The Rainbow Corner Homebased Early Learning Service - 13/03/2018

1 Evaluation of The Rainbow Corner Homebased Early Learning Service

How well placed is The Rainbow Corner Homebased Early Learning Service 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.


The Rainbow Corner Homebased Early Learning Service is one of two home-based education and care networks and two centre-based services owned by the service provider. It provides an early childhood education and care service for up to 40 children from infancy to school age. Educators provide programmes in their homes for a maximum of four children at a time. Most of the children in this network are Indian, with a smaller number of children of Pacific heritage. Many educators are family members such as grandparents. This is the first ERO review of the service, which was established in 2015.

The coordinators are registered early childhood teachers and cover North West Auckland. They regularly visit educators in the home, and support them to plan educational programmes for children. Coordinators also monitor health and safety practices. Key aspects of the service's philosophy include provision of a culturally responsive curriculum, and the goal of 'working together to prepare children for a wonderful life'.

The service provider/owner works as part of a management committee that operates the service. Clearly defined governance and management roles guide the service's philosophy, vision and strategic direction.

This external evaluation was one of two networks in the Rainbow Corner Home Based Early Learning Service.

The Review Findings

Children's learning records show educators provide an individualised, responsive programme that nurtures children's language, culture, and identity. Diversity of cultural and spiritual beliefs are valued and used to inform planning. The learning programme is underpinned by Te Whāriki, the early childhood curriculum, a strong belief in play-based learning, and a commitment to including te reo and tikanga Māori. Children's sense of belonging is affirmed and their emotional and physical wellbeing is supported.

Educators keep very good records of each child’s day, and note activities that children participate in. Literacy, mathematics and science, and opportunities to explore creative and manipulative materials feature in these activities. Trips in the community complement the curriculum and enrich children's learning experiences. These opportunities enable children to meet and play in larger group settings.

Children's learning is recorded in attractive portfolios. Coordinators guide educators in planning an individualised programme that responds to children's interests and strengths. There is a strong emphasis on respecting and understanding infants' and toddlers' ways of learning. Children's communication skills, positive relationships with others, and cultural confidence are focuses in curriculum documents.

Children are well supported to settle into educators’ homes and transition to school. Online records show children's engagement in learning, and their caring, warm relationships with educators. Parents share with educators their goals and aspirations for children's learning, and give feedback on the education and care of their child.

Coordinators know their educators well, and are culturally responsive in personalising communication and support. They help educators to improve their individual skills and knowledge of effective teaching strategies. There is a genuine commitment to Te Tiriti o Waitangi and the use of te reo and tikanga Māori. Coordinators help educators to develop bicultural practice, and increase their understanding of how to include te ao Māori in their programme.

Effective management and leadership underpins service operations. Service leaders' strong commitment to equity and social justice is evident in the way they work towards improving educational and social outcomes for children. Child-focused service operations are guided by a clear vision, mission and strategic plans that are linked to sound accountability practices.

The service is driven by a belief in the importance of working collaboratively, and supporting the educational leadership of coordinators and educators. Policies and procedures clearly define expectations for coordinators and educators. Robust health and safety systems are followed. Service leaders are informed of children's physical and emotional wellbeing, and of any issues to be addressed.

Service leaders are focused on continuous improvement to improve children's educational outcomes. Purposeful internal evaluation is supporting leaders to review established practices and target areas to further develop. Leaders are focused on strengthening internal evaluation through all levels of the service. They acknowledge that the appraisal system should be refined to align with the Education Council Standards for the Teaching Profession.

Key Next Steps

Service leaders agree that key next steps for the service are to:

  • strengthen and embed robust internal evaluation practices

  • document more clearly how coordinators coach and guide educator practice

  • build on educator capability in assessment planning and evaluation, and the use of te reo and tikanga Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Rainbow Corner Homebased Early Learning Service 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 The Rainbow Corner Homebased Early Learning Service will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

13 March 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


Mangere East, Auckland

Ministry of Education profile number


Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 40 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Boys 16 Girls 10

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

13 March 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.