161a Point Chevalier Road, Point Chevalier, Auckland
View on mapRed Robin Nanny Agency Ltd
Red Robin Nanny Agency Ltd
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
ERO’s Judgement
Regulatory standards |
ERO’s judgement |
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Background
Red Robin Nanny Agency Ltd is a standard-funded, privately owned, homebased education and care service. There are two directors, one of whom is a qualified teacher. A qualified education manager and two visiting teachers provide curriculum and governance support. A small number of children enrolled have Māori heritage.
Summary of Review Findings
Children are provided with a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. The curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
Educators engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum supports children’s developing social competence and understanding of appropriate behaviour in a language-rich environment.
Consistent implementation and monitoring of practice is required to ensure that regulatory requirements are maintained.
Key Next Steps
A next step is for the service to take a more consistent and systematic approach to seeking and responding to parent/whānau aspirations for their child’s learning.
Actions for Compliance
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
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Where children wearing nappies attend, there are safe and hygienic nappy changing facilities (PF17).
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A procedure for monitoring children’s sleep is implemented, and information is communicated to parents about their child's daily sleep patterns (HS8).
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Equipment, premises and facilities are checked every day of operation for hazards to children; accident/incident records are analysed to identify hazards and appropriate action is then taken; and hazards to the safety of children are eliminated, isolated, or minimised (HS11).
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Whenever children leave the premises on an excursion, an assessment and management of the risks are undertaken (HS14).
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Medicine (prescription and non-prescription) is not given to a child unless it is given with the written authority (appropriate to the category of medicine) of a parent (HS25).
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Before a person is employed or engaged as a children’s worker, as defined in the Children’s Act 2014, a safety check as required by that Act must be completed; a detailed record of each component of the safety check must be kept, and the date which each step was taken must be recorded, including the date of the risk assessment required to be completed after all relevant information is obtained (GMA6A).
Next ERO Review
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 January 2023
Information About the Service
Early Childhood Service Name |
Red Robin Nanny Agency Ltd |
Profile Number | 46429 |
Location | Point Chevalier, Auckland |
Service type |
Home-based service |
Number licensed for |
80 children, including up to 80 aged under 2 |
Service roll |
47 |
Review team on site |
October 2022 |
Date of this report |
23 January 2023 |
Most recent ERO report(s) |
Education Review, June 2019; Education Review, March 2017 |
General Information about Assurance Reviews
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
ERO undertakes an Akanuku | Assurance Review process in any centre-based service:
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having its first ERO review – including if it is part of a governing organisation
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previously identified as ‘not well placed’ or ‘requiring further development’
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that has moved from a provisional to a full licence
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that have been re-licenced due to a change of ownership
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where an Akanuku | Assurance Review process is determined to be appropriate.
Management Assurance on Legal Requirements
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre 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:
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curriculum
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premises and facilities
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health and safety practices
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governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
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suitable staffing (including qualification levels; safety checking; teacher certification; ratios)
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relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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discussions with those involved in the service
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consideration of relevant documentation, including the implementation of health and safety systems
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observations of the environment/premises, curriculum implementation and teaching practice.
Red Robin Nanny Agency Ltd - 12/06/2019
1 Evaluation of Red Robin Nanny Agency Ltd
How well placed is Red Robin Nanny Agency Ltd to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Red Robin Nanny Agency Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Red Robin Nanny Agency Ltd is a home-based education and care service established in 2014 and licensed for 80 children. Educators that are nannies and au pairs in the wider Auckland area look after children in the child's own home. The service provides professional development for educators and administration services. Many of the educators have undertaken an early childhood course or qualification.
The service's philosophy is that children learn best in a home environment where they are supported by whānau, educators and community.
The service directors are responsible for overall governance and management. They work with an education manager, visiting teachers and a recruiter. The service directors have developed management and administration systems that align with the service's philosophy and vision.
Registered teachers visit educators at least monthly. They provide strategies and guidance for the care and education of infants, toddlers and older children, as well as monitoring provision for children's health and safety. Children, parents and educators can participate in playgroups and events that provide opportunities for children to learn in large group situations. They are also involved in frequent community excursions.
This service was last reviewed by ERO in 2017 as Red Robin Homebased Childcare. ERO's report noted strong relationships with families and educators. ERO identified areas for development in relation to curriculum, management practices and health and safety. Service leaders have worked with the Ministry of Education to improve practices.
The Review Findings
Children's learning records show that they participate in planned experiences, day-to-day household tasks and regular outings in the community. These 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 explore and engage in meaningful conversations.
Educators promote learning through planned and spontaneous play experiences. Children have fun, make choices and are confident in their surroundings. Their sense of belonging is affirmed and their emotional development is fostered.
Infants and toddlers benefit from nurturing individualised care. Educators know the children in their care very well and respond quickly to their feelings, ideas and care needs. They maintain good hygiene and safety practices, and are supported by visiting teachers' regular health and safety checks.
Educators keep good records of each child’s day in learning journals that help them to share the child’s routines and development with parents. Parents may contribute to these journals. They are also well informed about the service through regular contact by email, an online platform and social media.
Visiting teachers encourage educators to incorporate te reo Māori in their interactions with children. Professional development will help visiting teachers and educators to strengthen their implementation of a bicultural curriculum that incorporates Māori language and values.
The visiting teachers provide good support for educators in their dual roles of educator and carer. They support educators' understanding of children's development and learning, and how these link to Te Whāriki, the early childhood curriculum. Visiting teachers could strengthen evidence of how they support educators to extend children's interests.
Directors and visiting teachers work collaboratively with educators and parents. The service supports parents to employ an educator who is the best match for their family. There are sound recruitment processes in place, including induction for new educators and parents. Visiting teachers and recruiters ensure that educators are familiar with the service's expectations, and understand their legal obligations in providing education and care in the family home.
Service operations include a comprehensive range of policies and processes. The service directors have a strong commitment to continuous improvement. Regular health and safety monitoring provides assurance that service expectations are being met. Purposeful internal evaluation has been established, and is supporting service leaders to review practices and target areas to further develop.
Key Next Steps
Service leaders agree that key next steps for the service include leaders and teachers:
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improving records of how coordinators coach and guide educator practice
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more clearly evaluating improvements in teaching practices and their impact on children's learning outcomes
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evaluating how effectively responses to individual children's interests and dispositions are planned for and extended.
Key next steps for visiting teachers are to build on educators' capability to:
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use assessment, planning and evaluation to extend children's learning
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planning how they will respond to children’s individual emerging interests, dispositions, parent aspirations, and showing children's learning over time
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incorporating te reo and tikanga Māori in daily programmes.
Management Assurance on Legal Requirements
Before the review, the staff and management of Red Robin Nanny Agency 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:
- 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
12 June 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
Location |
Point Chevalier, Auckland |
||
Ministry of Education profile number |
46429 |
||
Institution type |
Homebased Network |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
80 children, including up to 45 aged under 2 |
||
Service roll |
97 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 53 Girls 44 |
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Ethnic composition |
Māori |
6 |
|
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 |
April 2019 |
||
Date of this report |
12 June 2019 |
||
Most recent ERO report(s) |
Education Review |
March 2017 |
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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
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Very well placed
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Well placed
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Requires further development
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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.