Licensing criteria for home-based ECE services

The Education Act 1989 S309 defines home-based ECE services as the provision of education or care, for gain or reward, to fewer than 5 children under the age of 6 (in addition to any child enrolled at school who is the child of the person who provides education or care) in:

  1. their own homes
  2. the home of the person providing education or care
  3. any other home nominated by the parents of the children.

These services are licensed in accordance with the Education Act 1989 under the Education (Early Childhood Services) Regulations 2008, which prescribe minimum standards that each licensed service must meet. Licensing criteria are used to assess how the services meet the minimum standards required by the regulations.

For each criterion there is guidance to help services meet the required standards.

The publication of the criteria on its own can be downloaded as a PDF [PDF, 541 KB] and printed.

The licensing criteria were last updated in November 2016.

Licensing Criteria Cover

C7 Curriculum responsive

  • Criteria
    • Criteria

      Curriculum criterion 7

      The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.

      Documentation required

      Rationale/Intent:

      Criterion is a means of ensuring that the service curriculum is consistent with the prescribed curriculum framework.

  • Guidance
    • Guidance

      Any examples in the guidance are provided as a starting point to show how services can meet (or exceed) the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria.

      A service curriculum that is inclusive ensures all children know that the early childhood service they attend is a place where they belong and where they feel valued for who they are.

      The service curriculum treats all children, regardless of their age, gender, ethnicity, and abilities, as competent and confident learners who are active participants in their own learning. Supportive, responsive educators guide children to make choices in, and contribute to the planning of, the programme in an early childhood service.

      The curriculum will enable children with special needs to be actively engaged in learning with and alongside the other children in the service.

  • Practice
    • Practice

      Examples of what this might look like in practice:

      • Children participate in decisions that affect them, choosing their own challenges and learning opportunities from a range of resources and equipment
      • Educators respect children’s choices and accept them wherever possible
      • The environment is set up so that children can independently access equipment and resources
      • The environment includes a wide range of learning experiences from which children can choose familiar activities or try new challenges
      • Educators demonstrate, in practice, that they regard each child as competent, and assist children in making informed decisions by providing them with the information they need
      • Children with special needs are fully engaged in the programme working with and alongside other children in the service
      • Children interact positively with other children of different ages, backgrounds, gender, abilities, and/or ethnic groups.

  • Things to consider
    • Things to consider

      Things to consider:

      • How do the tools/resources in your service curriculum reflect what parents/whānau value as learning for their children?
      • How do you explain to others what real choice for children is? Who answers this question?
      • How do we explain to others our expectations and understanding in relation to children’s learning and development?
      • How does the way our day is set up influence the experiences for children? How are children empowered to influence how the day is organised?
      • Where do the notions of child-centred, child-initiated, and child-directed learning fit into all of this?
      • In what ways do we support and enable children who are non-verbal to make choices within our programme?
      • How does our service curriculum include strategies to fully include children with special needs?