PAUA Poppetts 2

Education institution number:
25350
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
4
Telephone:
Address:

24a Caronia Crescent, Lynfield, Auckland

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PAUA Poppetts 2 - 11/12/2019

1 Evaluation of PAUA Poppetts 2

How well placed is PAUA Poppetts 2 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PAUA Poppetts 2 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 Poppetts Early Childhood Home-based Education and Care service is part of the wider PAUA networks. PAUA Poppetts 2 has 18 children currently enrolled and is supported by two visiting teachers. Most children enrolled identify as of Māori or Samoan heritage. Educator homes are in Auckland.

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 from the 2016 ERO education review included: strengthening strategic planning and evaluation; and supporting educators' understanding of their role in promoting children's learning. Formalising teacher appraisal and developing appraisal policy and procedures were also areas for improvement. Progress is evident in appraisal practices and supporting the educator's role in promoting children's learning. Strategic planning and internal evaluation continue to require strengthening.

This review was part of a cluster of three home-based education and care networks in the PAUA Poppetts 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 and support educators and children to attend community playgroups.

Visiting teachers value and articulate the importance of their relationships with educators to support children's learning. Strategies are implemented that assist educators' understanding of PAUA's expectations.

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. Sharing of the PAUA community's cultural expertise enriches learning experiences for children of Pacific heritage.

Infants and toddlers receive personalised care routines that are assisted by the sharing of information between the home and educators. Those children with diverse learning needs are well supported. Strengthening practices that consistently respond to Māori children's language, culture and identity and Te Tiriti o Waitangi partnerships continue to be developed.

The organisation's philosophy guides the service and is evident in practice across it. Whanaungatanga has been a priority and is currently being reviewed organisation wide. Leadership across the service promotes a positive organisational culture based on relational trust and respect. There are multiple on-line platforms 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 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 that 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. There is also a need to strengthen strategic goals to better focus on positive learning outcomes for children and to develop systematic internal evaluation practices.

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 steps for education leaders are to:

  • develop shared expectations and guidelines for visiting teachers to maintain regular contact with parents and whānau and include them in decision making regarding their children's learning

  • continue to build visiting teachers' and educators' capability to implement te reo me ngā tikanga Māori across the organisation.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Poppetts 2 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

11 December 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

Auckland

Ministry of Education profile number

25350

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 40 aged under 2

Service roll

18

Standard or Quality Funded

Standard

Gender composition

Male 13, Female 5

Ethnic composition

Māori
Samoan
Other ethnic groups

8
5
5

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

October 2019

Date of this report

11 December 2019

Most recent ERO report(s)

Education Review
Education Review

June 2016
December 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 Poppetts 2 - 21/06/2016

1 Evaluation of PAUA Poppetts 2

How well placed is PAUA Poppetts 2 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 visiting teachers who support 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.

A significant number of children and educators are Māori or Pacific. Many children are cared for by whānau and family members. The visiting teachers and educators know their communities well. They are strongly focused on children having equitable opportunities to become confident, capable learners.

The network is licensed for a maximum of 80 children, including 40 up to two years old. The roll at the time of this review is 31, and 23 children are Māori. Two visiting teachers work in the network located in Auckland.

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

The Review Findings

The visiting teachers model good early childhood practices to support educators', families' and children's learning. They acknowledge further work is needed to develop strategies that support educators' understanding about children's learning and their teaching role.

Children's cultures, languages and identities are promoted in meaningful learning contexts. Māori children are well supported to succeed educationally as Māori. Educators are confident speakers of te reo Māori. With the guidance of their visiting teachers they effectively support children's engagement and participation in learning that acknowledges te ao Māori.

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 the visiting teacher to provide a wide range of learning experiences. Suitable resources provided by educators and PAUA promote infants', toddlers' and young children's engagement in activities. A commitment to inclusive practices is evident. Children with diverse needs are well catered for.

Children's learning is clearly depicted in assessment documents. The visiting teachers effectively support educators to record children's learning and share this with families and whānau. Photographs, identification of links to Te Whāriki, the early childhood curriculum, and various forms of research are used to guide educators in their understanding. Parents and whānau access children's assessment information electronically. Their comments are used to enhance their child's experiences at the educator's home.

The visiting teachers support and encourage educators to use assessment practices that identify children's learning, next steps and progress. Continuing to strengthen this practice is an ongoing focus for the visiting teachers.

Most children have a range of opportunities to mix with other children while in their educator's care. The visiting teachers have developed a wide range of community networks. They encourage educators to access these to enhance children's experiences outside the home. The visiting teachers plan playgroups based on children's interests.

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. Weekly reflections inform visiting teachers' own development and these are recorded against the Practising Teacher Criteria. Through 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, review and internal evaluation and supporting educators to develop an understanding of their role in promoting children's learning 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 teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Poppetts 2 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 Poppetts 2 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

21 June 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

Auckland

Ministry of Education profile number

25350

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 40 aged under 2

Service roll

31

Standard or Quality Funded

Standard

Gender composition

Boys 19, Girls 12

Ethnic composition

Māori

Pākehā

Pacific

23

5

3

Number of qualified coordinators in the network

Two

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

May 2016

Date of this report

21 June 2016

Most recent ERO report(s)

Education Review

December 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.