31 Quona Avenue, Mount Roskill, 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 |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Love Kids Home Based ECE Service is a privately owned service operating since 2016. The owner works with two visiting teachers to oversee the delivery of education and care by home educators. Most of the educators are children's family members, such as grandparents. Most of the children in attendance are of Chinese 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 provide a language-rich environment that supports children’s learning.
Educators engage in positive interactions to nurture reciprocal relationships. The practices of educators and visiting teachers demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education.
The service provides children with experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups.
Consistent implementation of health and safety practices, and governance and management systems are required to maintain regulatory standards.
Since the onsite review, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Consideration of hazards includes windows (HS11).
Documenting a record of all injuries, illnesses and incidents that occur at the service that includes a description of the injury, illness or incident (HS24).
Maintaining a record of all medicines Category (ii) (prescription and non-prescription) given to children attending the service. Records must include the name of the child, name and the amount of medicine given, the date, time medicine was administered and by whom, and evidence of parental acknowledgement that they have been advised medication was administered (HS25).
Ensuring the child protection policy contains provisions for the identification and reporting of child abuse and neglect, information about how the service will keep children safe from abuse and neglect, and how it will respond to suspected child abuse and neglect. This includes having a procedure that sets out how the service will identify and respond to suspected child abuse and/or neglect (HS28).
Ensuring that supervision plans in homes show how children will be supervised while they are interacting with other people in the home, including visitors, using technology or while they are in the presence of technology while it is being used by others in the home (HS34).
Parents are advised how they can access the service’s current licence certificate (GMA1).
Maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending (GMA10).
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
29 November 2022
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Early Childhood Service Name |
Love Kids Home Based ECE Service |
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Profile Number |
46963 |
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Location |
Mount Roskill, Auckland |
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Service type |
Home-based service |
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Number licensed for |
30 children, including up to 30 aged under 2 |
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Service roll |
25 |
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Review team on site |
October 2022 |
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Date of this report |
29 November 2022 |
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Most recent ERO report(s) |
Education Review, September 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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Love Kids Home Based ECE Service needs support and guidance to build the capacity of visiting teachers and educators to deliver quality early childhood curriculum programmes in homes.
ERO's findings that support this overall judgement are summarised below.
Love Kids Home Based ECE Service is a newly established, privately owned service with its head office in Mt Roskill. The service was licensed in 2016 for 30 children. Children enrolled in this service come from the West, East and Central Auckland.
The director/owner works with two visiting teachers to oversee the delivery of the curriculum by the educators, who provide education and care for up to two children in each of the homes. Most of the educators are children's family members, such as grandparents. All educators, visiting teachers and families are Chinese.
The service's vision is underpinned by a belief that children deserve to be loved and nurtured in order to learn. The service's philosophy promotes respectful, positive family and community connections and a safe environment for children. Assisting children to develop holistically at their own pace and in collaboration with whānau are priorities. Children's language and cultural identity are valued. There are well developed policies and systems to manage the growing demand for home based education and care in the Chinese community of greater Auckland.
This is the first report for this service.
The owner is committed to early childhood education in home settings. Leaders place a high importance on and prioritise culture-based values and children's sense of belonging and wellbeing. Educators have developed very warm relationships and responsive interactions with children and families. Children express their interests and needs confidently.
Visiting teachers use their monthly visits to homes to monitor health and safety, and educator practices. They observe and record children's learning during their monthly visits and make these records available for parents to access online. However, these records could be more consistently used to identify children's interests and inform how their learning is to be extended. Educators' capacity to notice, recognise and respond accordingly, and visiting teachers' capability to support them, are areas for development.
Environments are well resourced and affirm children's language and identity as Chinese. They provide good indoor and outdoor spaces for children to play. A resource library is available for educators to access. More natural resources and strategies that incorporate bicultural and multicultural perspectives and activities would promote children's understanding of the cultures and environments of Aotearoa New Zealand.
Relevant professional learning has increased visiting teachers' professional knowledge. Educators now need support to build their capacity to understand the principles and strands of Te Whāriki, the early childhood curriculum. They also require support to plan and assess children's learning and to build children's independence and social confidence.
The service's commitment to acknowledging Te Tiriti o Waitangi is promoted through some use of te reo and tikanga Māori, and excursions for children and their families. Parents' aspirations and perspectives are evident in the many forms of communication available to them. Parents are generally very positive about the care that their children receive.
The service has developed useful processes for evaluating the quality of visiting teachers' practice and to guide improvements. More robust evaluation of the quality of service provision would help the owner to identify future development priorities and contribute to enhancing the effectiveness of programmes for children.
Management systems include a vision that underpins the service's strategic direction, and policies and procedures that define expectations for staff. Mentors informally support visiting teachers to work towards gaining their full teachers' certificate. The director now needs to embed a robust performance management system and formal appraisal processes that meet Education Council requirements.
The director and visiting teachers agree that to improve practices they should:
access relevant professional development to improve visiting teacher and educator practice in assessment, programme planning, and evaluation
implement a process for regularly developing and reviewing policies and procedures, that includes all stakeholders
promote practices that incorporate bicultural and multicultural perspectives to ensure a more diverse curriculum that builds educator practices and provides more positive outcomes for children.
Before the review, the staff and management of Love Kids Home Based ECE Service 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
ERO identified areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:
effective performance management system, including a robust appraisal process
robust internal evaluation to inform sustainable improvements
more effective planning, assessment and evaluation processes
professional capability of visiting teachers and educators to deliver a quality curriculum programme.
Licensing Criteria for Home-based Education and Care Services 2008, GMA 2, 3, 6, C4
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of Love Kids Home Based ECE Service will be within two years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
13 September 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 |
Mount Roskill, Auckland |
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Ministry of Education profile number |
46963 |
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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 |
30 children, including up to 30 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 15 Boys 15 |
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Ethnic composition |
Chinese |
30 |
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Number of qualified coordinators in the network |
2 provisionally registered teachers |
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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 |
July 2018 |
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Date of this report |
13 September 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 2008
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.