Nestlings In-Home Childcare - 11/09/2018

1 Evaluation of Nestlings In-Home Childcare

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

Not well placed

Requires further development

Well placed

Very well placed

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


Nestlings In-Home Childcare is a privately owned and run company with a service based in Auckland and one in Tauranga. The Tauranga service was established in 2016. It provides full-day education and care for children from birth to school age and is licensed for 50 children, including 25 up to the age of two years. It currently has five educators who operate out of their own homes and there are 13 children enrolled in the service. Two educators are fully qualified in early childhood teaching and three educators are experienced in home-based provision.

The service is led by a qualified co-ordinator who oversees day-to-day management, visits the children and educators in homes every month and provides professional leadership and guidance to the educators. The service's owner manages the organisation and works collaboratively with the co-ordinator to improve systems, practices and overall outcomes for children.

The service's philosophy aims to establish and maintain warm, trusting and reciprocal relationships between tamariki, whānau, kaiako and the wider community in order to create a strong sense of belonging for children. It also acknowledges the importance of the bicultural partnership inherent in the Treaty of Waitangi and strives to ensure curriculum integrates te reo and tikanga Māori into daily practice.

This is the first ERO review for this service.

The Review Findings

Warm and trusting relationships are evident between educators and children. At the service's playgroup ERO observed children exercising choice and leading their own learning. There are many opportunities for children to carry out investigations, explore and solve problems. Educators extend complexity of play through oral language discussions and open-ended questioning. Literacy and mathematics are naturally integrated into playgroup learning activities. Children up to the age of two experience nurture and care and have access to appropriate early learning experiences.

The curriculum provides a variety of rich learning opportunities for children. Leaders have introduced 'My Curriculum Bags' as an innovative approach to planning and resourcing. These bags provide educators with a wide range of equipment, learning activities and resources to enrich curriculum learning for children. They support children’s interests, integrate aspects of bicultural learning and affirm Māori children's language and culture. There is a strong focus on transition to school and older children have access to extension learning activities. Monthly excursions into the local community and the weekly playgroup sessions provide educators and their children shared experiences that develop social skills and competencies.

Leaders have a strategic approach to building educator capability. They provide effective professional leadership, mentoring and role modelling. There is strong communication and regular contact between the co-ordinator and the home-based educators. Ongoing and responsive feedback improves educators' planning, assessment and understanding of effective teaching strategies for children, including those with additional learning needs. Educators are well supported to provide quality education and care for children in their care.

Strong systems and processes are in place to guide service operations. The service's philosophy and vision have been recently reviewed, informed by parent, whānau and educator perspectives. The experienced owner and co-ordinator have worked collaboratively to develop and strengthen strategic planning and ongoing self review. They closely monitor the quality of care, education and health and safety in homes. Educators are well supported through induction, personalised training and professional learning and development. There is generous funding for resourcing which promotes positive learning experiences for children.

Key Next Steps

Leaders and ERO agree the key next steps for this service are to:

  • continue to strengthen bicultural knowledge for educators and learning experiences for children
  • develop consistency in educator planning and assessment to improve outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nestlings 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Nestlings In-Home Childcare will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

11 September 2018

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



Ministry of Education profile number


Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 25 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Boys 7 Girls 6

Ethnic composition



Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

August 2018

Date of this report

11 September 2018

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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014

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.