51 Orlando Crescent, Waimairi Beach, Christchurch
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 Kiddz Homebased Childcare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining Whakawhanake Sustaining |
Kiddz Homebased Childcare is one of four networks within the Kiddz Homebased Early Childhood Education Service Company. Children are from diverse cultures, with the majority being of Tongan and Chinese heritage. Managers, qualified visiting teachers and translators support in-home educators to deliver learning programmes for up to four children. The service has maintained existing good practices and has made significant progress in addressing the key next steps identified in the May 2019 ERO report.
Children, including infants and toddlers, learn in a language-rich, child-led curriculum aligned with the organisation’s identified philosophy, learning priorities and Te Whāriki, the early childhood curriculum. They benefit from a wide range of indoor and outdoor learning experiences in educators’ homes and in the wider community.
Visiting teachers effectively mentor educators to grow their teaching practice to ensure a culturally responsive curriculum. Leaders and visiting teachers are highly responsive to Tongan, Chinese and other families’ cultural aspirations. While significant progress has been made in developing the bicultural curriculum, continuing to build visiting teachers’ and educators’ knowledge and confidence to use and weave te reo Māori and tikanga Māori into daily curriculum is an ongoing priority.
Curriculum planning, informed by well-developed assessment practices, extends, and promotes positive learning and wellbeing outcomes for children. Opportunities for learning focused conversations between educators and parents occur daily. Children with additional learning needs and their families are assisted to access the resources and support they require. Parents are well informed about their children's progress over time in relation to the Te Whāriki learning outcomes and the service’s learning priorities.
Educators benefit from the visiting teachers coaching and mentoring and modelling best practice based on current teaching and learning. A recent sustained focus has resulted in educators being more responsive to children’s oral language development.
Internal evaluation is well used to focus on key aspects of practice that impact on children's learning and results in changes and improvements to visiting teacher and educator practice. For greater effectiveness, aspects of internal evaluation practice can be further developed.
The organisation is very well managed and governed. Improving outcomes for children is a key consideration in all decision making. Comprehensive strategic planning guides the implementation of positive innovations, policy review, induction, teacher, and educator appraisal. A range of rigorous and coherent systems are in place to promote consistent and sustainable practices across the four networks.
Kiddz Homebased Childcare will include the following actions in its Quality Improvement Planning:
continue to build visiting teacher and educator knowledge and confidence to weave te reo Māori and tikanga Māori into the daily curriculum
when undertaking internal evaluation develop measurable indicators of effective practice to better understand how well the service is doing in relation to these and the difference made for children.
Before the review, the staff and management of Kiddz Homebased Childcare 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:
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini
17 February 2023
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Early Childhood Service Name |
Kiddz Homebased Childcare |
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Profile Number |
47087 |
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Location |
Christchurch |
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Service type |
Home-based service |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
24 |
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Review team on site |
December 2022 |
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Date of this report |
17 February 2023 |
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Most recent ERO report(s) |
Education Review, May 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kiddz Homebased Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kiddz Homebased Childcare is a long established, privately owned education and care service. It has two networks operating under the Kiddz Homebased umbrella. This is the first report for this network.
The service provides in-home education and care for up to 80 children. Educators are supported by visiting teachers to deliver learning programmes in their own home for up to four children at any one time. The owner and senior leader form the management team. Three other trained and registered teachers comprise the visiting-teaching team.
Children who attend the service come from diverse cultures, with the majority being Chinese. The manager employs three translators to support visiting teachers to communicate with these educators and families.
The service philosophy emphasises the importance of positive relationships, allowing children to have time and opportunity to lead and contribute to their own play and learning. Opportunities for inquiry and real life experiences are seen as essential elements within the homebased setting and on excursions into the community. The philosophy is based on the values of Ngā Hononga, Whanaungatanga, Manaakitanga, Ako and Kaitiakitanga. Outcomes for children are at the heart of all decision making.
Children enjoy caring and nurturing relationships with their educators. These lead to children having a strong sense of belonging. Children learn to respect and care for themselves and others in meaningful ways. Their language and culture are respected, highly valued and provide the basis for their learning.
Infants' and toddlers' learning and wellbeing benefit from educators close knowledge of and understanding of their individual preferences and requirements. Children with special abilities are well supported. The management team has established purposeful relationships with a range of professional organisations and agencies. Visiting teachers work collaboratively with families to support positive outcomes for these children.
Educators know the children well and know how to respond to help them learn. They use children's interests to provide a deep and rich curriculum. Educators and visiting teachers have growing partnerships for learning with parents to help guide planning for children. Educators are very well supported by the visiting teachers, translators, ongoing training and useful systems to provide meaningful programmes for children in their homes, the local community and the service's playgroup.
The philosophy is evident in the design of the curriculum. The managers and visiting teachers are committed to Treaty-based practices and Māori values are the foundation for the local curriculum. They are providing good support for educators and children to develop a growing awareness of te reo me ngā tikanga Māori. These practices are supporting Māori children to succeed as Māori.
Managers are improvement focused. They are developing their capability and collective capacity to do and use internal evaluation. They have a useful process for internal evaluation that focuses on learning outcomes for children. Through the use of an innovative tool managers are in the early stages of making good use of data to know about the effectiveness of teaching and learning.
Managers effectively identity key priorities for improvement and plan how these will be achieved over time. Related planning is well aligned to these priorities. Managers need to monitor and evaluate how well they have achieved the key priorities. The operational handbook provides useful guidance for the day-to-day operation of the service. There is an appropriate appraisal system to improve the practice of visiting teachers. Carefully considered systems are in place to ensure compliance requirements are met.
The key next steps for the managers and visiting teachers are to:
Before the review, the staff and management of Kiddz Homebased Childcare 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.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
16 May 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 |
Christchurch |
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Ministry of Education profile number |
47087 |
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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 |
80 children, including up to 80 aged under 2 |
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Service roll |
84 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Girls 44, Boys 40 |
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Ethnic composition |
Māori |
4 |
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Number of qualified coordinators in the network |
Two |
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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 |
March 2019 |
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Date of this report |
16 May 2019 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.