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:
- their own homes
- the home of the person providing education or care
- 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
Curriculum criterion 2
The service curriculum is informed by assessment, planning and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts.
This criterion requires assessment for learning to ensure that the learning, development, and experiences provided for children are connected.
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 informed by assessment, planning, and evaluation will notice, recognise, and respond to the contributions made to the programme by the children, their families, staff, and community. Experiences planned to support and enhance children’s learning will be purposeful and meaningful to them.
A service will develop a process to assist them to meet this criterion, taking into consideration the beliefs, values, knowledge, and aspirations of children, their families, coordinators, educators, and community.
Documentation and evidence gathered during this process may take a variety of forms to suit the service’s operation, and can include: daily notebook records; observations and learning stories; examples of children’s work; recorded discussions; policies and procedures. Children, their families, coordinators and educators should all contribute to this process. How information is gathered is not important – how it is used to inform the service curriculum and educator practice is important.
Further information about Planning, Evaluation, and Assessment can be found on pages 28-29 of Te Whāriki.
Examples of what this might look like in practice:
- Parents' views are sought and recorded
- Stories about children’s learning in environments other than the home-based environment are included in the planning, assessment, and evaluation process, including the child’s home and other early childhood education services the child may attend
- Children are supported by educators to be actively involved in assessing their own learning, doing such things as telling their own learning stories
- Photographs and other observations are analysed to identify the learning that has occurred and how to build on it
- A wide range of methods is used to gather information about children’s learning
- Curriculum goals and assessment practices are consistent with service philosophy
- Educators develop, in collaboration with parents/whānau, learning goals that acknowledge children’s heritages and support their understanding of their cultural identity
- Educators share their knowledge with parents/whānau.
- Things to consider
Things to consider
Things to consider:
- How do we identify what works well and what the barriers are to meaningful assessment, planning, and evaluation?
- When changes are made to the assessment, planning, and evaluation process how do we ensure they are effective?
- How is our assessment practice embedded in reciprocal and responsive relationships?
- How do we encourage contributions from children, their families, and community?
- How useful is the information we gather about children?
- How are our current assessment practices supporting and enhancing children’s learning?
- Whose knowledge is of value?
- How are learning goals set for children, and who does this?
- What external factors influence our views on assessment, e.g. school?
- In what ways do these external factors have an impact?
- How do we access knowledge that will assist us to support/enhance the learning for all children?
- How do we ensure that we have an understanding of other world views and ways that these may influence learning outcomes for the child?