll services. Many of the nannies in this network have undertaken an early childhood course of training.
This network is licensed for up to 80 children in central Auckland. The owner provides comprehensive governance and leadership with effective nanny recruitment, placement and support. She works with an Auckland manager, a programme manager and a skilled administration team. Qualified teachers visit nannies once or twice a month, or more regularly depending on individual needs. They provide nannies with ideas and guidance for the care and education of infants, toddlers and older children.
The KiwiOz vision is ‘to enrich lives through care and education'. The philosophy underpinning the Hop Skip Learn programme is 'given respectful relationships, the right environment, and support, children will develop holistically and at their own pace'.
This is the first ERO review of this network. The review was part of a cluster of five home-based network reviews in the KiwiOz Childcare Ltd Hop Skip Learn organisation.
Visiting teachers' and nannies' relationships with children and their families are responsive and respectful, and continue to be a strength of this service. Nannies are positive and affirming with children. They keep very good records of each child’s day and note activities that children enjoyed. Daily diaries record interactions with parents and assist nannies to share the child’s progress, and discuss parents' goals. Children’s emotional development is nurtured, as is their sense of belonging and security, through learning in familiar surroundings.
Nannies know their children very well and are able to respond quickly to their feelings, ideas and care needs. Infants and toddlers benefit from nurturing individualised care. Nannies maintain good hygiene and safety practices and are supported by visiting teachers' regular health and safety checks. Nannies include learning opportunities in play experiences, day-to-day household activities and excursions.
Children have fun and are well supported to follow their play interests in well resourced home environments. The visiting teacher models good practice, makes links to Te Whāriki, the early childhood curriculum, and supports each nanny's understanding of children's learning. Visiting teachers could now better plan to extend children's interests and support nannies to follow up these next steps for learning.
Visiting teachers encourage nannies to incorporate te reo me ngā tikanga Māori into their programme. This is a continuing focus and area for ongoing development with nannies. This will assist them to support the implementation of a curriculum that incorporates Māori language and perspectives.
Parents report high levels of satisfaction with the home-based education and care that nannies provide. Some parents contribute to children's portfolios. These learning records are compiled by nannies and contain artwork, photographs, visiting teacher reports and observations of each child. Parents are also able to be involved and informed by electronic portfolios and social media.
KiwiOz managers and visiting teachers work collaboratively with nannies to provide children with good quality education and care. They share a philosophical belief in the benefits of home-based care and learning for children and their families.
Group events and excursions are an opportunity for children to socialise with a larger group of children and other adults. Visiting teachers use group events to promote good practices and to introduce children to equipment and experiences. Nannies express appreciation of opportunities to network with others and to share ideas. They appreciate the support that they receive from visiting teachers and the opportunities for professional development.
The service assists parents to choose a nanny who is the best match for their family. The KiwiOz organisation has sound employment processes, including the induction of new nannies. Visiting teachers ensure that nannies are familiar with parent and service expectations and understand their legal obligations in providing education and care in the family home.
Effective management and administration underpins service operations. The owner has a strong commitment to continuous improvement. The service's philosophy and vision are evident across all practices and policies. A comprehensive policy framework outlines individualised and clear guidelines and sets expectations for visiting teachers and nannies.
Purposeful internal evaluation has been established and is beginning to assist the review of current practices. The manager should now implement regular visiting teacher appraisals that align with Education Council requirements and the Ministry of Education resource, Tātaiako: Cultural Competencies for Teachers of Māori Learners.
The service leaders agree that next steps for the service are to:
develop education focused goals to inform strategic planning
improve internal evaluation systems by evaluating the impact of change on outcomes for children
clearly document how visiting teachers coach and guide nanny/educator practice.
Before the review, the staff and management of Kiwioz Childcare Ltd Hop Skip Learn 03 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 management should ensure:
all nannies have a documented supervision plan
parents more consistently give signed permission for excursions.
The next ERO review of Kiwioz Childcare Ltd Hop Skip Learn 03 will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 April 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 |
Takapuna, Auckland |
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|
Ministry of Education profile number |
46631 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 40 aged under 2 |
||
|
Service roll |
35 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 27 Boys 8 |
||
|
Ethnic composition |
Māori Pākehā Asian European other |
4 26 2 2 1 |
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Number of qualified coordinators in the network |
1 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
February 2017 |
||
|
Date of this report |
20 April 2017 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
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.