12 Springfield Crescent, Chartwell, Hamilton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Nurture Nannies 1 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Nurture Nannies 1 is one of two networks operated by Nurture Whānau Limited. One of the owners works as a visiting teacher to oversee quality of the networks. Many educators are new to the service. The philosophy aspires to partner with whānau to acknowledge and respect individual cultural values and beliefs.
Children’s inclusion in education and care is well promoted through provision in their own home. Educators create opportunities for those up to the age of three to explore a calm environment at their own pace. Trusting relationships between the visiting teacher, educators and children are evident. Leaders actively seek parents’ goals for their child’s learning and development.
A bicultural curriculum is variably experienced by children. The visiting teacher promotes inclusion of te reo Māori, waiata and Matariki by educators. Leaders’ commitment to Te Tiriti o Waitangi and provision of the bicultural curriculum is newly reflected in the service philosophy.
Assessment for learning is purposefully used to revisit experiences with children. Educators are supported to record children’s learning and progress. Many children’s individual cultures and languages are reflected in assessment. Self-review is effectively generating priorities for improvement. Evaluation is yet to consider learning outcomes in relation to how improvement actions impact individual and groups of children.
Adequate support for educators to build knowledge and understanding of teaching and learning is in place. The visiting teacher provides effective support to develop educators’ understanding and use of Te Whāriki, the early childhood curriculum. Processes to undertake, report on and provide feedback through educator visits require development for consistency across the organisation. Opportunities for educators to discuss their practice together are limited.
Nurture Nannies 1 will include the following actions in its Quality Improvement Planning:
Develop and implement agreed expectations of visiting teachers during regular home visits to inform systems, processes and practices that promote ongoing improvement.
Increase opportunities for educators to engage in collaborative professional learning that builds their knowledge and understanding of early childhood education.
Continue to strengthen evaluation practices to better understand how individual and groups of tamariki are progressing in terms of the valued outcomes in Te Whāriki.
Before the review, the staff and management of Nurture Nannies 1 completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
21 November 2022
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Early Childhood Service Name |
Nurture Nannies 1 |
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Profile Number |
45364 |
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Location |
Chartwell, Hamilton |
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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 |
15 |
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Review team on site |
September 2022 |
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Date of this report |
21 November 2022 |
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Most recent ERO report(s) |
Education Review, September 2017; Education Review, September 2012. |
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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.
The homebased education and care service Nurture Nannies 1 is located in Hamilton and is one of three networks operated by a private company Nurture Learning Limited. This is a quality funded network licensed for 80 children including up to 80 children aged under two years. At the time of this review the roll was 75 of whom 10 identify as Māori and 49 as Chinese.
The licensee is the owner and director of the Nurture Nannies network. A qualified and registered visiting teacher oversee the quality of education and care. Each educarer is able to care for up to four children in the home. Visiting teachers and educators have participated in targeted professional learning to develop their knowledge and skills. A particular focus in teaching and learning has been in kaupapa Māori.
The service's philosophy aims to 'support, educate, nurture and empower each child, their family and educators in a holistic home environment.' The whakatauakī of the service is 'He tamaiti ako ana i te kāinga, te turanga ki te ao hurihuri, māia ana' (A child who is taught at home, will stand confident in the changing world.)
Since the ERO report of 2012 there have been changes to ownership and several visiting teachers have left the service. Two new visiting teachers were appointed in June 2015 and the service has been supported by a fluent Mandarin speaking advisor. The remaining visiting teacher has provided continuity for children, families and whānau through a time of change.
The 2012 ERO report, identified the need to further develop internal evaluation processes to monitor the building of educators’ knowledge and review the access to quality educational resources for children. There has been some positive development in these areas.
Children benefit from a curriculum that is responsive to their language culture and identity. Visiting teachers engage with children, their families and educarers in their home languages to support learning. Responsive relationships between educarers and other adults involved in the children’s learning are strengthened by a wide range of knowledge and skills for providing learning experiences. Children experience positive interactions that contribute to meaningful learning opportunities.
An experienced and knowledgeable visiting teacher team works collaboratively in the best interest of children their families and educarers. Their focus on equity and inclusion has resulted in children and their families demonstrating a strong sense of well-being. Cultural responsiveness is highly evident through the acknowledgement of children’s language, culture and identity in teaching and learning. The service employs an interpreter to work alongside visiting teachers, educarers, children and their families. Children with learning challenges have been identified and visiting teachers now need to formalise how they respond to these priority learners. Positive relationships between visiting teachers, educarers, children and their families are providing reciprocal learning partnerships that are purposeful.
Effective planning by visiting teachers, provides clear expectations for educarers to support children’s learning. Role modelling of best practice by visiting teachers support educarers to provide positive learning programmes for children. This includes a strong focus on delivering culturally responsive practice to meet the diverse needs of children and their families. Families are encouraged to participate in wider community activities that include playgroups, music sessions and visits to places of interest to support children’s social competence.
Assessment practices value and respond to all cultures knowledge and ways of learning. Visiting teachers are able to show over time how educarers are supported to strengthen their knowledge of assessment practices. A next step for visiting teachers is to assist some educarers to identify and document what learning has happened, how to extend this learning, and show progress of learning over time.
There is a robust process that guides internal evaluation of curriculum to inform the continuous cycle of improvement and change. Children and educarers benefit from visiting teachers who are reflective and responsive.
Children are supported to follow their individual interests and are empowered to make choices about their learning. They participate and have access to a range of resources in music, science mathematics and literacy. The curriculum is designed to include learning about te Ao Māori through te reo and tikanga, waiata and places of significance for tangata whenua. Children experience a rich curriculum where they are listened to and encouraged to become confident and successful learners and explorers.
Children up to the age of two enjoy positive responsive one-to-one interactions. Infants and toddlers experience continuity of connection between visiting teachers, educarers, families and whānau.
The service's philosophy, vision, goals and policies have been established to provide positive outcomes for children. Policies and procedures have been documented to guide the services operations. The development of a strategic and annual plan to systematically review update and ratify these guiding documents needs to be implemented. In addition, systems to ensure regular documented reporting and robust quality assurance of operational management also needs to be implemented.
In order to improve practice the director and visiting teachers need to attend to the following:
Strengthen the quality of the annual plan so that it provides documented guidance for service operations. This plan needs to provide a sound foundation for ongoing internal evaluation and improvement in outcomes for children.
Organise suitable human resource management practices to provide clear expectations and guidance for educarers and staff, including formalising appraisal policy and procedures.
Review the leadership roles and responsibilities within the service to provide clearer direction and expectations for visiting teachers. The director, in consultation with visiting teachers, should also consider engaging an external appraiser to further contribute to their professional learning.
Before the review, the staff and management of Nurture Nannies 1 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:
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.
Management and visiting teachers develop an annual plan that provides documented guidance for service operations. This plan needs to provide a sound foundation for ongoing internal evaluation and improvement in outcomes for children.
[Licensing Criteria for Homebased Education and Care Services 2008, GMA 8]
The next ERO review of Nurture Nannies 1 will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
5 September 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 |
Hamilton |
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Ministry of Education profile number |
45364 |
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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 |
75 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Boys 44 Girls 31 |
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Ethnic composition |
Māori Chinese Pākehā |
10 49 16 |
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Number of qualified coordinators in the network |
1 |
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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 |
June 2017 |
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Date of this report |
5 September 2017 |
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Most recent ERO report(s)
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Education Review |
September 2012 |
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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.
Nurture In-Home Childcare (45364) is a private home-based education and care network established in December 2010. There is a clearly defined management structure and also well established administrative systems including advice and guidance to support educators and families. This network is part of three networks that cover the Waikato region. The service aims to support, educate and empower children and their family to learn in a home-like environment.
Each network consists of qualified and experienced mentoring teachers who provide guidance and support for educators and their families. They regularly visit children in care and provide educators with sound advice and guidance about child development and ways to extend children’s interests. Mentoring teachers also work closely with each other and with the lead mentoring teacher to ensure they provide a consistent service across the region.
There are three forms of childcare provided by the service. Families can choose an option that best meets their specific needs and circumstances. These options include:
Educators have established positive relationships with the children and their families. They know the children well and are responsive to their individual care needs. Children’s emotional development is fostered through these warm and respectful relationships which create a positive climate for learning.
Children can actively participate alongside their educators and parents in a wide range of organised playgroups and outings. These provide children with opportunities to socialise with others and for educators and families to network with one another.
The service management has identified, and ERO agree, that the next steps for ongoing development are to increase educators’ awareness and understanding of the curriculum, and to continue to develop the service’s self-review practices.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
The service is overseen by qualified and experienced mentoring teachers who work across all three networks. They have a shared vision for a service that provides a family environment where children feel valued and able to develop to their full potential. This is the first Education Review for this service.
Relationships: Relationships at all levels are positive, caring, supportive and respectful. Educators know the children in their care well and work in partnership with families to support children’s holistic development. Educators individualise children’s care needs and involve themselves in their play, supporting children’s social development. Mentoring teachers have established trusting relationships with both educators and families. Children’s sense of belonging and emotional well-being is nurtured in these caring home environments.
Learning in the wider community: A strength of the service is the rich opportunities for children to learn in the wider community. They experience meaningful learning through outings to places of interest such as parks, playgroups, shops and planned trips. Children are able to interact with others and make sense of the world around them.
Service support: Educators, children and their families benefit from the support provided by the service. Strengths include:
Leadership and management: The service directors, lead mentoring teacher and mentoring teachers provide effective management and leadership for the service. They have established strategic and annual planning that is focused on ongoing service development. Management and mentoring teachers are knowledgeable and experienced and are committed to providing quality education and care for children in a home-like environment.
Self review: While the service has some effective self-review processes these could be further developed. Service management has identified, and ERO agrees that the next steps for ongoing development are to:
Before the review, the management and staff of Nurture In-Home Childcare completed an ERO Home-Based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO's investigations did not identify any areas of concern.
ERO and the service provider agree that:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
28 September 2012
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Location |
Waikato |
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Ministry of Education profile number |
45364 |
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Licence type |
Home-Based Care |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Service roll |
48 |
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Gender composition |
Girls 25 Boys 23 |
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Ethnic composition |
NZ European/Pākehā NZ Māori Indian |
27 20 1 |
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Review team on site |
August 2012 |
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Date of this report |
28 September 2012 |
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Most recent ERO report(s) |
No previous ERO reports |