Cute Kids

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

77 Aintree Avenue, Airpork Oaks, Mangere, Auckland

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1 Evaluation of Cute Kids

How well placed is Cute Kids 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.


Cute Kids in Glen Eden, Auckland, is licensed to provide home-based education and care for up to 50 children up to school age. Currently, 26 children are the on the roll, most of whom have Indian heritage. Staff communicate with families in both English and Hindi.

The philosophy of the service emphasises building strong bonds with whānau, educators, children and community. The philosophy is underpinned by the belief that a nurturing environment supports children to grow as competent and confident learners. Aligned to the philosophy is a guiding framework for weaving bicultural, multicultural and individual children's needs across all layers of learning.

The service has been operating since April 2016 and is led by a managing director/owner, business manager, technology and finance directors and a recently appointed visiting teacher. The visiting teacher is qualified in early childhood education and is working towards full registration. The management team and visiting teacher provide good support and guidance for the 10 educators working in their own homes across central and western Auckland.

This is the first ERO evaluation of Cute Kids.

The Review Findings

Managers and the visiting teacher work well together as a professional and supportive team. They engage in robust discussions that support a culture of reflection, leading to ongoing improvement and innovation. The service's philosophy and strategic direction are understood and shared by all staff. The service's commitment to the development of bicultural practice is clearly evident.

Inclusive relationships across the service support children and educators' development. The management team seeks and values parent perspectives about the service. The visiting teacher is building positive relationships with educators and children. She is committed to educating parents about the importance of play.

Internal evaluation is a strength of the service. It is spontaneous, emergent or planned, and incorporates the points of view of many different people. There is good alignment between strategic planning, educator appraisals and professional development. Many opportunities are provided for staff to build and support their professional practice.

The visiting teacher shares sound curriculum knowledge with the educators. Together they provide a variety of learning opportunities that are responsive to the needs of individual children. The educators are beginning to work with Te Whāriki, the early childhood curriculum, at a range of different skill levels.

The visiting teacher supports educators to develop good planning and assessment practices. Educators benefit from her expertise in writing up children's learning stories and group planning. Monthly reports to educators from the visiting teacher provide good guidance for them to strengthen their knowledge in early childhood education. The visiting teacher has a genuine desire to empower both educators and children to learn.

Educators are well supported to grow professionally. The service's appraisal process identifies each educators' individual learning needs and this results in appropriate professional learning and development. The appraisal procedure for the visiting teacher is in the beginning stages of development. It is now timely to review and strengthen these processes.

Comprehensive and up-to-date policy, procedure, and management frameworks guide operational requirements. Effective systems are in place to monitor health and safety compliance. A recently developed smart-phone application supports the monitoring of health and safety checks and enables management, visiting teacher and educators' access to information in a timely manner.

Key Next Steps

The management team and visiting teacher agree that relevant priorities for development include continuing to:

  • build the management team's and educator's understanding of Te Whāriki, the early childhood curriculum, in order to support a more child-led programme

  • strengthen effective teaching practice

  • support all staff to build their bicultural understandings, and their knowledge and use of te reo and tikanga Māori

  • review and refine approaches to transitioning children onto other early learning services and school.

Management Assurance on Legal Requirements

Before the review, the staff and management of Cute Kids 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 Cute Kids will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 August 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


Glen Eden, Auckland

Ministry of Education profile number


Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 50 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Boys 19 Girls 7

Ethnic composition



Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

July 2018

Date of this report

8 August 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.