Bright Futures Napier 1 - 13/03/2012

• On this page:

• 1. Background
• 2. The Education Review Office (ERO) Evaluation
• 3. Findings
• 4. Future Action
• About the Service

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Bright Futures 1 governing body and management in relation to areas identified in the February 2011 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

• progress made in implementing a robust mechanism for managing the service
• the quality of visiting teachers’ review and recording processes and their support for educarers to implement the required learning programmes and health and safety practices
• the integration of a Māori perspective into the service
• the appraisal of visiting teachers
• any other matters that may arise during the course of the review.

2. The Education Review Office (ERO) Evaluation

Bright Futures 1 is one of five home-based care networks run by the Napier Family Centre, a non-profit community-based organisation. A board and chief executive provide governance for the organisation and a manager oversees day-to-day management of the home-based care networks. Two registered teachers share responsibility for the provision of advice and guidance to educarers in relation to meeting service expectations for care and education programmes and the requirements of the Home-Based Care Order 1992. This service is working towards meeting the Ministry of Education’s new requirements for the licensing of home-based care services in 2012.

The February 2011 ERO review found that many of the management systems and procedures in place were not sufficiently developed. Review and recording processes for visiting teachers were not well defined, with the result that management could not be assured that service quality was being maintained and accountability requirements were being met. Further work needed to be done to provide support for educarers in implementing service expectations for education programmes. One of the visiting teachers had not been supported by an appraisal in 2010.

This review found that progress has been made in addressing all concerns. The manager has participated in professional development for leadership and self review. The service’s philosophy and vision have been reviewed and its purpose identified, in consultation with parents, educarers and the visiting teachers.

Induction information for educarers and visiting teachers has been collated to support them in understanding management’s expectations of their roles. A revised process has been developed and implemented for checking educarers’ compliance with legal requirements. Both visiting teachers were supported by a formal appraisal process in 2011 and have had some professional development linked to their identified needs.

Management has endeavoured to develop links with the local Māori community to help with the implementation of a bicultural perspective. However, to date this has not been a successful initiative. ERO recommends that this focus continues as a first step in giving effect to the intent of the Treaty of Waitangi.

While a suitable level of progress has been made, ERO has made suggestions to further strengthen practice and operation particularly in relation to management.

Future Action

ERO is likely to review the service again in three years.

3. Findings

Management of the Service

Background

The February 2011 review identified that significant work needed to be undertaken to strengthen the management of the service. In particular: documentation needed to be developed to guide practice at all levels of the organisation; plans put in place to support shared understanding of high quality home-based care; quality assurance processes implemented in relation to meeting legal requirements; and self review used to evaluate the effectiveness of practices.

Areas of progress

Some progress has been made in strengthening the management of the service.

• The service’s philosophy and vision have been reviewed and its purpose identified, in consultation with parents, educarers and visiting teachers. As a result a stronger sense of team is beginning to develop.
• The manager has attended leadership and self-review professional development. Further professional support is planned to help her in her role. Stronger links with other early childhood and home-based care services are being sought.
• The manager has undertaken an audit of visiting teachers’ home visit records. This showed that the revised procedures and documentation is enhancing the quality of practice across the services.
• Regular meetings are timetabled for visiting teachers to undertake reviews of policies and practices, and share issues and concerns. Meetings with management are also timetabled.
• Long term media and communication plans have been put in place to raise the profile of the organisation and strengthen communication networks.
• A new information booklet has been created to support families’ induction into this service.
• Induction information for educarers and visiting teachers has been collated to support them in understanding management’s expectations of their roles.

Areas for further improvement

Now that the revised vision and philosophy are in place and the service’s purpose has been formally identified, management needs to ensure that:

• a strategic plan is developed to support realisation of these ideals
• a planned evidence-based approach to self review is established to inform and modify long-term planning and promote improvement to operation. This needs to incorporate input and feedback from visiting teachers, educarers and parents, where appropriate
• visiting teachers and educarers are supported in understanding and implementing the service’s strategic intent.

Roles and responsibilities within the organisation need further clarification. At present, aspects of the governance, management and teaching roles overlap. A review of role descriptions is planned which should support this recommendation and be used to strengthen the manager’s appraisal process.

The manager needs to formalise quality assurance processes in relation to her role. This should entail regular, planned checks of visiting teachers’ systems and practices.

Further policy guidelines should be developed to strengthen support for visiting teachers’ and educarers’ practice and prepare the service for relicensing in 2012.

Visiting Teachers’ Review Practices and Support for Educarers

Background

The February 2011 ERO review found that systems for checking and supporting educarers’ work required improvement. In particular: those for ensuring they were meeting legal requirements; the keeping of records about educarers’ practice; and provision of constructive feedback to support them meet service expectations for profile documentation and improve the quality of interactions with children.

Visiting teachers’ communication with educarers required strengthening, particularly in relation to the organisation of meetings and documentation to support understanding of children’s learning and health and safety matters.

Areas of progress

Management has made some progress in developing systems and procedures that contribute to improved quality and consistency of visiting teachers’ and educarers’ practice.

• A revised process has been developed and implemented for checking educarers’ compliance with legal requirements. This is linked to the Ministry of Education’s licensing criteria for home-based care in anticipation of the service becoming licensed in 2012.
• Constructive written feedback about the key features of educarers’ practice is now provided by visiting teachers as part of the monthly visits. This incorporates information to support educarers in meeting service expectations for profile documentation and suggestions about improvements to children’s programmes. Educarers appreciate the regular feedback and guided opportunities to reflect on their practice. Across the Bright Futures networks, visiting teachers’ practice is now more consistent and collaborative.
• Educarers are benefiting from some professional development provided by visiting teachers, which is appropriately linked to their roles and needs.
• Resources to support educarers’ understanding of children’s learning are provided as required.
• Visiting teachers are now using a more planned approach to implement playgroup sessions. These are increasingly linked to excursions, music sessions and educarers’ needs. Modelling of activities and techniques is more regularly part of playgroup.
• Management has organised professional support to strengthen visiting teachers’ collaborative approach to self review. This should enhance decision making about improvement.
• The consultation undertaken with educarers and parents as part of policy review is supporting their understanding of legislative and programme requirements.

Areas for further improvement

Visiting teachers need to continue to strengthen educarers’ written work and understanding of curriculum and licensing requirements. The provision of consistently sound models of good practice for them to follow, along with stepped feedback about their profile documentation which includes reference to Te Whāriki, should help teachers achieve this goal.

Strengthening planning and evaluation in relation to the playgroup should support the development of a more focused and coherent programme linked to children’s and educarers’ identified needs.

A more planned approach to self review, covering all aspects of practice over time and including regular input from management, educarers and parents, is likely to enhance decision making.

Integration of a Māori Perspective

Background

The previous review found little evidence of a Māori perspective across the organisation. ERO recommended that the philosophy underpinning practices and programmes be reviewed and plans to develop shared understanding and the integration of agreed practices put in place, in consultation with parents and whānau.

Areas of progress

A commitment to including a Māori perspective in practice and operation has been expressed in the reviewed philosophy statement for the service. Management is considering next steps in relation to its implementation.

Visiting teachers use some te reo Māori at playgroup and support educarers in their understanding of te reo me ngā tikanga Māori. Māori language week was recognised through planned activities for educarers and children.

Some educarers are able to use short phrases in te reo Māori as part of their practice. Bicultural resources are being provided for use by children in some homes.

Areas for further improvement

Management has endeavoured to develop links with the local Māori community to help with the implementation of a bicultural perspective. However, to date this has not been a successful initiative. ERO recommends that this focus continue as a first step in giving effect to the intent of the Treaty of Waitangi.

Visiting Teachers’ Appraisal

Background

At the time of the last ERO review, one of the visiting teachers had not been appraised in her role.

Areas of progress

Both visiting teachers were supported by a formal appraisal process in 2011. They have had some professional development linked to their identified needs. The organisation is supportive and willing to pay for professional support for staff.

Areas for further improvement

The appraisal process would be improved by being linked to more up-to-date role descriptions and through the inclusion of regular, focused, constructive feedback from management and evidence identifying progress in relation to goals.

Strengthening links to visiting teachers’ personal and professional goals and to the service’s strategic intent should enhance professional development planning.

Plans to incorporate The Registered Teacher Criteria in the appraisal need to be actioned and supported by evidence showing how requirements are being met.

Compliance

Areas for further improvement

Management needs to ensure:

• hazards in educarers’ homes are all identified and managed appropriately.

4. Future Action

ERO is likely to review the service again in three years.

Kathleen Atkins

National Manager Review Services

Central Region

About the Service