No-1 Home Based Childcare & Education Service 4 - 11/05/2018

1 Evaluation of No-1 Home Based Childcare & Education Service 4

How well placed is No-1 Home Based Childcare & Education Service 4 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.


No-1 Home Based Childcare & Education Service 5 is one of six networks across the Auckland region that provide for children from infancy to school age. Educators provide programmes in their homes for up to four children at a time. There are regular playgroups for children and workshops for educators at the service's office in Albany.

Service 4 is licensed to provide for up to 80 children. Most educators are children's grandparents or other family members. Almost all of the children enrolled in the network are Chinese. A team of coordinators regularly visit educators and oversee their provision of programmes for children. The coordinators are qualified teachers.

The service's philosophy is underpinned by Te Whāriki, the early childhood curriculum, and promotes a range of learning and wellbeing outcomes for children. It expresses the value of children being immersed in their own cultural environment, surrounded by familiar customs, first language, and religion. The philosophy acknowledges Te Tiriti o Waitangi.

This review was one of a cluster of two reviews in the No-1 Homecare Ltd organisation. This is the first review of Service 4, which was established in May 2015.

The Review Findings

The service's philosophy is very evident in practice. Children maintain strong connections with their first language and cultural heritage, providing a bridge for new learning. Children have planned opportunities to experience and develop understanding of te Ao Māori. Organised regular excursions give children opportunities to explore the world around them. Educators provide programmes that respond to children's interests and add value to everyday life experiences in a home setting. There are close partnerships between children, educators and families, supporting children's strong sense of belonging.

Coordinators provide good support for educators to help them recognise learning and plan next steps to challenge children. Their support is individualised to meet the particular needs of each educator and the children they care for. This effective guidance and feedback to educators is not always well documented. Coordinator visiting notes would be strengthened by documenting the resources and teaching input required to help meet desired learning outcomes for children. This improved documentation would help educators reflect on their work with children.

The managers and coordinators work in collaborative and transparent ways to share information and develop learning partnerships with educators, families and the community. The service provides many opportunities for educators to attend workshops that help build their teaching practice. Leaders have translated Te Whāriki, the early childhood curriculum, into Mandarin. This worthwhile work makes the curriculum more understandable for educators. Parents are well informed about how and what children learn in a New Zealand context. Managers and coordinators ensure that interactions with parents and families are culturally responsive.

The service's teacher appraisal process meets current Education Council requirements. Ensuring that teachers set goals that are improvement focused and align to the service's strategic goals would help to strengthen appraisal processes.

Good management systems are in place to support the care and education of children. Appropriate policies and procedures guide practice and are regularly reviewed. An umbrella strategic plan sets out the service's priorities. Specifying goals for each licensed network would help managers and coordinators identify the specific strengths and needs of each network. Setting regular times to monitor progress against these goals could support internal evaluation.

Key Next Steps

Key next steps to enhance existing practices include:

  • improving visit records to support coordinators' practice in relation to their coaching role

  • updating the strategic plan to reflect specific priorities for each network and regularly evaluating progress towards these goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of No-1 Home Based Childcare & Education Service 4 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 No-1 Home Based Childcare & Education Service 4 will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

11 May 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


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 75 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Girls 45, Boys 40

Ethnic composition



Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

January 2018

Date of this report

11 May 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.