14 Springs Road, East Tamaki, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Home2Grow Childcare needs to ensure that safety checking systems meet requirements.
ERO's findings that support this overall judgement are summarised below.
Home2Grow Childcare is one of three home-based education and care networks owned by Home2Grow Limited. Educators provide programmes in their homes for up to four children at a time. Most of the children enrolled in this network are of Indian heritage. Some of the educators are children's grandparents.
The service is led by an owner/managing director, who works collaboratively with visiting teachers, administrators, educators and whānau. The director and visiting teachers are registered teachers. The two visiting teachers in this network are Indian. They support educators to plan educational programmes for children and monitor health and safety provisions.
ERO's 2017 review identified that the service provided a culturally responsive curriculum. ERO recommended that the alignment between strategic goals, appraisal and internal evaluation processes be strengthened. ERO also noted that visiting teachers could better document how they guide educators' practice.
This review was part of a cluster of two reviews in the Home2Grow organisation.
A collaborative vision and philosophy guide service operations and practices. Programmes in homes are based on Te Whāriki, the early childhood curriculum. The director, visiting teachers and educators have sustained an organisational culture that values and affirms the knowledge and experiences children and their whānau bring to the service.
Assessment records show that visiting teachers and educators know infants, toddlers, young children and their whānau well. Whānau are invited to share their aspirations and goals for their children's learning. Educators and visiting teachers work with whānau to develop shared understandings about the value of learning through play. Visiting teachers and educators use appropriate strategies and resources to support children's learning.
Positive approaches to help educators recognise children's interests and dispositions are evident. Educators reflect on the quality of education and care they provide for children. The visiting teachers support educators to undertake an early childhood qualification. They work individually with educators to help them put their new learning into practice.
Efficient governance and management systems guide service operations. The director recognises the importance of maintaining consistent systems across all three networks. To improve current practices, the director and visiting teachers could more closely monitor the implementation and recording of health and safety systems.
Key next steps are to:
Before the review, the staff and management of Home2Grow Childcare 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.
ERO identified an area of non-compliance relating to ensuring that educators and educator family members are safety checked in accordance with the Children's Act 2014.
Education and Training Act, 2020, 25.
ERO recommends the Ministry of Education follows up with the service provider to ensure that the
non-compliance identified in this report is addressed promptly.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
17 December 2020
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 |
East Tamaki, Auckland |
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Ministry of Education profile number |
45288 |
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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 |
Standard |
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Gender composition |
Boys 33 |
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Ethnic composition |
Indian |
61 |
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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 |
September 2020 |
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Date of this report |
17 December 2020 |
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Most recent ERO report(s) |
Education Review |
August 2017 |
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Education Review |
December 2013 |
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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:
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
The overall judgement that ERO makes will depend on how well the service promotes 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Home2Grow Childcare is one of three home-based education and care networks owned by Home2Grow Limited. It provides an early childhood education and care service for up to 80 children from infancy to school age. Educators provide programmes in their homes for up to four children at a time. Children come from diverse cultural backgrounds. A high number of Samoan and Indian families use the service. Many of the educators are children's family members, such as grandparents.
Since the 2013 ERO report there has been significant growth in enrolments and Home2Grow has opened two additional networks. The service has maintained good systems and has improved management practices around strategic planning, self review and performance management.
The service is led by an owner/managing director, who works collaboratively with programme coordinators, administrators, educators and whānau. The managing director and programme coordinators are registered early childhood teachers. They regularly visit educators in their homes, support them to plan educational programmes for children and monitor health and safety provisions.
Key aspects of the service's philosophy are the provision of an environment that inspires and encourages learning, and respectful and trustful relationships between parents, educators and coordinators.
Educators provide a culturally responsive curriculum, based on maintaining children's language and sense of cultural identity. The learning programme is underpinned by Te Whāriki, the early childhood curriculum, and prioritises te reo and tikanga Māori. Educators keep good records of each child’s day and note activities that children enjoyed. Learning experiences include early literacy, mathematics and science and the use of creative and manipulative materials. There is a strong focus on oral language and encouraging children to engage in meaningful conversations.
Children's learning records show that they participate in day-to-day household activities and planned experiences, and have regular excursions in the community. They have fun, make choices and are confident in their language and culture. They are eager to learn and share ideas. Children's sense of belonging is affirmed and they are developing care and empathy for others.
Playgroups provide good opportunities for children to learn as part of a larger group. Playgroups also show educators how environments and equipment can be used to promote learning. They provide a venue for programme coordinators to model good practice and for educators to have leadership roles.
Educators appreciate coordinators' support and benefit from ongoing training. Children are carefully transitioned into educators’ homes and well supported as they move on to school. Educators are aware of the preferences and learning styles of infants and toddlers and provide individualised nurturing care. Parents give positive feedback on the education and care of their children and the communication that they receive from the service.
Service leaders have a strong commitment to inclusion and equity. A service-wide belief in the cultural and educational benefits of home-based learning for children and their families,underpins operations. Relationships between the service leaders, coordinators, educators and parents are respectful, responsive and trusting.
Programme coordinators use an individualised approach to affirm and support educators. They are respectful of each family's beliefs and values and aim to match educators and families that speak the same home language. Pacific children and families are well supported and valued. Displays in the centre reflect their culture and language and affirm their identity.
Leaders are proactive and improvement focused. Internal evaluation is purposeful and is supporting them to target areas to develop further. Improving educational outcomes for all children is at the heart of internal evaluation and service operations.
The owner, coordinators and administrators work collaboratively to manage the service. Clearly defined roles and expectations are guided by the service's vision and strategic direction. The philosophy and vision are evident across all practices and policies, including a rigorous system for recruiting new educators and matching families. Educators receive comprehensive documentation that provides clear guidelines and expectations about their role. Regular health and safety monitoring provide assurance that service expectations are being met. A more robust appraisal system, with more depth in evaluation and reflection would support coordinators to enrich their own professional practice.
ERO and the service leaders agree that key next steps for the service are to:
strengthen internal evaluation so it is more collaborative and evaluative and aligned with strategic planning and appraisal
more clearly document how coordinators guide educators' practice
ensure that documentation and systems are used consistently and aligned across Home2Grow networks to better support effective practices.
Key next steps for programme coordinators are to continue building on educator capability to:
plan in response to children’s individual emerging interests and ideas
make greater use of children's assessment portfolios to show continuity of learning
extend children’s learning and thinking to promote more complex, creative and imaginative play.
Before the review, the staff and management of Home2Grow Childcare 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.
The next ERO review of Home2Grow Childcare will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
18 August 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.
|
Location |
Botany, Auckland |
||
|
Ministry of Education profile number |
45288 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
92 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 46, Boys 46 |
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|
Ethnic composition |
Māori |
1 |
|
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Number of qualified coordinators in the network |
2 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
July 2017 |
||
|
Date of this report |
18 August 2017 |
||
|
Most recent ERO report(s) |
Education Review |
December 2013 |
|
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.