Papa Kāinga - 01/04/2019

1 Evaluation of Papa Kāinga

How well placed is Papa Kāinga to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Papa Kāinga requires further development to promote positive learning outcomes for all children. Management systems and practices are not in place for the effective operation of the service and to provide assurance for children's safety, wellbeing and learning. ERO cannot be assured that the legal requirements for home-based care are met and that children are receiving the education that they are entitled to.

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


Papa Kāinga is a small home-based care service catering for babies and children to school age in educators' homes. The service was established in 2014 and operates in the Clyde and Alexandra areas. A change in ownership of the service occurred in 2016. There have also been three changes in visiting teacher since 2016. The most recent appointment was in November 2018. The visiting teacher is a qualified and registered early childhood teacher who regularly visits children in the educators' homes. Most of the educators have worked for the service for a number of years.

The service's philosophy, developed in 2015, emphasises the importance of responsive and reciprocal relationships and providing children with a rich learning environment.

This is Papa Kāinga's first ERO review.

The Review Findings

Children enjoy a varied range of learning experiences within the educators' homes and the wider community. They regularly participate in community based activities that include kapa haka, music and movement and physical activity. Educators make good use of children's interests to extend children's play and learning within their home environments.

Children are well supported to be caring and respectful of others, and to develop appropriate social skills. They have many opportunities to gain confidence in communicating with other children and adults in home environments and the wider community.

Key Next Steps

The systems, procedures and practices in place when the service was established have not been maintained since 2016. The service provider cannot provide assurance for children's health and safety or the quality of the curriculum. The legal requirements for home-based care are not being met.

The service provider must establish robust, sustainable procedures and practices for children's health, safety and learning. These include:

  • establishing a strategic framework that provides clear direction for the operation of the service, including the vision, philosophy, and long and short term plans

  • reviewing the service's policies and procedures to ensure they meet legal requirements and cover all aspects of the service's operations, particularly health and safety, curriculum and personnel management

  • establishing an effective and ongoing internal evaluation process

  • developing and implementing an effective performance management system for the service provider, visiting teacher and educators

  • developing and implementing systems to monitor and ensure that compliance checks, policies and procedures are being consistently implemented over time

  • improving processes and practices for involving parents in sharing their aspirations for their children and the service

  • learning about and implementing Te Whāriki 2017, the NZ Early Childhood Curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papa Kāinga 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.

Actions for compliance

ERO identified areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:

  • health and safety and management.

Licensing Criteria for Home-based Education and Care Services 2008.

To meet requirements the service needs to improve its performance by ensuring that:

  • the service is effectively governed and is managed in accordance with good management practices and appropriate documentation and records are developed, maintained and regularly reviewed [Education (Early Childhood) 2008 Regulation 47(a)(c) (1) Education and Care Services 2008]

  • processes for human resource management for the service provider, visiting teacher and educators are developed and implemented, including a system for regular appraisal, provisions for professional development, and discipline and dismissal procedures [Education (Early Childhood) 2008 Regulation 47e; Licensing Criteria for Home-based Education and Care Services 2008 GMA6]

  • the visiting teacher documents fortnightly contact with educators, monthly contact with children and regular contact with parents [Education (Early Childhood) 2008 Regulation 47e; Licensing Criteria for Home-based Education and Care Services 2008 GMA2]

  • there is a written supervision plan that ensures the good health and safety of children enrolled in the service is maintained at all times [Education (Early Childhood) 2008 Regulation 46e; Licensing Criteria for Home-based Education and Care Services 2008 HS25]

  • whenever children leave the premises on an excursion assessment and management of risk that is specific to the excursion is developed and implemented. [Education (Early Childhood) 2008 Regulation 46; Licensing Criteria for Home-based Education and Care Services 2008 HS14]

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

1 April 2019

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 50 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Girls: 8

Boys: 8

Ethnic composition

Other ethnicities


Number of qualified coordinators in the network


Required ratios of educators to children

Under 2


Over 2


Review team on site

December 2018

Date of this report

1 April 2019

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 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.