Nurture Me 2

Education institution number:
Service type:
Homebased Network
Not Applicable
Total roll:

29 Tramway Road, Beach Haven, Auckland

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1 Evaluation of Nurture Me 2

How well placed is Nurture Me 2 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.


Nurture Me 2 is one of three homebased education and care networks owned by the service provider in the greater Auckland area. It caters for children from infancy to school age. Educators provide programmes in their homes for up to four children at a time. Children come mainly from Pākehā and Pacific backgrounds with the majority of Pacific children being Kiribati. There is a smaller group of Māori children. The service's roll continues to grow.

The director is a qualified early childhood teacher and an experienced manager. The visiting teachers are registered early childhood teachers. They offer support for educators, plan child-based education programmes and monitor health and safety requirements. Key aspects of the service's philosophy are play-based learning in a home environment and partnerships with whānau.

This is the first ERO review for Nurture Me 2. Managers have responded positively to the areas for development identified in ERO's 2017 review of the first Nurture Me network.

The Review Findings

Learning records show that infants and toddlers benefit from individualised and nurturing care. Educators and visiting teachers know the children well. Respectful, responsive relationships nurture children's wellbeing and belonging. Educators offer a wide variety of educational experiences in their homes and in the community. The child-focused programmes are responsive to children's interests and ideas. Home environments often reflect the child's cultural identity. Visiting teachers and educators encourage children to use their home languages.

Visiting teachers work collaboratively with educators to plan programmes in authentic homebased learning experiences. During regular visits, they document learning experiences and offer useful strategies to further extend children's learning and increase the complexity of their play. Children respond enthusiastically to the visiting teachers' visits. They enjoy the toy library as well as other resources that the visiting teachers bring to extend children's learning. Visiting teachers model inclusive teaching practice, and encourage the ongoing use of te reo and tikanga Māori in the homes.

Children's learning programmes are underpinned by Te Whāriki, the early childhood curriculum. Visiting teachers and educators value the relationships they have with parents, who express high levels of satisfaction with the care and education received by their children. Children's learning and development are recorded and shared in good quality portfolios and digital learning stories. Daily journals inform parents of their children's progress. Strategies to translate key documents into multiple languages have strengthened access to information and reciprocal partnerships, particularly with the Kiribati community.

Playgroups provide opportunities for children to socialise with their peers. Educators have developed exploratory play kits for infants and toddlers, using resources in the home.

The director is an active participant in the service. She works collaboratively with the visiting teachers. They are focused on increasing educators' knowledge and educational outcomes for children. The director ensures teachers and educators have access to regular and useful professional learning opportunities.

An effective review cycle ensures ongoing improvement. A comprehensive induction process and appraisal system are in place to support visiting teachers and educators to reflect on and improve their own practice. Robust health and safety systems are established and being monitored.

The director has a commitment to maintaining a high quality homebased education service. The philosophy and vision are evident across the service. The director is supported by a mentor whose expertise and influence is building professional knowledge across the service.

Key Next Steps

Service managers agree that key next steps are to continue:

  • strengthening bicultural understandings, with a focus on the languages and cultural identities of children and their families

  • developing programme planning with the educators to extend children's learning

  • developing a critically evaluative lens to help strengthen teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nurture Me 2 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 Nurture Me 2 will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

28 June 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


Rosedale, Auckland

Ministry of Education profile number


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


Standard or Quality Funded


Gender composition

Boys 39 Girls 39

Ethnic composition



Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

May 2018

Date of this report

28 June 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.