Licensing Criteria for

Home-based Education
& Care Services 2008
and Early Childhood Education
Curriculum Framework
AS AMENDED 1 JANUARY 2022
Published by the Ministry
of Education, New Zealand
January 2022.

Mātauranga House
33 Bowen Street
PO Box 1666, Thorndon
Wellington 6140, New Zealand.

www.education.govt.nz

Crown copyright © 2018

ISBN 978-0-478-16902-7 (Online)

LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 3
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Introduction
This booklet contains the Licensing Criteria for Home-based Education
and Care Services 2008, and the Early Childhood Education Curriculum
Framework (on the inside back cover). These two documents form part of
the regulatory framework for Early Childhood Education (ECE).

The licensing criteria are deemed regulations prescribed by the Minister of

Education. The criteria are used by the Secretary for Education to assess
compliance with regulated standards of education and care.  

There are no criteria associated with the Qualifications, ratios, and service
size standard, as compliance with this standard is linked to schedules
contained in the Education (Early Childhood Services) Regulations 2008.

ECE services must meet the licensing criteria as well as the other regulatory
requirements contained in the regulations in order to gain and maintain a
licence to operate. The criteria should therefore be read in conjunction with
the Education (Early Childhood Services) Regulations 2008.

The curriculum framework is prescribed by the Minister of Education.

It formalises Government’s expectations and guides all curricula and
programmes across the early childhood education sector. The Early
Childhood Education Curriculum Framework is made up of the English and
te reo Māori versions of the Principles and Strands from the early childhood
curriculum Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa,
as well as an interpretation of the Strands to be used in ngā kōhanga reo
affiliated with Te Kōhanga Reo National Trust.
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PURSUANT TO REGULATION 41 OF THE EDUCATION (EARLY CHILDHOOD SERVICES)

REGULATIONS 2008, THE MINISTER OF EDUCATION PRESCRIBES THE FOLLOWING CRITERIA.

Contents
1 Title and commencement 5

2 Application 5

3 Explanatory information 5

4 Interpretation 5

5 Purpose 7

6 Criteria to assess Curriculum standard 8

C1 – C4 Professional practice 9

C5 – C6 Culture and identity 9

C7 – C10 Children as learners 9

C11 – C13 Working with others 10

7 Criteria to assess Premises and facilities standard 11

PF1 – PF11 General 11

PF12 – PF13 Food preparation and eating spaces 12

PF14 – PF18 Sanitary facilities 13

PF19 – PF22 Sleep 13

8 Criteria to assess Health and safety practices standard 14

HS1 – HS3 Hygiene 14

HS4 – HS7 Emergencies 15

HS8 – HS10 Sleep 15

HS11 – HS15 Hazards and excursions 16

HS16 – HS20 Food and drink 17

HS21 – HS27 Child health and wellbeing 18

HS28 – HS32 Child protection 20

HS33 Notification 21

HS34 Supervision 21

9 Criteria to assess Governance, management and administration standard 22

GMA1 – GMA3 Parent involvement and information 23

GMA4 – GMA6A Professional practices 24

GMA7 – GMA11 Planning and documentation 26

10 Appendix 1: First Aid kit requirements for criterion PF15 27

11 Appendix 2: Categories of medicine and written authority

required from parents for criterion HS25 28

Notice of Curriculum Framework 29

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Title and commencement

1 Title and commencement

These criteria may be cited as the Licensing Criteria for Early Childhood Education and
Care Centres 2008.

These criteria came into force on 1 December 2008. Since then, there have been 9 sets
of amendments. These took place on 28 August 2009, 21 July 2011, 21 May 2015,
26 February 2016, 27 May 2016, 25 November 2016, 25 January 2021, 31 August 2021
and 1 January 2022.

2 Application
These criteria apply to all Home-based Education and Care services as defined in
Section 309 of the Education Act 1989.

3 Explanatory information
In these criteria:

(a) a copy of the minimum standard in each regulation is set out, followed by the
criteria against which compliance will be assessed; and

(b) any specific documentation requirements to demonstrate compliance with a

criterion are set out below the relevant criterion.
(c) A flag symbol ( ) indicates a criterion that applies to services which include a
home or homes that have children receiving out-of-school care (as defined in the
interpretation section) in the home while the licensed home-based ECE service is
being provided.

4 Interpretation
For the purpose of these criteria, unless the context indicates otherwise:

(a) assessment means the process of noticing children’s learning, recognising its
significance, and responding in ways that foster further learning. It includes
documenting some, but not necessarily all, of what and how children are
learning in order to inform teaching, and make learning visible;
(b) coordinator means the person who has primary responsibility for overseeing the
education and care, comfort, and health and safety of the children, and providing
professional leadership and support to educators within the service;
(c) culture means the understandings, patterns of behaviour, practices, and values
shared by a group of people;
(d) educator means the person with the designated role of providing education and
care directly to children in his or her care, and attends to the health and safety of
those children;
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Title and commencement

(e) excursion means –

i. being outside the licensed premises whilst receiving education and care from the
service; but
ii. does not include an excursion for the purposes of emergency evacuations,
drills or the receipt of urgent medical attention.
iii. regular excursion means – excursions that parents have agreed to at the time of
their child’s enrolment, that are part of an ongoing planned and consistent routine
of education and care.
iv. special excursion means – excursions that parents have agreed to prior to the
excursion taking place, that are not a regular excursion;
(f) medicine means any substance used for a therapeutic purpose and includes
prescription and non prescription preparations having the meaning assigned to
these under Appendix 2;
(g) out-of-school care means the presence of any child during licensed hours who is
aged 13 years or younger, who is enrolled at school, and who is counted towards
the total number of children that can be present in the home, in line with the
requirements set out in S317A of the Education Act 1989.

(h) parent means –

i. the person (or people) responsible for having the role of providing day to day
care for the child; and

ii. may include a biological or adoptive parent, step parent, partner of a parent of a
child, legal guardian or member of the child’s family, whānau or other culturally
recognised family group.

(i) philosophy means a statement that –

i. outlines the fundamental beliefs, values, and ideals that are important to the
people involved in the service – management, adults providing education and
care, parents, families/whānau, and perhaps the wider community;

ii. identifies what is special about the service; and

iii. is intended to be the basis for decisions about the way the service is managed
and about its direction in the future;

(j) policy means a statement intended to influence and determine decisions, actions,
and other matters;

(k) premises means home in which education and care is to be provided, and its
associated outdoor space;

(l) procedure means a particular and established way of doing something;

(m) process means a goal-directed, interrelated series of actions, events, procedures,

or steps;

(n) records means information or data on a particular subject collected and preserved;
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(o) regulation means a regulation under the Education (Early Childhood Services)
Regulations 2008;

(p) service means a home-based education and care service;

(q) service curriculum means all of the experiences, interactions, activities and events
– both direct and indirect, planned, and spontaneous – that happen at the service.
Teaching practices including planning, assessment, and evaluation form part of the
service curriculum;

(r) service provider means the body, agency, or person who or that operates the
home-based education and care service; and

(s) specified agency means any government agency or statutory body that a home-
based education and care service is required to notify if there is a serious (or as
defined) injury, illness, incident or allegation. This may include but is not limited to:
the New Zealand Police; the Ministry of Health; Child, Youth and Family; WorkSafe
New Zealand; and the Education Council.

5 Purpose of criteria
(1) The criteria are to be used by the Secretary of Education to assess compliance with
the minimum standards set out under regulations 43 and 45 to 47 of the Education
(Early Childhood Services) Regulations 2008.

(2) Regulations 43 and 45 to 47 impose minimum standards that each licensed service
provider is required to comply with and are set out in these criteria so that readers
can see how the regulations and criteria fit together.
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Curriculum
›› REGULATION 43 Curriculum standard: general

(1) The curriculum standard: general is the standard that requires every licensed service
provider to whom this regulation applies to—
(a) plan, implement, and evaluate a curriculum that is designed to enhance
children’s learning and development through the provision of learning
experiences and that is consistent with any curriculum framework prescribed by
the Minister that applies to the service; and that—

(i) responds to the learning interests, strengths, and capabilities of enrolled

children; and

(ii) provides a positive learning environment for those children; and

(iii) reflects an understanding of learning and development that is consistent with

current research, theory, and practices in early childhood education; and

(iv) encourages children to be confident in their own culture and develop an

understanding, and respect for, other cultures; and

(v) acknowledges and reflects the unique place of Māori as tangata whenua; and

(vi) respects and acknowledges the aspirations of parents, family, and whānau; and

(b) make all reasonable efforts to ensure that the service provider collaborates
with the parents and, where appropriate, the family or whānau of the enrolled
children in relation to the learning and development of, and decision making
about, those children; and

(c) obtain information and guidance from agencies with expertise in early childhood
learning and development, to the extent necessary, to—

(i) support the learning and development of enrolled children; and

(ii) work effectively with parents and, where appropriate, family or whānau.

(2) Each licensed service provider to whom this regulation applies must comply with the
curriculum standard: general.
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6 Criteria to assess Curriculum standard

Professional practice

C1 The service curriculum is consistent with any prescribed curriculum framework that
applies to the service.

C2 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.

C3 Educators engage in meaningful, positive interactions to enhance children’s learning

and nurture reciprocal relationships.

C4 The practices of educators and coordinators demonstrate an understanding of

children’s learning and development, and knowledge of relevant theories and
practice in early childhood education.

Culture and identity

C5 The service curriculum acknowledges and reflects the unique place of Māori as
tangata whenua. Children are given the opportunity to develop knowledge and an
understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.

C6 The service curriculum respects and supports the right of each child to be confident
in their own culture and encourages children to understand and respect other
cultures.

Children as learners

C7 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.

C8 The service curriculum provides a language-rich environment that supports children’s

learning.

C9 The service curriculum provides children with a range of experiences and

opportunities to enhance and extend their learning and development – both indoors
and outdoors, individually, and in groups.

C10 The service curriculum supports children’s developing social competence and
understanding of appropriate behaviour.
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Curriculum
Working with others

C11 Positive steps are taken to respect and acknowledge the aspirations held by parents
and whānau for their children.

C12 Regular opportunities (formal and informal) are provided for parents to:

• communicate with educators and coordinators about their child, and share
specific evidence of the child’s learning; and

• be involved in decision-making concerning their child’s learning.

C13 Information and guidance is sought when necessary from agencies/services to enable
educators and coordinators to work effectively with children and their parents.

DOCUMENTATION REQUIRED:

Documentation that provides evidence of the service’s compliance with criteria C1 –

C13. Documentation may take a variety of forms to suit the service’s operation (such
as portfolios, wall displays, policies and procedures) but must include:

1. A process for providing positive guidance to encourage social competence in

children (C10);

2. A process for providing formal and informal opportunities for parents to:

• communicate with educators and coordinators about their child, and share
specific evidence of the child’s learning; and

• be involved in decision-making concerning their child’s learning (C12); and

3. A record of information and guidance sought from agencies and/or services (C13).
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Premises and facilities

›› REGULATION 45 Premises and facilities standard: general

(1) The premises and facilities standard: general is the standard that requires every
licensed service provider to whom this regulation applies—
(a) to use premises and facilities that, having regard to the number and age range
of the children attending the premises, provide sufficient and suitable space for
a range of activities, facilities for food preparation, eating, sleeping, storage,
toileting, and washing, and sufficient and suitable heating, lighting, noise control,
ventilation, and equipment to support—

(i) appropriate curriculum implementation by the service provider; and

(ii) safe and healthy practices by the service provider; and

(b) to comply with the requirements of Schedule 4 (which relates to activity spaces).

(2) Each licensed service provider to whom this regulation applies must comply with the
premises and facilities standard: general.

7 Criteria to assess Premises and facilities standard

General

PF1 The design and layout of the premises:

• support the provision of different types of indoor and outdoor experiences; and

• include quiet spaces, areas for physically active play, and space for a range of
individual and group learning experiences appropriate to the number, ages, and
abilities of children attending.

PF2 The design and layout of the premises support effective adult supervision so that
children’s access to indoor and outdoor spaces is not unnecessarily limited.

PF3 The premises conform to any relevant bylaws of the local authority. Any premises
undergoing alterations conform to the Building Act 2004.

DOCUMENTATION REQUIRED:

1. Code Compliance Certificate issued under Section 95 of the Building Act 2004
for any building work undertaken, or alternatively any other documentation that
shows evidence of compliance.

2. Current Annual Building Warrant of Fitness (if the premises require a compliance
schedule under Section 100 of the Building Act 2004).

PF4 A variety of equipment and materials is provided that is appropriate for the learning
and abilities of the children attending.

PF5 If infants, toddlers or children not walking attend, there are safe and comfortable
(indoor and outdoor) spaces for them to lie, roll, creep, crawl, pull themselves up,
learn to walk, and to be protected from more mobile children.
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Premises and facilities

PF6 Floor surfaces are durable, safe and suitable for the range of activities to be carried
out (including wet and messy play), and can easily be kept clean.

PF7 There are spaces for the safe storage of children’s play equipment, personal
belongings, cleaning materials, and confidential administrative records.

PF8 There are facilities (other than those required for PF18) or alternative arrangements
available for the preparation and cleaning up of paint and other art materials.

PF9 A telephone is available for calls to and from the premises.

PF10 Parts of the home used by children have:

• lighting (natural or artificial) that is appropriate to the activities offered or

purpose of each room;

• ventilation (natural or mechanical) that allows fresh air to circulate (particularly

in sanitary and sleep areas); and

• a safe and effective means of maintaining a room temperature of no lower

than 18°C.

PF11 There is an outdoor activity space that is:

• easily accessible and available to children;

• enclosed by structures and/or fences and gates designed to ensure that children
cannot leave the premises without the help or knowledge of the educator; and

• safe, well drained and suitably surfaced for a variety of activities.

Food preparation and eating spaces

PF12 There is a safe and hygienic place for children attending to sit when eating.

PF13 There are facilities for the hygienic preparation, storage and/or serving of food and
drink that contain:

• a means of keeping perishable food at a temperature at or below 4°C and

protected from vermin and insects;

• a means of cooking and/or heating food;

• a means of hygienically washing dishes;

• a sink connected to a hot water supply;

• storage; and

• food preparation surfaces that are impervious to moisture and can be easily
maintained in a hygienic condition.
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Sanitary facilities

PF14 There is space (away from where food is stored, prepared, or eaten) where a sick
child can:

• be temporarily kept at a safe distance from other children (to prevent cross-
infection);

• lie down comfortably; and

• be supervised.

PF15 There is a first aid kit that:

• complies with the requirements of Appendix 1; and

• is easily recognisable and readily accessible to adults; and

• is inaccessible to children.

PF16 There is a toilet and hygienic handwashing and drying facilities suitable for the use
of the children attending.

PF17 Where children wearing nappies attend, there are safe and hygienic nappy changing
facilities.

PF18 There is a plumbing fixture (such as a shower, shub, or bath) for washing sick or
soiled children.

Sleep

PF19 There is space available for the restful sleep of children who need it at any time they
are attending.

PF20 Furniture and items intended for children to sleep on (such as cots, beds, stretchers,
or mattresses) are of a size that allows children using them to lie flat, and are of a
design to ensure their safety.

PF21 Furniture and items intended for children to sleep on (such as cots, beds, stretchers
or mattresses) that will be used by more than one child over time are securely
covered with or made of a non-porous material (that is, a material that does not
allow liquid to pass through it) that:

• protects them from becoming soiled;

• allows for easy cleaning (or is disposable); and

• does not present a suffocation hazard to children.

PF22 Clean individual bedding (such as blankets, sheets, sleeping bags and pillowslips) is
provided for sleeping or resting children that is sufficient to keep them warm.
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Health and safety

›› REGULATION 46 Health and safety practices standard: general

(1) The health and safety practices standard: general is the standard that requires every
licensed service provider to whom this regulation applies to—
(a) take all reasonable steps to promote the good health and safety of children
enrolled in the service; and

(b) take all reasonable precautions to prevent accidents and the spread of infection
among children enrolled in the service; and

(c) take all reasonable steps to ensure that the premises, facilities, and other
equipment on those premises are—

(i) kept in good repair; and

(ii) maintained regularly; and

(iii) used safely and kept free from hazards; and

(d) take all reasonable steps to ensure that appropriate procedures are in place to
deal with fires, earthquakes, and other emergencies.

(2) Each licensed service provider to whom this regulation applies must comply with the
health and safety practices standard: general.

8 Criteria to assess Health and safety practices standard

Hygiene

HS1 Premises, furniture, furnishings, fittings, equipment, and materials for the use of
children attending are kept safe, hygienic, and maintained in good condition.

HS2 Linen used by children or adults is hygienically laundered.

DOCUMENTATION REQUIRED:

A procedure for the hygienic laundering (off-site or on-site) of linen used by the
children or adults.

HS3 A procedure for the changing (and disposal, if appropriate) of nappies is

consistently implemented.

DOCUMENTATION REQUIRED:

A procedure for the changing (and disposal, if appropriate) of nappies.

The procedure aims to ensure:

1. Safe and hygienic practices; and

2. that children are treated with dignity and respect.

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Emergencies

HS4 There are a written emergency plan and supplies to ensure the care and safety of
the children and educator at the home and when away from the home. The plan
must include evacuation procedures that apply in a variety of emergency situations
and that are relevant to the home.

The written emergency plan must also include out-of-school care children if out-of-
school care is being provided in the home.
If the home is in a building that has an approved Fire Evacuation Scheme, the
evacuation procedures must be consistent with that scheme.

DOCUMENTATION REQUIRED:
A written emergency plan that includes at least:
1. An evacuation procedure for the premises.
2. A list of safety and emergency supplies and resources sufficient for the age and
number of children and adults present in the home and details of how these will
be maintained and accessed in an emergency.
3. A communication plan for families and support services.
4. Evidence of review of the plan on an, at least, annual basis and
5. Implementation of improved practices as required.
HS5 Designated assembly areas for evacuation purposes outside the building keep
children safe from further risk.
HS6 Heavy furniture, fixtures and equipment that could fall or topple and cause serious
injury or damage are secured.
HS7 Educators are familiar with relevant emergency drills and carry these out with all
children present in the home on an at least three-monthly basis.
DOCUMENTATION REQUIRED:
A record of the emergency drills carried out and evidence of how evaluation of the
drills has informed the annual review of the service’s emergency plan.

For services providing out-of-school care the record must include evidence of drills
performed with enrolled children and out-of-school care children at the same time.
Sleep
HS8 A procedure for monitoring children’s sleep is implemented, and information is
communicated to parents about their child’s daily sleep patterns.
DOCUMENTATION REQUIRED:
A procedure for monitoring children’s sleep.
The procedure ensures that children:
1. do not have access to food or liquids while in bed; and
2. are checked for warmth, breathing, and general well-being at least every 10 – 15
minutes (during day-time sleep), or more frequently according to individual needs.
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Health and safety

HS9 Furniture or items intended for children to sleep on (such as cots, beds, stretchers,
or mattresses) are arranged and spaced when in use so that:

• adults have clear access to at least one side (meaning the length, not the width);

• the area surrounding each child allows sufficient air movement to minimise the
risk of spreading illness; and

• children able to sit or stand can do so safely as they wake.

HS10 If not permanently set up, furniture or items intended for children to sleep on (such as
cots, beds, stretchers, or mattresses) and bedding is hygienically stored when not in
use.

Hazards and excursions

HS11 Equipment, premises and facilities are checked on every day of operation for
hazards to children. Accident/incident records are analysed to identify hazards and
appropriate action is taken. Hazards to the safety of children are eliminated, isolated
or minimised.

Consideration of hazards must include but is not limited to:

• cleaning agents, medicines, poisons, and other hazardous materials;

• electrical sockets and appliances (particularly heaters);

• hazards present in kitchen or laundry facilities;

• vandalism, dangerous objects, and foreign materials (e.g. broken glass, animal
droppings);

• the condition and placement of learning, play and other equipment;

• windows and other areas of glass;

• poisonous plants; and

• bodies of water.

DOCUMENTATION REQUIRED:

A documented risk management system.

HS12 All practicable steps are taken to ensure that noise levels do not unduly interfere
with normal speech and/or communication, or cause any child attending distress
or harm.

HS13 Safe and hygienic handling practices are implemented with regard to any animals.
All animals on the premises are able to be restrained.
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HS14 Whenever children leave the premises on an excursion:

• assessment and management of risk is undertaken;

• a supervision plan specific to the excursion is developed and implemented;

• parents have given prior written approval of their child’s participation;

a. for regular excursions at the time of enrolment; and

b. for special excursions prior to the excursion taking place; and

• there are communication systems in place so that people know where the
children are and the educator can communicate with others as necessary.

DOCUMENTATION REQUIRED:

A record of excursions that includes:

1. the names of adults and children involved;

2. the time and date of the excursion;

3. the location and method of travel;

4. the excursion supervision plan;

5. assessment and management of risk;

6. evidence of parental permission for regular excursions at the time of enrolment; and

7. evidence of parental permission for special outings or excursions

HS15 If children travel in a motor vehicle while in the care of the service:

• each child is restrained as required by Land Transport legislation; and

• the written permission of a parent of the child is obtained before the travel begins.

DOCUMENTATION REQUIRED:

Evidence of parental permission for any travel by motor vehicle.

In most cases, this requirement will be met by the excursion records required
for criterion HS14.

Food and drink

HS16 Food is served at appropriate times to meet the nutritional needs of each child while
they are attending.

Where food is provided by the service, it is of sufficient variety, quantity and

quality to meet the nutritional and developmental needs of each child.

Where food is provided by parents, the service encourages and promotes

healthy eating guidelines.

DOCUMENTATION REQUIRED:

A record of all food served during the service’s hours of operation (other than that
provided by parents for their own children). Records show the type of food provided
and are available for inspection for 3 months after the food is served.
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Health and safety

HS17 Food is prepared, served, and stored hygienically.

HS18 An ample supply of water that is fit to drink is available to children at all times, and
older children are able to access this water independently.

HS19 Children are supervised and seated while eating.

Where food is provided by the service, foods that pose a high choking risk are not
to be served unless prepared in accordance with best practice as set out in Ministry
of Health: Reducing food-related choking for babies and young children at early
learning services.

Where food is provided by parents, the service promotes best practices as set out
in Ministry of Health: Reducing food-related choking for babies and young children
at early learning services and must provide to all parents at the time of enrolment
a copy of Ministry of Health: Reducing food-related choking for babies and young
children at early learning services.

HS20 Infants under the age of 6 months and other children unable to drink independently
are held semi-upright when being fed. Any infant milk food given to a child under
the age of 12 months is of a type approved by the child’s parent.

Child health and wellbeing

HS21 Rooms used by children are kept at a comfortable temperature no lower than 18°C
(at 500mm above the floor) while children are attending.

HS22 There is an adult present at all times while the children attending who:

• holds a current first aid qualification gained from a New Zealand Qualification
Authority accredited first aid training provider; or

• is a registered medical practitioner or nurse with a current practising certificate; or

• is a qualified ambulance officer or paramedic.

If access to first aid training is limited due to circumstances beyond the service
provider’s control, the service provider must ensure that educators have knowledge of
first aid, and gain a first aid qualification within 4 months of starting work at the service.

If a child is injured, any required first aid is administered or supervised by an adult

meeting these requirements.

DOCUMENTATION REQUIRED:

1. Copies of current first aid (or medical practising) certificates for adults counting
towards this requirement.

2. Where access to first aid training for an educator is limited, a record of the
actions taken by the service provider to ensure the educator has knowledge of
first aid and achieves a first aid qualification within 4 months of starting work at
the service.
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HS23 All practicable steps are taken to ensure that children do not come into contact with
any person (adult or child) on the premises who is suffering from a disease or condition
likely to be passed on to children and likely to have a detrimental effect on them.

Specifically, any child who becomes unwell while attending the service or receiving
out-of-school-care is kept at a safe distance from other children (to minimise the
spread of infection) and returned to the care of a parent or other person authorised
to collect the child without delay.

Out-of-school care must not be provided to children who are absent from school
due to illness.

HS24 All practicable steps are taken to get immediate medical assistance for a child who is
seriously injured or becomes seriously ill, and to notify a parent of what has happened.

DOCUMENTATION REQUIRED:

1. A record of all injuries, illnesses and incidents that occur at the service.

Records include:

• the child’s name;

• the date, time and description of the injury, illness or incident;

• actions taken and by whom; and

• evidence that parents have been informed.

2. A procedure outlining the service’s response to injury, illness and incident,

including the review and implementation of practices as required.
20 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Health and safety

HS25 Medicine (prescription and non-prescription) is not given to a child unless it is given:
• by a doctor or ambulance personnel in an emergency; or
• by the parent of the child; or
• with the written authority (appropriate to the category of medicine) of a parent.
Medicines are stored safely and appropriately, and are disposed of or sent home
with a parent (if supplied in relation to a specific child) after the specified time.
DOCUMENTATION REQUIRED:
1. A record of the written authority from parents for the administration of medicine
in accordance with the requirement for the category of medicine outlined in
Appendix 2.
2. A record of all medicine (prescription and non-prescription) given to children
attending the service. Records include:
• name of the child;
• name and amount of medicine given;
• date and time medicine was administered and by whom; and
• evidence of parental acknowledgement.
HS26 Adults who administer medicine to children (other than their own) are provided with
information and/or training relevant to the task.
DOCUMENTATION REQUIRED:
A record of training and/or information provided to adults who administer medicine
to children (other than their own) while at the service.
HS27 Children are washed when they are soiled or pose a health risk to themselves or others.
Child protection
HS28 There is a written child protection policy that meets the requirements of the Vulnerable
Children Act 2014. The policy contains provisions for the identification and reporting of
child abuse and neglect, and information about how the service will keep children safe
from abuse and neglect, and how it will respond to suspected child abuse and neglect.
The policy must be reviewed every three years.
DOCUMENTATION REQUIRED:
1. A written child protection policy that contains:
a. provisions for the service’s identification and reporting of child abuse and
neglect;
b. information about the practices the service employs to keep children safe
from abuse and neglect; and
c. information about how the service will respond to suspected child abuse and
neglect.
2. A procedure that sets out how the service will identify and respond to suspected
child abuse and/or neglect.
LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 21
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

HS29 All practicable steps are taken to protect children from exposure to inappropriate
material (for example, of an explicitly sexual or violent nature).

HS30 Coordinators and educators must not use, or be under the influence of, alcohol or any
other substance that has a detrimental effect on their functioning or behaviour while
responsible for children attending the service.

HS31 All practicable steps are taken to ensure that children do not come into contact
with any person on the premises who is under the influence of alcohol or any other
substance that has a detrimental effect on their functioning or behaviour.

HS32 No person on the premises smokes in any area which is available for use by children
or for food preparation while children are attending the service.

Notification

HS33 Where there is a serious injury or illness or incident involving a child while at the
service that is required to be notified to a specified agency, the service provider must
also notify the Ministry of Education at the same time.

DOCUMENTATION REQUIRED:

A copy of the notification sent to the specified agency.

Supervision

HS34 Every educator must ensure that they actively supervise children, at all times, while
they attend the service.

DOCUMENTATION REQUIRED:

A written supervision plan that ensures the good health and safety of children
enrolled in the service is maintained at all times.

The plan must be specific to the premise and the number, age, abilities and enrolled
hours of the children attending and must show how the educator will actively
supervise children attending the service. It must include, but is not limited to:

1. how the premise will be arranged, across all indoor and outdoor spaces likely
to be used at any time while children are attending the home, to enhance
supervision of children;

2. how children will be supervised while they are;

• involved in activities or routines (such as sleeping, eating and toileting) in

separate parts of the home;

• using play equipment and resources, both indoors and outdoors;

• interacting with other people in the home, including visitors; and

• using technology or while they are in the presence of technology while it is

being used by others in the home.
22 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Governance, management
and administration
›› REGULATION 47 Governance, management, and administration standard: general

(1) The governance, management, and administration standard: general is the standard
that requires every licensed service provider to whom this regulation applies to ensure
that—
(a) the service is effectively governed and is managed in accordance with good
management practices; and

(b) the service provider regularly collaborates with—

(i) parents and family or whānau of children enrolled in the service; and

(ii) the adults responsible for providing education and care as part of the
service; and

(c) appropriate documentation and records are—

(i) developed, maintained, and regularly reviewed; and

(ii) made available where appropriate—

(A) at any reasonable time on request by a parent of a child enrolled in the

service; and

(B) at any time on request by any person exercising powers or carrying

out functions under Part 26 of the Act; and

(d) adequate information is made available to parents of enrolled children and,

where appropriate, to the families or whānau of those children about the
operation of the service; and

(e) all reasonable steps are taken to provide staff employed or engaged in the service
with adequate professional support, professional development opportunities, and
resources.

(2) Each licensed service provider to whom this regulation applies must comply with the
governance, management, and administration standard: general.
LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 23
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

9 Criteria to assess Governance, management and administration standard

Parent involvement and information

GMA1 Parents are advised how to access:

• information concerning their child;

• the service's operational documents (such as its philosophy, policies, and

procedures and any other documents that set out how day to day operations
will be conducted);

• the most recent Education Review Office report regarding the service;

• the Education (Early Childhood Services) Regulations 2008, and the Licensing
Criteria for Home-based Education and Care Services 2008;

• the full names and qualifications of each person counting towards regulated
qualification requirements;

• the service's current licence certificate; and

• a procedure people should follow if they wish to complain about non-compliance

with the Regulations or criteria.

DOCUMENTATION REQUIRED:

1. Evidence (such as a newsletter or enrolment pack information) of compliance

with the criterion.

2. A procedure people should follow if they wish to complain about non-compliance

with the Regulations or criteria. The procedure includes the option to contact the
local Ministry of Education office and provides contact details.
24 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Governance, management
and administration
GMA2 Information is provided to parents about:

• how they can be involved in the service;

• any fees charged by the service;

• the amount and details of the expenditure of any Ministry of Education funding
received by the service;

• any planned reviews and consultation; and

• whether or not out-of-school care will be provided in the educator’s home while
their child is attending.

DOCUMENTATION REQUIRED:

1. Written information letting parents know:

• how they can be involved in the service;

• any fees charged by the service;

• the amount and details of the expenditure of any Ministry of Education

funding received by the service; and

• about any planned reviews and consultation.

2. For services offering out-of-school care, evidence of:

• written notice advising parents if the home their child is attending will have
children receiving out-of-school care; and

• written parental acknowledgement of the written notice.

GMA3 Parents of children attending the service and adults providing education and care
are provided with opportunities to contribute to the development and review of the
service’s operational documents (such as philosophy, policies, and procedures and any
other documents that set out how day to day operations will be conducted).

DOCUMENTATION REQUIRED:

Evidence of opportunities provided for parents and adults providing education

and care to contribute to the development and review of the service’s operational
documents.

Professional practices

GMA4 A philosophy statement guides the service’s operation.

DOCUMENTATION REQUIRED:

A written statement expressing the service’s beliefs, values, and attitudes about the
provision of early childhood education and care.
LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 25
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

GMA5 An ongoing process of self-review and internal evaluation helps the service maintain
and improve the quality of its education and care.

DOCUMENTATION REQUIRED:

1. A process for reviewing and evaluating the service’s operation (for example, its
curriculum, learning and teaching practices, philosophy, policies, and procedures)
by the people involved in the service.

The process is consistent with criterion GMA4/GMA3, and includes a schedule

showing timelines for planned review and evaluation of different areas of
operation.

2. Recorded outcomes from the review and evaluation process. Outcomes show
how the service has regard for the Statement of National Education and
Learning Priorities (NELP) in its operation.

GMA6 Suitable human resource management practices are implemented for educators
and staff.

DOCUMENTATION REQUIRED:

Processes for human resource management. Processes at least include:

• procedures for the selection and appointment of suitable educators and staff;

• job/role descriptions;

• training plans for educators with little or no previous experience in early

childhood education;

• induction procedures into the service;

• a system of regular appraisal;

• provision for professional development;

• a definition of serious misconduct; and

• discipline/dismissal procedures.

GMA6A All children’s workers who have access to children are safety checked in accordance
with the Vulnerable Children Act 2014.

Safety checks must be undertaken and the results obtained before the worker has
access to children.

The results of the safety checks must be recorded and the record kept as long as
the person is employed at the service.

Every children’s worker must be safety checked every three years. Safety checks
may be carried out by the employer or another person or organisation acting on
their behalf.

DOCUMENTATION REQUIRED:

1. A written procedure for safety checking all children’s workers before they
have access to children that meets the safety checking requirements of the
Vulnerable Children Act 2014; and

2. A record of all safety checks and the results.

26 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Governance, management
and administration
Planning and documentation
GMA7 An annual plan guides the service’s operation.
DOCUMENTATION REQUIRED:
An annual plan identifying ‘who’, ‘what’, and ‘when’ in relation to key tasks the service
intends to undertake each year, and how key tasks will have regard to the Statement of
National Education and Learning Priorities (NELP).
GMA8 An annual budget guides financial expenditure.
DOCUMENTATION REQUIRED:
An annual budget setting out the service’s estimated revenue and expenses for the
year. The budget includes at least:
• staffing costs, including leave entitlements;
• professional development costs;
• equipment and material costs for the ongoing purchase of new equipment and
consumable materials; and
• provision for operational costs and maintenance as appropriate.
GMA9 Enrolment records are maintained for each child attending. Records are kept for at
least 7 years.
DOCUMENTATION REQUIRED:
Enrolment records for each child currently attending and for those who have
attended in the previous 7 years. Records meet the requirements of the Early
Childhood Education Funding Handbook and include at least:
• the child’s full name, date of birth, and address;
• the name and address of at least 1 parent;
• details of how at least 1 parent (or someone nominated by them) can be
contacted while the child attends the service;
• the name of the medical practitioner (or medical centre) who should, if
practicable, be consulted if the child is ill or injured;
• details of any chronic illness/condition that the child has, and of any implications
or actions to be followed in relation to that illness/condition;
• the names of the people authorised by the parent to collect the child; and
• any court orders affecting day to day care of, or contact with, the child.
GMA10 An attendance record is maintained that shows the times and dates of every child’s
attendance at the service. Records are kept for at least 7 years.
DOCUMENTATION REQUIRED:
An attendance record that meets the requirements outlined in the Early Childhood
Education Funding Handbook for children currently attending, and children who
have attended in the previous 7 years.
GMA11 Required documentation is made available as appropriate to parents and
Government officials having right of entry to the service under Section 319B of
the Education Act 1989.
LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 27
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Appendix
10 Appendix 1: First Aid kit requirements for criterion PF15

First aid kits should include at least the following (or these items are available on
the premises):

• disposable gloves
• sterile saline solution (or some other means of cleansing wounds)
• safety pins, bandage clips or tape (or some other means of holding dressings in place)
• sterile wound dressings, including sticking plasters
• rolls of stretchable bandage
• triangular bandage (or some other means of immobilising an
upper limb injury)
• scissors
• tweezers
• cold pack
• first aid manual
• National Poisons Centre phone number - 0800 POISON / 0800 764766
• Healthline phone number - 0800 611 116
The first aid kit may also contain any Category (i) medicines the service chooses to use,
providing the appropriate written authority has been gained from parents (see criterion
HS25).
28 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Appendix
11 Appendix 2: Categories of medicine and written authority required from
parents for criterion HS25

Category (i) medicines

Definition – a non-prescription preparation (such as arnica cream, antiseptic liquid,

insect bite treatment spray etc) that is:

• not ingested;
• used for the ‘first aid’ treatment of minor injuries; and
• provided by the service and kept in the first aid cabinet.
Authority required – a written authority from a parent given at enrolment to the use of
specific preparations on their child for the period that they are enrolled. The service
must provide (at enrolment, or whenever there is a change) specific information to
parents about the Category (i) preparations that will be used.

Category (ii) medicines

Definition – a prescription (such as antibiotics, eye/ear drops etc) or non-prescription

(such as paracetamol liquid, cough syrup etc) medicine that is:

• used for a specified period of time to treat a specific condition or symptom; and
• provided by a parent for the use of that child only or, in relation to Rongoa Māori
(Māori plant medicines), that is prepared by other adults at the service.
Authority required – a written authority from a parent given at the beginning of each
day the medicine is administered, detailing what (name of medicine), how (method and
dose), and when (time or specific symptoms/circumstances) medicine is to be given.

Category (iii) medicines

Definition – a prescription (such as asthma inhalers, epilepsy medication etc) or non-

prescription (such as antihistamine syrup, lanolin cream etc) medicine that is:

• used for the ongoing treatment of a pre-diagnosed condition (such as asthma,

epilepsy, allergic reaction, diabetes, eczema etc); and
• provided by a parent for the use of that child only.
Authority required – a written authority from a parent given at enrolment as part
of an individual health plan, or whenever there is a change, detailing what (name
of medicine), how (method and dose), and when (time or specific symptoms/
circumstances) the medicine should be given.
LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 29
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

Notice
EDUCATION (EARLY CHILDHOOD EDUCATION CURRICULUM
FRAMEWORK) NOTICE 2008
The Education (Early Childhood Education Curriculum Framework) Notice 2008 was
published in the New Zealand Gazette on 4 September 2008 (Notice number 6504),
and prescribes the Curriculum Framework for early childhood education services in
New Zealand. This Notice is fully reproduced here for your information.

1 Title and commencement –

(1) This notice may be cited as the Education (Early Childhood Education Curriculum
Framework) Notice 2008.

(2) This notice shall come into force on 1 December 2008.

2 Early Childhood Education Curriculum Framework (‘Curriculum Framework’) as set

out in clause 6 of this notice is the Curriculum Framework prescribed for all licensed
early childhood education and care services and certificated playgroups
in accordance with section 314 of the Education Act 1989.

3 Every service provider for a licensed early childhood education and care service or
certificated playgroup must implement the Curriculum Framework in accordance
with the requirements (if any) prescribed in regulations made under Part 26 of the
Education Act 1989.

4 Licensed early childhood education and care services and certificated playgroups
must implement the Principles and the Strands, and can opt to use either the English
or the te reo Māori versions set out in Part A or Part B of clause 6, or both. Kōhanga reo
affiliated with Te Kōhanga Reo National Trust must implement Part C of clause 6.

5 The purpose of the Curriculum Framework is to provide the basis and context
underpinning specific curriculum regulatory requirements in the Education (Early
Childhood Services) Regulations 2008 or the Education (Playgroups) Regulations
2008 relating to the standards of education and care and to the associated
curriculum criteria.

6 The Curriculum Framework: » SEE NEXT PAGE

30 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

PART A PART B PART C

The Principles Ngā Kaupapa Whakahaere Ngā Kaupapa Whakahaere mō

Te Kōhanga Reo

Empowerment Whakamana Whakamana

Early childhood curriculum Mā te whāriki e whakatō te kaha ki roto i te Mā te whāriki o Te Kōhanga Reo e
empowers the child to learn and mokopuna, ki te ako, kia pakari ai tana tipu whakatō te kaha ki roto i te mokopuna
grow ki te ako, kia pakari ai tana tipu

Holistic Development Kotahitanga Kotahitanga

Early childhood curriculum reflects Mā te whāriki e whakaata te kotahitanga Mā te whāriki o Te Kōhanga Reo e whakaata
the holistic way children learn and o ngā whakahaere katoa mō te ako a te te kotahitanga o ngā whakahaere katoa
grow mokopuna, mō te tipu o te mokopuna mō te ako a te mokopuna, mō te tipu
o te mokopuna

Family and Community Whānau Tangata Whānau – Tangata

The wider world of family and Me whiri mai te whānau, te hapū, te iwi, Me whiri mai te whānau, te hapū, te iwi,
community is an integral part of me tauiwi, me ō rātou wāhi nohonga, ki me tauiwi, me ō rātou wāhi nohonga ki roto
early childhood curriculum roto i te whāriki, hei āwhina, hei tautoko i te whāriki o te kōhanga reo, hei awhina, hei
i te akoranga, i te whakatipuranga o te tautoko i te akoranga, i te whakatipuranga o
mokopuna te mokopuna

Relationships Ngā Hononga Ngā Honotanga

Children learn through responsive Mā roto i ngā piringa, i ngā whakahaere i Mā roto i ngā piringa, i ngā whakahaere
and reciprocal relationships with waenganui o te mokopuna me te katoa, e i waenganui o te mokopuna me te katoa,
people, places and things whakatō te kaha ki roto i te mokopuna ki te e whakatō te kaha ki roto i te mokopuna
ako ki te ako

The Strands Ngā Taumata Whakahirahira Ngā Taumata Whakahirahira mō

Te Kōhanga Reo

Well-being Mana Atua Mana Atua

The health and well-being of the Ko tēnei te whakatipuranga o te tamaiti i Kia mōhio ki te:
child are protected and nurtured roto i tōna oranga nui, i runga hoki i tōna Whakapono, wairua, aroha, manaaki,
mana motuhake, mana atuatanga whakakoakoa, whakahirahira

Belonging Mana Whenua Mana Whenua

Children and their families feel a Ko te whakatipuranga tēnei o te mana ki Kia mōhio ki ōna tūrangawaewae, ki ōna
sense of belonging te whenua, te mana tūrangawaewae, me marae, ki ngā pepeha o ōna iwi
te mana toi whenua o te tangata Kia mōhio ki te mana o ngā awa, whenua,
o ngā maunga.
Kia mōhio ki te manaaki, ki te tiaki i te whenua

Contribution Mana Tangata Mana Tangata

Opportunities for learning Ko te whakatipuranga tēnei o te kiritau Kia mōhio ki ōna whakapapa, ki te pātahi o
are equitable and each child’s tangata i roto i te mokopuna kia tū māia ai ia te whānau, ki ōna hoa, whānau whānui.
contribution is valued ki te manaaki, ki te tuku whakaaro ki te ao Kia mōhio ki ōna kaumātua
Kia mōhio ki a Ranginui raua ko
Papatūānuku

Communication Mana Reo Mana Reo

The languages and symbols of Ko te whakatipuranga tēnei o te reo. Kia mōhio i te rangatiratanga, i te tapu
children’s own and other cultures Mā roto i tēnei ka tipu te mana tangata me te noa o tōna ake reo
are promoted and protected me te oranga nui Kia matatau te tamaiti ki te whakahua i
te kupu
Kia mōhio ki tōna ao, te ao Māori

Exploration Mana Aotūroa Mana Aotūroa

The child learns through active Ko te whakatipuranga tēnei o te mana Kia mōhio he wairua to ngā mea katoa
exploration of the environment rangahau, me ngā mātauranga katoa e pā Te whenua
ana ki te aotūroa me te taiao Te moana
Te ao whānui
Ngā whetu, te hau, ngā rakau, ngā ngāngara
 LICENSING CRITERIA FOR HOME-BASED EDUCATION AND CARE SERVICES 2008 31
AND EARLY CHILDHOOD EDUCATION CURRICULUM FRAMEWORK

PART B IN THE LEFT TE REO MĀORI VERSION

TABLE IS NOT A DIRECT
TRANSLATION OF PART A. PART B TRANSLATION

PLEASE REFER TO THE Ngā Kaupapa Whakahaere The Operating Principles

TABLE ON THIS PAGE
FOR THE TRANSLATION Whakamana Empowerment
TO AID UNDERSTANDING. Mā te whāriki e whakatō te kaha ki roto i te The early childhood curriculum will instil in
mokopuna, ki te ako, kia pakari ai tana tipu the child the ability to learn, so that he/she
grows strongly

Kotahitanga Unity
Mā te whāriki e whakaata te kotahitanga The early childhood curriculum will reflect
o ngā whakahaere katoa mō te ako a te that all aspects of the child’s learning and
mokopuna, mō te tipu o te mokopuna growing are unified

Whānau Tangata Human Family

Me whiri mai te whānau, te hapū, te iwi, The family, the sub-tribe, the tribe, non-
me tauiwi, me ō rātou wāhi nohonga, ki Māori, and the communities they live in
roto i te whāriki, hei āwhina, hei tautoko must be woven into the early childhood
i te akoranga, i te whakatipuranga o te curriculum, to assist and support the
mokopuna learning and development of the child

Ngā Hononga Relationships

Mā roto i ngā piringa, i ngā whakahaere i Through close connections and other
waenganui o te mokopuna me te katoa, e relationships between the child and all
whakatō te kaha ki roto i te mokopuna ki te others, the child will have instilled in him/
ako her the ability to learn

Ngā Taumata Whakahirahira The Important Levels

Mana Atua Spirituality

Ko tēnei te whakatipuranga o te tamaiti i This is the development of the overall well-
roto i tōna oranga nui, i runga hoki i tōna being of the child, along with their sense of
mana motuhake, mana atuatanga self and spirituality

Mana Whenua Belonging (to the land)

Ko te whakatipuranga tēnei o te mana ki te This is the development of a sense of self,
whenua, te mana tūrangawaewae, me te of belonging to the land (‘having a place to
mana toi whenua o te tangata stand’), and indigenousness

Mana Tangata Personal Strength

Ko te whakatipuranga tēnei o te kiritau This is the development of self-esteem in
tangata i roto i te mokopuna kia tū māia ai ia the child, so that he/she can confidently
ki te manaaki, ki te tuku whakaaro ki te ao care for and contribute to the world

Mana Reo Language Status

Ko te whakatipuranga tēnei o te reo. Mā roto This is the development of language. Out of
i tēnei ka tipu te mana tangata me te oranga this will grow personal strength and general
nui well-being

Mana Aotūroa Place of the Natural World

Ko te whakatipuranga tēnei o te mana This is the development of exploration and
rangahau, me ngā mātauranga katoa e pā all forms of knowledge about the natural
ana ki te aotūroa me te taiao worlds and the environment
 We shape an education system that delivers
equitable and excellent outcomes

He mea tārai e mātou te mātauranga

kia rangatira ai, kia mana taurite ai ōna huanga

education.govt.nz