96 Hinau Road, Waimamaku
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 Treetops NZ Limited are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Treetops NZ Limited (formerly trading as Tall Poppies Education Ltd) is a privately owned home-based education and care service. The qualified service owner is the sole educator. She runs and oversees the programme and the operation of the business. She is supported by a qualified visiting teacher and an external mentor. This is the first ERO review since new ownership in 2023.
Young children benefit from the calm environment in the educator’s home. They are given space and time to lead their own play which fosters their developing independence and sense of belonging. They have regular opportunities to learn through engaging in the local community.
Childrens’ learning is well supported by the way the educator responds to their verbal and non-verbal cues and communication in the small group setting. Early literacy is meaningfully interwoven into the daily curriculum. Children are supported to be confident to express their feelings, ideas and needs.
Te reo Māori and tikanga Māori are valued and integrated into planning and teaching. The visiting teacher and educator enact the service’s goals and recognise the importance of Te Tiriti o Waitangi.
The service’s curriculum is beginning to reflect Te Whāriki, the early childhood curriculum. The educator and visiting teacher record children’s interests and increasing capabilities in their assessment records. However, assessment records are yet to show children’s learning progress over time in relation to the Te Whāriki learning outcomes.
The educator and visiting teacher have established formal and informal communications with parents and whānau. They are seeking views and aspirations of parents and whānau, but yet to use these aspirations to inform teaching and learning and the provision of curriculum that responds to children’s languages, cultures and identities.
The educator and visiting teacher have ongoing meetings to build shared understandings and work collaboratively. Together they have accessed some professional learning opportunities.
There is a process for internal reviews which serves an accountability purpose. The educator and visiting teacher do not yet have a sound understanding of how to do and use effective internal evaluation to make improvements. This includes knowing how to use indicators of best practice to measure improvements and ensuring that the evaluation considers how changes made have improved outcomes for children
Treetops NZ Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Treetops NZ Limited 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:
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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Homebased Education and Care Services 2008, HS11.
Patricia Davey
Director of Early Childhood Education (ECE)
18 July 2024
| Early Childhood Service Name | Treetops NZ Limited |
| Profile Number | 46253 |
| Location | Waimamaku, Auckland |
| Service type | Home-based service |
| Number licensed for | 20 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 2 |
| Review team on site | May 2024 |
| Date of this report | 18 July 2024 |
| Most recent ERO report(s) | Education Review November 2020, Education Review January 2017 |
Not well placed | Requires further development | Well placed | Very well placed |
Tall Poppies Education Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tall Poppies Education Ltd is a quality funded home-based service in North West Auckland. Three educators, two of whom are registered teachers, provide education and care for up to four children at any one time in their homes. Children have diverse cultural heritages, including two who are Māori.
The owner/service provider is responsible for the overall governance of the service and has a coordinator role. Alongside a second coordinator, the owner has responsibility for the quality of education and care provided for children. A key aspect of the service philosophy is play-based learning, as described in Te Whāriki, the early childhood curriculum.
Since the 2017 ERO review, the service provider has implemented a regular system of appraisal for coordinators and teachers, and improved processes for risk management of excursions. Coordinators continue to be responsive to parents' wishes for their children's learning and wellbeing.
Service documents show that home environments are richly resourced to enable children to choose from a wide range of indoor and outdoor learning experiences. Individual children have good opportunities to explore and make discoveries. Children's learning records show their high level of engagement in day-to-day household activities, as well as regular excursions in the community. Teachers and educators maximise opportunities to include literacy, mathematics and science through play in everyday activities.
Educators have a good understanding of the preferences and learning styles of infants and toddlers. They provide individualised and nurturing care. Children's communication skills, positive interactions and relationships with others are clearly documented. There is good support provided to children as they initially settle into educators' homes and then move on to school.
Planning and assessment documents show educators' responses to children's interests, strengths, preferences and needs. A priority for coordinators and educators is to build their understanding of practices that reflect the dual heritage of Aotearoa New Zealand.
Coordinator records clearly show how they support educators' professional growth. Health and safety practices are monitored. Open communication is evident between the owner, coordinator, educators and families. This includes opportunities for coordinators and educators to review the quality of education and care in the homes. Parents share their aspirations for their children's learning and give positive feedback about the education and care, and their children's experiences.
Effective management and leadership underpin service operations. The philosophy and strategic direction of the service is well understood at all levels of the organisation. Robust recruitment, induction and appraisal processes are evident. Ongoing professional development is supported through well attended workshops. Policies and procedures clearly define the expectations for coordinators and educators.
Service leaders agree that key next steps are to:
Before the review, the staff and management of Tall Poppies Education Ltd 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 a non-compliance relating to written supervision plans in home. Since the review, the service has provided ERO with evidence to show this non-compliance has been addressed.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
18 November 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.
| Location | Huapai Auckland | ||
| Ministry of Education profile number | 46253 | ||
| 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 | 21 | ||
| Standard or Quality Funded | Quality | ||
| Gender composition | Girls 11 Boys 10 | ||
| Ethnic composition | Māori NZ European/Pākehā other ethnic groups | 2 11 8 | |
| 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 | September 2020 | ||
| Date of this report | 18 November 2020 | ||
Most recent ERO report(s)
| Education Review January 2017 | ||
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.
Tall Poppies Education Ltd is a small home-based service that provides education and care for children up to six years of age, at Clarks Beach and Laingholm. Children enrolled in this network are mostly Pākehā with two children who have Māori heritage.
Tall Poppies is a privately owned network. The service provider is responsible for the overall governance of the service. She is also the coordinator and supports two qualified teachers in their homes. Teachers each provide education and care for up to four children at any one time.
The service’s philosophy promotes a child-centred education model that could help young children grow and develop to their full potential. It also emphasises that children will be supported to learn through play in a safe and homely environment. Teachers are encouraged to participate in professional learning and development.
This is the first ERO review of Tall Poppies Education Ltd which was established in June 2013. The service closed for a short period during 2014.
Children are encouraged to be curious, and to make choices and discoveries as they play. They are able to make connections with the wider world and interact positively with familiar adults. Their emotional wellbeing and sense of belonging are well supported through nurturing individualised care from teachers.
The service's curriculum is underpinned by Te Whāriki, the early childhood curriculum. Teachers provide a range of relevant and accessible learning experiences based on children's interests in homes, including group excursions in the community and some playgroup sessions. Environments are resourced in appropriate ways. Outings and community experiences that enable children to help others are valued and prioritised.
Teachers are highly committed to regularly documenting children's learning. Assessment documents show they have a very good understanding of individual children’s interests, strengths and preferences. Online internet tools provide opportunities for parents to respond immediately to what teachers share about children's learning.
Learning records show that through everyday activities children are very well supported to develop early literacy, mathematics and science knowledge. They enjoy creative and manipulative materials as they build relationships with others and participate in physical activity and musical experiences. Te reo Māori is evident in learning records.
The coordinator makes regular home visits to the children and teachers in the network. She supports teachers in responsive ways, and provides helpful guidance and useful feedback to develop teaching practice. The coordinator and teachers communicate well with families. They are responsive to parents' wishes for their children’s learning and wellbeing.
Information that parents provided for ERO shows they are very satisfied with the service. They value teachers' individualised approach to supporting their children's learning and wellbeing. Parents appreciate the variety of activities provided in homes and feel well informed. They commented on the friendly, caring relationships they have with the owner/coordinator and teachers.
A new appraisal system for teachers is about to be implemented. The coordinator agrees this process could be developed further to ensure teachers set measurable goals and regularly evaluate their own progress. Using the Ministry of Education resources, such as Tātaiako: Cultural Competencies for Teachers of Māori Learners, could strengthen bicultural practices. The coordinator is yet to be appraised.
The coordinator's collaborative leadership style enables teachers to engage in regular discussions about internal evaluation and priorities for the service. A clearly documented three yearly schedule for review is closely followed. The service has useful processes in place to support internal evaluation. Developing a long-term plan with specific goals could support strategic and regular internal evaluation.
The owner/coordinator's management records show a high level of leadership and professional practice. Well developed policies and procedures guide operational requirements. Appropriate systems are in place to regularly monitor health and safety requirements in homes.
The owner/coordinator agrees that next steps for the service include:
Before the review, the staff and management of Tall Poppies Education Ltd completed an ERO Home-based Education andCare 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.
In order to improve practice the coordinator and teachers should improve how they document the assessment and management of risk for excursions.
ERO identified one area of non-compliance to be addressed. The service provider must ensure that a there is a system of regular appraisal for herself as the coordinator and for teachers Licensing Criteria for Home-based Education and Care Services 2008, GMA6.
The next ERO review of Tall Poppies Education Ltd will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 January 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 | Huapai, Auckland | ||
| Ministry of Education profile number | 46253 | ||
| Institution type | Homebased Network | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 80 children, including up to 40 aged under 2 | ||
| Service roll | 8 | ||
| Standard or Quality Funded | Quality | ||
| Gender composition | Boys 4 Girls 4 | ||
| Ethnic composition | Māori Pākehā | 2 6 | |
| Number of qualified coordinators in the network | 1 | ||
| Required ratios of staff educators to children | Under 2 | 1:2 | |
| Over 2 | 1:4 | ||
| Review team on site | November 2016 | ||
| Date of this report | 20 January 2017 | ||
| Most recent ERO report(s) | No previous ERO reports | ||
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 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.