Little Giggles In-Home Childcare - 10/12/2020

1 Evaluation of Little Giggles In-Home Childcare

How well placed is Little Giggles In-Home Childcare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Little Giggles In-Home Childcare is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Little Giggles In-Home Childcare is a homebased service that has two networks. Most of the children enrolled in this network are Samoan or Fijian-Indian. Children are cared for in groups of four or less in the homes of educators. The service's philosophy includes a focus on respecting the dual heritage of Aotearoa New Zealand and celebrating cultural diversity.

A new owner purchased the service in 2019. An experienced coordinator has been appointed to support educators in this network. The owner and coordinator work together to manage the two Giggles networks. The coordinator's primary role is to monitor the quality of programmes provided in homes. Some educators have an early childhood qualification.

ERO's 2017 review identified that careful placement of children in homes was a strength of the service. Areas for improvement included recording improved educator practices resulting from the coordinator's mentoring. Progress has been made in this area.

The Review Findings

Children's learning records show respectful and positive relationships between children and educators. Educators and the coordinator document in-home and community experiences that support children's wellbeing and belonging. A range of learning opportunities are offered to children both indoors and outdoors.

Some educators use home languages with children and work in culturally responsive ways. Bicultural approaches are included in children's everyday experiences in homes.

Programme planning is based on individual children's interests and strengths and is guided by Te Whāriki, the early childhood curriculum. The coordinator has a sound knowledge of Te Whāriki, children's learning theories and effective teaching practices. Coordinator records show how she observes and extends children's learning. Increasing educators' knowledge about regulatory and curriculum requirements is supported through regular coordinator visits to homes.

Regular professional learning support for educators and leaders is provided to build their knowledge and understanding of effective ways to support children's learning. A process for appraisal has been established. The coordinator's leadership supports improvements to curriculum provision and educator practices.

A policy framework that guides service processes and practices has recently been reviewed. An internal evaluation process for planned and spontaneous reviews has been established. This process aligns to the service's strategic direction, vision and mission. Guidance from an external mentor helps the owner and coordinator to develop and improve service operations.

Key Next Steps

Key next steps are to:

  • strengthen the recording of individual children's learning progress, in relation to the learning outcomes of Te Whāriki
  • embed internal evaluation processes to support improvements that impact on children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Giggles In-Home 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:

  • 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; 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.

Since the onsite review, the service has provided ERO with evidence to show a non-compliance has been addressed relating to:

  • ensuring that all family members of educators are safety checked in accordance with the Children's Act 2014 (Education and Training Act, s25).

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

10 December 2020

The Purpose of ERO Reports

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.

2 Information about the Home-based Education and Care Service

Location

Dannemora, Auckland

Ministry of Education profile number

46381

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 60 aged under 2

Service roll

20

Standard or Quality Funded

Standard

Gender composition

Male 12

Female 8

Ethnic composition

Fijian Indian
Samoan
other ethnic groups

10
9
1

Number of qualified coordinators in the network

1

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

September 2020

Date of this report

10 December 2020

Most recent ERO report(s)

Education Review

March 2017

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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 2008

ERO’s Overall Judgement

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.

Review Coverage

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.