No-1 Home Based Childcare & Education Service 2 - 26/06/2020

1 Evaluation of No-1 Homebased Childcare & Education Service 2

How well placed is No-1 Homebased Childcare & Education Service 2 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

No-1 Homebased Childcare & Education Service 2 requires further development to promote positive learning outcomes for children.

The service needs to improve the monitoring of health and safety systems in homes to meet licensing requirements.

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


No-1 Homebased Childcare & Education Service 2 is a standard network licensed for 80 children. The place of care is the home of the educator or child and is called the 'nurturing place.' Most families are Chinese, and many are new immigrants to New Zealand. Most of the educators are family members of the children attending.

The service provider/owner is responsible for governance and management systems. Qualified and visiting teachers (VTs) regularly visit educators to provide resources, activities and ideas to support children's learning. A lead coordinator has oversight of the VT team.

The service's philosophy is based on Te Whāriki, the early childhood curriculum. There is a focus on increasing educators' and families' understanding of the bicultural heritage of Aotearoa New Zealand and Te Tiriti o Waitangi.

ERO's 2017 report identified the service's commitment to supporting children's Chinese culture and language. It noted the positive ways visiting teachers wrote about children's strengths and learning. These positive aspects remain evident. ERO recommended that visiting teachers should work more closely with educators to help them support children's learning. This remains an area of improvement for the service.

This network is one of nine owned by the service provider. This review was part of a cluster of four reviews of No-1 Homebased networks.

The Review Findings

Learning records show that children are well settled and familiar with daily routines and events in the homes. They engage with the resources provided by teachers and educators. VTs recognise they need to guide educators to provide a curriculum to better support children's learning and independence.

The provision of education and care within a Chinese cultural context supports children's identity, culture and language. Service leaders and VTs are committed to growing their own and educators' bicultural practices and understandings. VTs need to include more te reo Māori and aspects of tikanga Māori during their visits with educators and children.

VT records show that they have established positive relationships with children, educators and families. There is regular communication with parents through newsletters, and two online portals. Gathering and responding to parents' aspirations for their children's learning is an area for development for VTs and educators.

VTs document what they notice about children's learning and strengths. There is good evidence of how they work with educators to support children's interests by providing resources, activities, and community experiences. VTs make suggestions to educators on ways to improve children's learning. They should monitor how educators respond to these suggestions.

Service leaders acknowledge that a priority is to build VT and educator capability to improve outcomes for children. An appraisal process provides a framework for self-assessment and goal setting. The service provider plans to provide professional development to help VTs to coach and guide educators to improve their practices.

A framework of policies and procedures guides service operations. A sound internal evaluation process guides improvement. Evaluating progress towards the service's annual and long-term goals is an area to improve. The service provider must also improve systems for monitoring health and safety requirements in homes.

Key Next Steps

Key next steps are to:

  • develop shared understandings about effective education and curriculum practices to support children's learning

  • evaluate the effectiveness of VTs' practice in supporting educators to respond to children's strengths and interests

  • evaluate how well aspects of the philosophy relating to Te Whāriki, bicultural practice, and relationships with parents and whānau are realised

  • improve systems for monitoring health and safety requirements in homes.

Management Assurance on Legal Requirements

Before the review, the staff and management of No-1 Homebased Childcare & Education Service 2 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 that a procedure for monitoring children's sleep has been developed.

Actions for compliance

ERO identified areas of non-compliance related to governance and management and health and safety. The service provider must ensure that:

  • all non-core workers in homes are regularly police vetted

  • assessment and management of risks for regular excursions is undertaken and records include the time and date of the excursion and the names of adults involved

  • medication records include written authority from a parent detailing the name, time and amount of medicine to be given, and provision for the educator to record the name, time and amount of medicine administered.

Licensing Criteria for Home-based Education and Care Services 2008, GMA6A, HS14, HS25.


ERO recommends that the Ministry of Education follows up with the service provider to ensure that the actions for compliance identified in this report are addressed promptly.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

26 June 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


Rosedale, Auckland

Ministry of Education profile number


Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 80 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Girls 38 Boys 33

Ethnic composition



Number of qualified coordinators in the network


Required ratios of educators to children

Under 2


Over 2


Review team on site

March 2020

Date of this report

26 June 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.