170A Campbell Road, Greenlane, Auckland
View on mapERO’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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Not meeting |
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Premises and facilities |
Not meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Tapa Kids World In-Home Childcare Service provides education and care for children in a homebased setting. Most of the children enrolled, and educators have Pacific heritage. The owner/manager is a qualified early childhood teacher and oversees the governance and management of the service with support from three administrators.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other. The curriculum provides a language-rich environment that supports children’s learning.
Consistent implementation of curriculum, health and safety, premises and facilities and effective governance and managements systems is required to meet all aspects of regulatory compliance.
ERO found areas of non-compliance in the service relating to:
providing a curriculum which is informed by assessment planning and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts
ensuring there is a first aid kit that complies with the requirements of Appendix 1, is easily recognisable and readily accessible to adults and is inaccessible to children
ensuring furniture and items intended for children to sleep on (such as cots, beds, stretchers, or mattresses) that will be used by more than one child over time are securely covered with or made of a non-porous material
maintaining a written emergency plan that includes at least an evacuation procedure for the premises; a list of safety and emergency supplies and resources sufficient for the age and number of children and adults present in the home and details of how these will be maintained and accessed in an emergency; a communication plan for families and support services, evidence of review of the plan on, at least, an annual basis and implementation of improved practices as required
securing heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured
ensuring that 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
whenever children leave the premises on an excursion, ensuring that assessment and management of the risks is undertaken and a supervision plan specific to that excursion is developed and implemented
monitoring rooms used by children are kept at a comfortable temperature no lower than 18° Celsius (at 500 mm above the floor) while children are attending
having a written supervision plan that ensures the health, safety and wellbeing of children enrolled in the service is maintained at all times; the plan must be specific to the premises and the number, age, abilities and enrolled hours of the children attending; and must show how the educator will actively supervise children attending the service
ensuring that parents are advised how to access the Education (Early Childhood Services Regulations 2008, and the Licensing Criteria for Home-based Education and Care Services 2008, and the full names and qualifications of each person counting towards regulation qualification requirements
ensuring that parents of children attending the service and adults providing education and care are provided with opportunities to contribute to the development and review of the service’s operational documents
ensuring that 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 is completed
maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook.
Licensing Criteria for Home-based Education and Care Services 2008, C2, PF15, PF21, HS4, HS6, HS11, HS14, HS21, HS34, GMA1, GMA3, GMA6A, GMA10.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Maintaining an ongoing process of self-review that helps the service maintain and improve the quality of its education and care (GMA5).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
31 January 2023
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Early Childhood Service Name |
Tapa Kids World In-Home Childcare Service |
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Profile Number: |
46597 |
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Location |
Greenlane, Auckland |
|
Service type |
Home-based service |
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Number licensed for |
60 children, including up to 60 aged under 2 |
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Service roll |
30 |
|
Review team on site |
November 2022 |
|
Date of this report |
31 January 2023 |
|
Most recent ERO report(s) |
Education Review, August 2019; Education Review, February 2017 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
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:
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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Tapa Kids World In-Home Childcare Service is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tapa Kids World In-Home Childcare Service provides education and care for up to 60 children, with a maximum of 30 up to two years of age. The majority of children enrolled have Pacific heritage and about 25 percent of children are Māori.
Some educators are family members of the children in their care. At present, 23 educators are working in this network. The service has a particular focus on, and is committed to, supporting Pacific children, families and communities.
The service's philosophy emphasises the value of a learning environment where children feel safe and secure to develop independence, self-esteem, and relationships with their peers. Children's individuality and uniqueness are foregrounded in the knowledge that they are respected and valued as learners. The philosophy also highlights respect for children's diverse cultures, and parents are acknowledged as the child's first teacher.
The owner/director is a qualified early childhood teacher as well as the network coordinator. She oversees the governance and management of the service and the programmes provided for children in the educators' homes. She supports one other coordinator, who is also a qualified teacher. All educators have completed or are currently enrolled in either a Level 3 or 4 early childhood education course.
The 2017 ERO review identified priorities for improvement that included strategic planning, internal evaluation, policy review, and systems for monitoring children's health and safety. Service leaders have responded positively and have made good progress in these areas. Curriculum and appraisal remain areas for further development.
The vision and mission statements are enacted in practice. Many educators are multilingual and support children's home languages, cultures and identities. They foster children's knowledge and respect of their own and other cultures.
Interactions with children are positive and nurturing. Small group numbers provide opportunities for children to enhance their social competence and oral language. This is a strength for children up to two years of age who encounter one-to-one engagements.
Coordinators and educators maintain portfolios of children's learning that are individualised. Educators set learning goals for children that are shared with parents and whānau. Parent/whānau contributions are encouraged and contribute to positive, trusting relationships. Maths is a strong feature of in-home programmes.
Aspects of te ao and te reo Māori are woven through programmes, supporting Māori children to achieve success as Māori. There is a deliberate focus on provision for children requiring additional support. The service has sought external support to continue to progress in this area.
Leaders now need to ensure that systems for educator and coordinator appraisal are embedded and monitored, leading to improved teaching practice and outcomes for children. Leaders are working towards establishing an organisational culture that supports ongoing improvement.
A framework of policies and procedures guides daily practice. A policy review cycle ensures that the service meets current legal requirements. Strategic and annual plans guide the service's future direction. Opportunities are provided for educators to develop and share their knowledge with their peers.
Significant improvement has been made in using internal evaluation. Effective management systems have been established, and service's operations are clearly documented. Internal evaluation can now be utilised to review and improve teaching practices. Professional learning and development for leaders and educators will support this process.
Key next steps for ongoing improvement include:
leaders and educators documenting explicit programme plans, based on children's interests and strengths, that bring complexity to their learning
strengthening partnerships with parents and whānau in planning programmes for children
developing programme evaluation that examines how effectively curriculum planning and implementation support children's learning and progress
increasing the visibility of Te Whāriki, the early childhood curriculum, throughout the programme.
Before the review, the staff and management of Tapa Kids World In-Home Childcare 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:
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
15 August 2019
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 |
Greenlane, Auckland |
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Ministry of Education profile number |
46597 |
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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 |
60 children, including up to 30 aged under 2 |
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Service roll |
51 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 27 Boys 24 |
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Ethnic composition |
Māori |
13 |
|
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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 |
July 2019 |
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Date of this report |
15 August 2019 |
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Most recent ERO report(s)
|
Education Review |
February 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:
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.
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.