PAUA Early Childhood 7

Education institution number:
50128
Service type:
Homebased Network
Definition:
Not Applicable
Telephone:
Address:

9 Park Place, Whanganui

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PAUA Early Childhood 7 - 09/10/2019

1 Evaluation of PAUA Early Childhood 7

How well placed is PAUA Early Childhood 7 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PAUA Early Childhood 7 is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

PAUA Early Childhood Home-based Education and Care service is privately owned and includes 13 networks that provide home-based education and care throughout New Zealand.

PAUA Early Childhood 7 has 39 children currently enrolled and is supported by one visiting teacher. 12 children identify as Māori. Most homes are located in the Central Plateau area.

Several options for education and care are provided by PAUA. These include education and care in educators’ or family educator homes and a nanny service. PAUA's mission statement and core values state, ‘children are at the heart of all we do’. The service philosophy is based on Christian values and gives priority to building relationships at all levels of the organisation.

The director/owner has oversight of all PAUA operations. An education team leader oversees teaching and learning. PAUA peer leaders, who are experienced visiting teachers, mentor smaller teams of visiting teachers. Visiting teachers are qualified early childhood teachers’ who visit children and support educators in the home.

The key next steps for development in the May 2016 education review included strengthening strategic planning and evaluation and the development of appraisal policy and procedures. Progress is evident in appraisal practices. Strategic planning and internal evaluation continue to require strengthening.

This review was part of a cluster of ten home-based education and care networks in the PAUA Early Childhood Home-based Education and Care service.

The Review Findings

Children enjoy a wide range of opportunities to be involved in learning experiences in educators' homes. There are many occasions for children to socialise with other children enrolled with PAUA and their educators. Visiting teachers organise community outings for educators and children to attend and educator 'play dates' are promoted.

Visiting teachers' value and articulate the importance of their relationships with educators to support children's learning.

Educators are purposefully supported to notice, recognise and respond to children's interests and strengths. Visiting teachers coordinate a variety of learning opportunities and resources that support educators' practice. Monthly visit records give visibility to the early childhood curriculum, Te Whāriki 2017, and documentation includes both the child's 'pathway of learning' and the 'educator's journey'.

Visiting teachers support educators to notice and record culturally significant experiences and to document children's learning in their first language. Children's experiences are shared with parents and whānau. Further opportunities for parents to contribute to decision making regarding their children's learning is required.

Inclusive practices provide good opportunities for all children to participate in the programmes offered. Visiting teachers have access to a range of information and knowledge from external agencies that support children, whānau and educators.

Infants and toddlers receive personalised care routines which are assisted by the sharing of information between the home and educators. Those children with diverse learning needs are well supported. A strength of this network is the responsive practice to Māori children's language, culture and identity. Te Tiriti o Waitangi partnerships continue to be developed.

The organisation's philosophy guides the service and is evident in practice across the organisation. Whanaungatanga has been a priority and is currently being reviewed across the organisation. Leadership across the service promotes a positive organisational culture based on relational trust and respect. There are multiple platforms on-line that facilitate communication and collaboration. Well-established guidelines for service leadership, visiting teachers' and educators' practice are in place.

The appraisal process supports teacher development. Internal and external professional development suitably links to appraisal goals. Continuing to strengthen the appraisal process to more clearly focus on outcomes for children's learning is a next step.

Annual planning and review of the organisation's annual goals suitably guides service operations. Management and governance systems and practices monitor ongoing regulatory compliance and promote positive outcomes for children’s learning. The director receives and actions regular reporting which enables effective oversight across all network operations.

Strategic planning has recently been introduced to guide the organisation and to monitor progress towards long term goals. Embedding and strengthening components of strategic planning is required. Strengthening strategic goals to better focus on positive learning outcomes for children and developing systematic internal evaluation practices is required.

Key Next Steps

The next steps for governance, management and visiting teachers is to develop strategic evaluation practices that enable the organisation to:

  • define strategic goals with a stronger focus on positive outcomes for children's learning and to monitor achievement towards meeting these goals

  • implement practices to gather evidence that enables management and leaders to analyse progress towards achieving strategic goals.

  • provide more opportunities for parents and whānau to contribute to the service's direction and vision.

The next step for education leaders is to:

  • further develop shared expectations and guidelines for visiting teachers to maintaining regular contact with parents and whānau to contribute to decision making regarding their children's learning.

  • continue to build visiting teacher and educator capabilities to implement te reo me ngā tikanga Māori practices across the organisation.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Early Childhood 7 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:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Phil Cowie

Director Review and Improvement Services Central

Central Region

9 October 2019

The Purpose of ERO Reports

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.

2 Information about the Home-based Education and Care Service

Location

Central Plateau

Ministry of Education profile number

50128

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

39

Standard or Quality Funded

Standard

Gender composition

Female 23, Male 16

Ethnic composition

Māori
Pākehā
Other ethnic groups

15
22
2

Number of qualified coordinators in the network

1

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

August 2019

Date of this report

9 October 2019

Most recent ERO report(s)

Education Review

May 2016

Education Review

March 2013

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

PAUA Early Childhood 7 - 17/05/2016

1 Evaluation of PAUA Early Childhood 7

How well placed is PAUA Early Childhood 7 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

PAUA (Preschoolers at-Home Uniquely Achieving), provides home-based education and care for young children within communities throughout New Zealand. The director has oversight of all PAUA operations. She is supported by a team directly responsible for teaching and learning. The education team leader oversees a team of visiting teachers who support home educators to provide education and care for children. Peer leaders mentor visiting teachers in their work. All PAUA staff regularly monitor health and safety practices in educators' homes.

The PAUA Early Childhood 7 network is licensed for 80 children. The roll at the time of this review was 68, with 26 identifying as Māori. Most educators and children live in Taihape or surrounding communities. Some educators are family members/whānau of the children they have enrolled in their home. A number of educators have early childhood qualifications and are familiar with expectations for assessment, planning and evaluation. There is presently one nanny educator and one au pair.

The service has worked positively to address areas identified for development in the March 2013 ERO report.

This review was part of a cluster of eight home-based education and care service reviews in the PAUA organisation.

The Review Findings

The curriculum is meaningful and children have fun. Information shows that children engage in a curriculum that is based on their observed interests. Educators are well supported by visiting teachers to provide a wide range of learning experiences for children. Suitable resources provided by the educator and PAUA promote infants', toddlers' and young children's engagement in learning experiences appropriate for them. A commitment to inclusive practices is evident. Children with special needs are well catered for.

Children's learning is clearly depicted in assessment documentation. Visiting teachers effectively model for educators, how to record children's learning and share this with families and whānau. The inclusion of photographs, links made to Te Whāriki, the early childhood curriculum, and various forms of research guide educators in their understanding. Parents and whānau access children's learning stories electronically. Their comments are valued to enhance their child's experiences at the educator's home.

Visiting teachers support and encourage educators to use assessment practices that identify children's learning, next steps and progress. Educators can see how they have influenced children's achievement. Assessment practices provide parents and whānau with a way of contributing to their children's learning.

Most children have a range of opportunities to mix with other children while in their educator's care. Some educators develop community networks and attend various events outside the home to complement what happens in the smaller group. Playgroups, library story time, swimming club and visiting other educators' homes are popular. Visiting teachers plan playgroups around the children's interests. Educators are encouraged to lead sessions and develop their planning and evaluation skills.

Māori children are supported to achieve success. The importance of their language, culture and identity is acknowledged. PAUA head office is currently working to develop a partnership with Ngā Iwi o Mōkai Pātea Services Trust in Taihape, to develop strategies that ensure iwi children experience educational success as Māori. This is a new initiative. Visiting teachers acknowledge that they will continue to promote and role model te reo me ngā tikanga Māori.

PAUA has well developed processes to monitor that its expectations for provision of quality education and care are being met. Visiting teachers develop monthly records of significant events for children and individual educators. Their weekly reflections inform their own development and are recorded against the Practising Teacher Criteria. Through the PAUA systems the director is assured that staff take all reasonable steps to implement practices that promote positive learning outcomes for children.

Key Next Steps

As an organisation PAUA management has identified that strategic planning and review and evaluation are areas that require strengthening. ERO's external evaluation supports this direction.

The development of an appraisal policy and procedures should assist visiting teachers to reflect on their current practice and plan future development. Leaders should formalise and strengthen an agreed appraisal cycle. Specific goals should be clearly linked to intended outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Early Childhood 7 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:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of PAUA Early Childhood 7 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

17 May 2016 

The Purpose of ERO Reports

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. 

2 Information about the Home-based Education and Care Service 

Location

Taihape

Ministry of Education profile number

50128

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

68

Standard or Quality Funded

Standard

Gender composition

Boys 41, Girls 27

Ethnic composition

Māori
Pākehā

26
42

Number of qualified coordinators in the network

2

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

February 2016

Date of this report

17 May 2016

Most recent ERO report(s) 

Education Review

March 2013

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.