29 Tramway Road, Beach Haven, 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.
Nurture Me is one of three home-based education and care networks operating as part of Nurture Me Education Limited. Educators include nannies, and extended family members such as grandparents. A small number of children enrolled are Māori or have Pacific heritage.
Educators engage in positive interactions to enhance children’s wellbeing and nurture positive reciprocal relationships. The education and care programme supports children’s developing social competence and understanding of appropriate behaviour.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. A philosophy statement and an ongoing process of self-review guides the service’s operation.
Consistent implementation and monitoring of health and safety practices, and premises and facilities are required to ensure regulatory standards are maintained.
Since the onsite visit, the service has provided ERO with evidence to show it has addressed the following non compliances:
A variety of equipment and materials is provided that is appropriate for the learning and abilities of the children attending (PF4).
There are spaces for the safe storage of cleaning materials (PF7).
There is an outdoor activity space that is enclosed by structures and/or fences and gates designed to ensure that children cannot leave the premises without help or knowledge of the educator (PF11).
There is a first aid kit that complies with the requirements of appendix 1, is easily recognisable and readily accessible to adults, and is inaccessible to children (PF15).
Furniture and items intended for children to sleep on (such as cots, beds, stretchers, or mattresses) that will be used by more than one child over time are securely covered or made of a non-porous material (PF21).
Clean individual bedding is provided for sleeping or resting children (PF22).
Premises, furniture, furnishings, fittings, equipment, and materials are kept safe and hygienic and maintained in good condition (HS1).
Heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Educators are familiar with relevant emergency drills and carry these out with all children present in the home on at least a three-monthly basis (HS7).
A procedure for monitoring children’s sleep is implemented and ensures that children are checked for warmth, breathing and general wellbeing at least every 10 to 15 minutes (HS8).
Furniture and items intended for children to sleep on (such as cots, beds, stretchers, or mattresses) are arranged and spaced when in use so that the area surrounding each child allows sufficient air movement to minimise the risk of spreading illness (HS9).
Equipment, premises, and facilities checked every day of operation for hazards to children; accident/incident records are analysed to identify hazards and appropriate action is then taken; hazards to the safety of children are eliminated, isolated, or minimised (HS11).
Whenever children leave the premises on an excursion, assessment and management of the risks is undertaken, a supervision plan specific to that excursion is developed and implemented, parents have given prior written approval of their child's participation for special excursions prior to the excursion taking place, there are communications systems in place so that people know where the children are, and the educator can communicate with others as necessary (HS14).
Every educator must ensure that they actively supervise children at all times while they attend the service. Documentation to include a plan that must be specific to the premises and the number, age, abilities and enrolled hours of the children attending and must show how the educator will actively supervise children attending the service. It must include, but it is not limited to, how the premises will be arranged, across all indoor and outdoor spaces likely to be used at any time while children are attending the home, to enhance supervision of children; how children will be supervised while they are: involved in activities or routines (such as sleeping, eating and toileting) in separate parts of the home, using play equipment and resources both indoors and outdoors, interacting with other people in the home, including visitors and using technology or while they are in the presence of technology while it is being used by others in the home. (HS34).
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
21 December 2022
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Early Childhood Service Name |
Nurture Me |
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Profile Number |
46528 |
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Location |
Beach Haven, Auckland |
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Service type |
Home-based service |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Service roll |
21 |
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Review team on site |
October 2022 |
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Date of this report |
21 December 2022 |
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Most recent ERO report(s) |
Education Review, May 2017 |
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 |
ERO's findings that support this overall judgement are summarised below.
Nurture Me is one of two home-based education and care networks owned by the service provider operating in Auckland. It is licensed to provide an early childhood education and care service for up to 80 children from infancy to school age. Children come from predominately New Zealand European/Pākehā and Pacific backgrounds with the majority of Pacific children being Tongan and Kiribati.
Unique to the service is the high number of multiple birth children. Educators come from diverse experiences including au pairs, nannies and extended family members such as grandparents. They provide programmes in their homes for up to four children at a time. This is the first ERO review of the service, which was established in 2014 and has seen a fast growth in enrolments.
The director is a qualified early childhood teacher and experienced manager. She and the coordinators are the teachers who regularly visit educators in their homes. They support educators to plan programmes for children and to monitor health and safety. The provision of a home environment that values play as a foundation for learning and children as unique individuals are key aspects of the service's philosophy.
The director effectively leads a team of coordinators who take time to build respectful and trusting relationships with children, educators and families. They collaboratively support the operations and management of the service and embed the services' vision and strategic direction. This includes providing educational courses for parents and educators and offering regular playgroups for children.
Coordinators knowledgeably support educators to provide learning experiences and appropriate resources for children. Educators have developed exploratory play kits using resources in the home for the infants and toddlers. Children's learning journals show that educators are increasingly responding to children's individual interests and dispositions and empowering them to meet their goals.
Teachers are continuing to use inquiry and research processes to support educators to meaningfully implement Te Whariki, the early childhood curriculum. Children are well supported to transition into the service.
Curriculum documentation reflects a teaching philosophy of care that supports children as leaders of their own learning. Coordinators value diversity and plan programmes that respond to children's cultural identity. Ongoing internal evaluation has improved outcomes for children including more integrated te reo and tikanga Māori throughout the programme. The teachers are continuing to seek further external professional support to improve their bicultural practice.
Coordinators and educators value relationships with parents and seek their aspirations for their children. They share digital learning stories and make good use of online programmes to gather parent feedback. Coordinators encourage parents, children and educators to use their first language skills. Some key documents have been translated into Kiribati to make these accessible to the Kiribati families and educators. These strategies are supporting coordinators and educators to continue to strengthen reciprocal learning partnerships with parents.
The director has worked with the Ministry of Education to progress the service from provisional to full license. She collaborates with the coordinators to implement a shared vision and philosophy. A good policy framework and systems for safety and compliance assurance have been established to guide practice in the service. The teachers are working with external professional support to undertake a review of the philosophy and to align the strategic goals to performance management plans. Coordinators have worked with an external professional support person to establish good systems and processes to implement internal evaluation.
Performance management systems for coordinators have been developed and further work to align these with Education Council requirements should support teacher's reflective practice. This work should support the director's plans to review educators' appraisal procedures and establish mentoring programmes that will contribute to shared leadership.
The director, co-ordinators and ERO worked together to identify key next steps to enhance existing practices. These include continuing to:
Before the review, the staff and management of Nurture Me 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Nurture Me will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 May 2017
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 |
Rosedale, Auckland |
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Ministry of Education profile number |
46528 |
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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 |
80 children, including up to 80 aged under 2 |
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Service roll |
51 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Girls 30 |
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Ethnic composition |
Māori |
3 |
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Number of qualified coordinators in the network |
2 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
January 2017 |
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Date of this report |
10 May 2017 |
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Most recent ERO report(s)
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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 2014
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.