62 Ratanui Road, Paraparaumu Central, Paraparaumu
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
About Kids Network 1 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
About Kids Network 1, based in Paraparaumu, is one of two networks providing home-based education and care in the About Kids Homebase Ltd service. It is a standard funded network. Educators are encouraged to complete a Level 4 early childhood qualification. Educators provide education and care in their own homes for small groups of children under five years of age.
A coordinator, who is a qualified and registered early childhood teacher, visits educators in their homes to support the teaching, learning and wellbeing of children. About Kids Homebase Ltd provides regular playgroups where the coordinator meets with educators and children to provide new ideas and model ways to extend children's learning in large group situations.
The vision for the service is to 'provide a stimulating home-based learning environment, where children learn and develop and explore new and exciting experiences'.
Since the February 2018 ERO report progress has been made in relation to the provision of a bicultural curriculum, evaluation, and the emphasis given to children's culture in documentation.
This review was one of two network reviews in the About Kids Homebase Ltd service.
Educators and coordinators work together to plan a curriculum that is responsive to each child's interests, strengths and capabilities. Children's in-home learning experiences are enhanced through planned excursions into the local community. Children's learning records are detailed and reflect the wide range of activities and resources provided for infants, toddlers and young children within the home-based education programme. Coordinators agree that a next step is to strengthen the emphasis given to the learning outcomes for children in Te Whāriki, the early childhood curriculum, and consider specific teaching strategies to progress children's learning.
The coordinator works closely with educators, parents, whānau, and external agencies when required to support children with additional learning needs. Educators offer infants and toddlers a curriculum that is flexible and responsive their needs and rhythms. Coordinators and educators are focused on further developing a bicultural curriculum that is meaningful for children. Educators are increasingly celebrating children's cultural heritages and acknowledging these in their individual learning records. Parents and whānau are well informed about children's participation in the home-based programme and are provided with opportunities to contribute to their children's learning.
Managers and coordinators work collaboratively to support educators, children and families across the networks. Educators are well supported in their work and learning by the many opportunities provided to build their knowledge, capability and skills. They have good access to a range of targeted professional learning and development including research articles, peer discussion groups and one-to-one support with coordinators. The regular playgroup provides opportunities for educators and children to come together socially as a community. Coordinators also maximise opportunities to further educators' understandings of the curriculum and health and safety requirements.
Systems and processes to support the effective operation of the service are implemented and carefully monitored. There is a clear process in place for appraisal that is well implemented to support coordinator development. Reflective practice is promoted and used to inform ongoing improvements to practice and strengthen outcomes for children. Coordinators, educators, parents and whānau from both networks have worked together to review the philosophy and determine the values and beliefs that underpin the curriculum for this current learning community.
The key next steps are for coordinators to:
Before the review, the staff and management of About Kids Network 1 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Paterson
Director Review and Improvement Services Southern
Southern Region | Te Tai Tini
30 April 2021
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 |
Paraparaumu |
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Ministry of Education profile number |
60070 |
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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 |
5 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Māori |
2 |
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Number of qualified coordinators in the network |
1 |
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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 |
January 2021 |
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Date of this report |
30 April 2021 |
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Most recent ERO report(s) |
Education Review |
February 2018 |
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|
Education Review |
November 2014 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
About Kids Network 1 based in Paraparaumu is one of two networks operating as a home based education and care service. Family owned and operated, it provides for children up to six years of age, from Raumati South to Levin. Educators work in their own homes to provide education and care for up to four children. Of the 94 children enrolled, 38 identify as Māori.
Three coordinators, who are qualified and registered early childhood teachers, visit homes to support educators. They coordinate lead regular playgroups to model new ideas and ways to extend children's learning in large group situations.
The vision for the service is to 'provide a stimulating home-based learning environment, where children learn and develop through explore through new and exciting experiences'.
Since the November 2014 ERO report, improvements have been made to address the key next steps.
The service has a clearly defined commitment to providing high quality education and care for children. A shared understanding of the service's philosophy, vision, goals and systems contribute to positive outcomes for children. These are regularly monitored by coordinators during regular home visits.
An effective induction process of educators promotes children's strong sense of belonging between educators, whānau and coordinators. Positive, responsive and reciprocal relationships are fostered.
Regular playgroup experiences are carefully considered. Ongoing review supports coordinators to provide deliberate planning that facilitates additional learning opportunities for children within the community and with other educators. Infants and toddlers are well supported to fully participate in the learning programme.
Assessment of children's learning is well developed. Children's profile books capture their involvement in a wide range of experiences that promote their independence and confidence over time. A key next step is to improve the response to children's language, culture and identity to further strengthen the process.
Educators are effectively supported to plan and provide learning experiences that are responsive to individual children's strengths, abilities and interests. A range of teaching strategies and resources extend children's learning.
There is a commitment to strengthening the bicultural curriculum within the organisation. Local expertise provides children and educators with opportunities to learn aspects of te ao Māori. Leaders recognise that further developing learning partnerships with whānau Māori is required to support improved learning outcomes for Māori children.
Leaders identify that building their capability to respond to Pacific learners continues to need strengthening. ERO's evaluation confirms this ongoing development.
An inclusive learning environment contributes to successful outcomes for children with additional learning needs. Coordinators and educators work with parents and whānau to fully support children's participation and engagement in a programme that is responsive to their individual requirements.
A focus on children's transition to school has contributed to an improved understanding of good practices within a home based context. Information sharing between coordinators, educators and parents fosters children's growing independence as they move to the next stage of their learning journey.
An effective cycle of review contributes to change and improvement. Leaders recognise that further monitoring and evaluation of the effectiveness practices to improve outcomes for children is a key next step.
Leaders and ERO agree that the priorities for this service to strengthen are:
Before the review, the staff and management of About Kids Network 1 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of About Kids Network 1 will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 February 2018
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.
|
Location |
Paraparaumu |
||
|
Ministry of Education profile number |
60070 |
||
|
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 |
94 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 51, Boys 43 |
||
|
Ethnic composition |
Māori |
38 |
|
|
Number of qualified coordinators in the network |
3 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
November 2017 |
||
|
Date of this report |
15 February 2018 |
||
|
Most recent ERO report(s) |
Education Review |
November 2014 |
|
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:
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 and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
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.