Home Grown Kids Wellington 3, - 15/02/2021

1 Evaluation of Home Grown Kids Wellington 3

How well placed is Home Grown Kids Wellington 3 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Home Grown Kids Wellington 3 is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Home Grown Kids Wellington 3, previously known as Kids at Home Wellington 3, provides home-based education and care for infants and children up to school age within the Wellington region. The service is a standard funded network.

Since the January 2017 ERO review the service has been purchased by Edubase Limited. A new governance structure has been established. Two directors and a national senior leadership team are responsible for service operations. Edubase leadership work with three visiting teachers (VTs) in the Wellington region to assist educators to provide a home-based curriculum and implement regulatory systems and processes.

The organisation's vision is to enable all tamariki to learn, grow and thrive in a home-based setting. The philosophy highlights Te Tiriti o Waitangi based practices and a bicultural curriculum.

This review was one of three Edubase networks in the Wellington region.

The Review Findings

Strong emphasis is placed on the early childhood curriculum, Te Whāriki, as a basis for recognising valued learning through everyday experiences. Local excursions and playgroups extend the home-based curriculum and provide opportunities for social interaction and cultural events. Appropriate liaison with external agencies occurs to support children with additional learning needs.

Educators build close, positive relationships with children and their families and know them well. They celebrate children’s unique learning dispositions and provide experiences and resources that respond to their interests. A next step is for VTs to support educators to shift the focus of their assessment and planning from activities to purposefully progressing parents’ aspirations and the learning outcomes of Te Whāriki. Educators’ strong knowledge of children’s personalities, passions and family contexts is a positive platform for this development.

The VTs use a constructive and affirming approach to foster educators’ growing understanding of key early learning concepts. They maximise their regular visits, discussions and documentation as opportunities to support educator practice and model quality learning interactions with children. Service leaders have identified that culturally responsive practices should continue to be developed. ERO agrees that this would enhance the programme for children.

The VT team work well together. Regular communication promotes collaboration and collegiality. Educators and VTs are well supported with guidance and tools from the organisation.

The organisation is currently reviewing its strategic plan. When this is developed, leaders should find ways to track and monitor educator and child progress against key curriculum priorities. This would contribute to the governing organisation’s understanding of the effectiveness of its support and help to identify areas for extra professional learning. Leaders have self-identified that implementing more regular parent surveys should be a part of this work.

Internal evaluation is guided by a useful framework. VTs use success indicators to consider the effectiveness of their practices and plan improvements. Adding a monitoring component to the process, where refinements to practice are revisited over time, would add value.

Key Next Steps

ERO, leaders and VTs agree that next steps are to:

  • continue development of the bicultural curriculum

  • build culturally responsive practices, particularly for Māori and Pacific learners

  • consistently focus assessment and planning documentation on parent aspirations and progressing the learning outcomes of Te Whāriki

  • implement regular parent feedback surveys to contribute to internal evaluation

  • track and monitor progress around key strategic priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Home Grown Kids Wellington 3 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region | Te Tai Tini

15 February 2021

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



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

Male 11, Female 6

Ethnic composition

NZ European/Pākehā
Other ethnic groups


Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

October 2020

Date of this report

15 February 2021

Most recent ERO report(s)

Education Review

January 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:

  • 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.

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.