Multilingual Kids Home-based ECE Service - 20/02/2019

1 Evaluation of Multilingual Kids Home-based ECE Service

How well placed is Multilingual Kids Home-based ECE Service to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Multilingual Kids Home-based ECE Service is well placed to promote positive learning outcomes for children.

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


Multilingual Kids Home-based ECE Service is licensed to provide in-home care and education for up to 80 children, including 40 children aged under two years. There are currently 99 children on the roll from a diverse range of cultural backgrounds. Most of the children are of Russian heritage.

The service has been operating since January 2016 and is led by the two owners. Both are qualified early childhood teachers, and also have a coordinator role. They work together to provide support and guidance, through regular monthly visits, for 23 educators working in their own homes in the Auckland region.

All educators are encouraged and supported to complete basic childcare qualifications. The whole team comes together regularly for events, celebrations and meetings. Playgroup meetings include opportunities for educators to learn more about early childhood education and care. These meetings are held fortnightly in two locations.

The philosophy of the service focuses on children being secure in their language, culture and identity. Retention of home languages is recognised as important for children's wellbeing. Children are supported to become fluent speakers of their mother tongue and at least one other social language through a full immersion programme. The three main languages of the service are Russian, English and te reo Māori. Learning through play is valued and Te Whāriki, the early childhood curriculum, is recognised as a guiding document.

This is the service's first ERO review.

The Review Findings

Small group sizes allow each educator to form positive relationships with children in their care. Through observations of the children they identify and respond to each child's interests, strengths and abilities. For children aged under two years the programme is based on opportunities to explore and communicate. Educators develop a good awareness of children's individual communication styles.

Children have a wide range of opportunities to learn about the dual cultural heritage of Aotearoa. Waiata, te reo and tikanga Māori are well integrated into the programme. The service owners are investigating ways to support educators to deepen their knowledge in this area of practice.

Educators and coordinators maintain portfolios of children's learning that are individual to each child. Most of the documentation in children's portfolios is in Russian. Learning stories and assessment records show that children are offered a wide range of experiences to promote their exploration and learning.

Parents use the service's templates to provide detailed information about their children's interests, strengths and needs. Some also contribute regular stories from home. Coordinators are focused on developing more inclusive and collaborative ways of working with whānau when planning programmes for children.

The service owners work collaboratively to establish a culture of ongoing improvement. They have established a vision and philosophy that is responsive to the culture and identity of Russian families. These families have positively embraced the opportunity to have their children educated in an environment that strongly identifies with their language, culture and identity here in Aotearoa, New Zealand. The owners and educators are working well together to realise the service's vision.

The establishment of a strategic plan would provide a sense of direction for the service. Annual planning, internal evaluation and appraisal goals could all then be aligned to the strategic goals. A framework of policies and procedures guides centre practices. This framework could now be streamlined to ensure there is cohesion and clear alignment between various policies and supporting procedures.

Key Next Steps

Service owners agree that key next steps for improvement include:

  • working with educators to develop shared understandings of what a quality programme looks like in this unique context

  • continuing to refine the process of internal evaluation

  • a deeper engagement with Te Whāriki, the early childhood curriculum, by coordinators and educators

  • developing a process of programme evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Multilingual 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:

  • 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

20 February 2019

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


Birkdale, Auckland

Ministry of Education profile number


Licence 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


Gender composition

Boys 54 Girls 45

Ethnic composition

other Asian
other ethnic groups


Number of qualified coordinators in the network


Reported ratios of staff to children

Under 2


Over 2


Review team on site

January 2019

Date of this report

20 February 2019

Most recent ERO report(s)

No previous ERO reports

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 ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.