PORSE Bay of Plenty/Rotorua S1

Education institution number:
30214
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
3
Telephone:
Address:

367 Cameron Road, Tauranga

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PORSE Bay of Plenty/Rotorua S1 - 02/10/2018

1 Evaluation of PORSE Bay of Plenty/Rotorua S1

How well placed is PORSE Bay of Plenty/Rotorua S1 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

PORSE Bay of Plenty/Rotorua S1 is a standard home-based education and care network operating under the umbrella of PORSE In-Home Childcare Network (NZ) Ltd. It is one of four PORSE networks operating in the Bay of Plenty/Rotorua area. Of the 74 children enrolled, nine are Māori.

The PORSE vision is, ‘expanding the hearts, minds and wellbeing of a nation through nurturing child-care in-home’.

Qualified and registered programme tutors work alongside educators and nannies to implement and support learning programmes for children in homes with a focus on care and education. A national team provides governance and management support for all PORSE services.

PORSE offers two options for education and care. The home educator model where the educator works in their own home; and the nanny educator model where an educator works in the children's home. In this network all educators have at least a level three qualification in early education and care.

Since the March 2011 ERO review, PORSE In-Home Childcare Network (NZ) Ltd. has changed ownership. The Evolve Education Group Limited (EEG Ltd) purchased PORSE in September 2014. Existing structures for national and community team management have continued through the change of ownership. The PORSE senior leadership team, who are responsible for operations, report to the EEG Ltd board of directors.

The ERO 2011 report identified key next steps in relation to bicultural practices, self review, assessment practice, resourcing and health and safety. There has been significant development in relation to bicultural resources, health and safety systems and practices, and self review.

This review was part of a cluster of four reviews in PORSE In-Home Childcare Bay of Plenty/Rotorua.

The Review Findings

Parent aspirations for their children are strongly reflected in the design of the curriculum and its implementation. Partnerships with parents and whānau are respectful and reciprocal. Programme tutors have a key role in facilitating responsive care arrangements between educators and families. These partnerships contribute to children's wellbeing and secure relationships with their educator.

Children benefit from child-centred teaching and learning practices in a small family-like setting. Relationships between families, children, educators and programme tutors are meaningful and affirming. Inclusive processes and practices ensure children with additional needs and their families are well supported. Individual needs are carefully considered when pairing educators and children. Transitions into and beyond the service are well managed. These are responsive to each family and support continuity of care and wellbeing for children. Experiences for children up to two years are enhanced through small and intimate home settings, where a culture of respectful care is highly evident. Educators know children well and effectively respond to individual routines, needs and interests.

A feature of the PORSE curriculum are the real-life home experiences that promote meaningful literacy and mathematics learning to support and extend children’s emerging interests. Additional resourcing provided by PORSE is well-use to supplement and enhance in-home learning. Programme tutors and educators access a wide range of resources that support educators and children's learning about the Māori language and culture. Children have extensive opportunities to make connections, explore and learn in the wider community. Participation in a number of organised groups and outings enables them to socialise, problem solve and try new things in a wider group of adults and children.

Assessment for learning is developing. Some individual assessment records provide good evidence of children’s identity, interests, dispositions and learning overtime. Assessment records are easily accessible to whānau and families to view and reflect on their children's learning.

Regional leaders provide effective and targeted support and coaching for programme tutors. This fosters ongoing professional learning and leadership opportunities within the service. Leaders empower programme tutors to work collaboratively across networks and to reflecting on and grow their own and educators practice. The annual appraisal process further supports educators to develop their practice through self assessment, feedback from programme tutors and families, and goal setting. Leaders have a strong commitment to effective teaching and learning that contributes to positive learning outcomes for all children.

Strategic goals and self review clearly focus on enhancing positive outcomes for children and their families. A range of relevant and up-to-date policies guide health and safety practices in homes. There are clear systems, framework and expectations for performance management. A deliberate and responsive approach to training for educators along with ongoing professional learning and development is growing the capability of educators to consistently promote positive learning outcomes for all children.

Key Next Steps

ERO and service leaders agree that PORSE needs to:

  • use self review to more deliberately to design and implement a localised curriculum in each network

  • formalise the attestation process for registered teachers, monitor appraisal goals in an ongoing way and ensure that evidence is linked to the appropriate teaching standards

  • review the service’s vision and philosophy to reflect the bicultural nature of Aotearoa and align to Te Whāriki 2017.

Service leaders and programme tutors need to strengthen:

  • advice and guidance to educators in relation to regulatory requirements and appraisal goals

  • the deliberate modelling of effective assessment for learning strategies.

Recommendation

ERO recommends that PORSE accesses professional learning and development for programme tutors to strengthen their understanding of Education Council requirements for teacher registration and appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Bay of Plenty/Rotorua S1 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 PORSE Bay of Plenty/Rotorua S1 will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

2 October 2018

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

Tauranga

Ministry of Education profile number

30214

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

74

Standard or Quality Funded

Standard

Gender composition

Boys 43 Girls 31

Ethnic composition

Māori
Pākehā
Other

9
59
6

Number of qualified coordinators in the network

4

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

August 2018

Date of this report

2 October 2018

Most recent ERO report(s)

Education Review

March 2011

Education Review

August 2006

Education Review

October 2003

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.

PORSE Tauranga S1 - 14/03/2011

1 The Education Review Office (ERO) Evaluation

PORSE (Play, Observe, Relate, Support, Extend) Tauranga 30214, is a standard-funded network providing home-based care and education for children from birth to school age. It operates alongside a quality-funded sister network. Children are cared for in their own homes by a nanny, or in the homes of educators who are contracted to the PORSE network. The service is chartered to provide care for a maximum of 80 children at any one time. Currently there are 128 children on the roll.

A cohesive team of three registered teachers (programme tutors) provide support and professional guidance to network educators including parents, grandparents and nannies. They are responsible for the day to day operation of the network. Management provides additional, experienced support staff for administration and consultation related to the care of children.

Educators and children demonstrate caring and respectful interactions. Children are confident and settled in educator’s homes and enjoy trusting relationships with each other. Children and their families are welcomed into suitable and diverse homes. They participate alongside their educators in interesting activities such as planned playgroups and routine excursions. Children’s strengths and interests form the basis of their learning. There are many opportunities for children to develop their early literacy and mathematics concepts. Babies and toddlers receive nurture and care in safe and secure environments.

To sustain continual improvement to the quality of education provided, the franchisee needs to ensure that qualified teachers:

  • more consistently share their professional knowledge about programme planning and self review with educators and families; and
  • implement policies, objectives and practices which reflect the unique place of Māori as tangata whenua and are consistent with PORSE National Support Office expectations.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of PORSE Tauranga S1 30214 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by PORSE Tauranga S1 30214 to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the service (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atPORSE Tauranga S1 30214.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

PORSE (Play, Observe, Relate, Support, Extend) Tauranga, 30214 is a standard network providing home-based care and education for children from birth to school age. PORSE National Support Office sets clear administrational guidelines and policy frameworks under which PORSE Tauranga is required to operate. While the service provides education and training for educators, educators in this network do not yet have a recognised home-based care qualification. Children are cared for in their own homes by a nanny, or in the homes of educators who are contracted to the PORSE network.

ERO’s judgements about the quality of education and care are based on visits to 5 educators (10%) chosen by PORSE to represent a cross section of homes. The service aims to provide safe, settled home environments to support early brain development and adult-supported relationships for life-long learning.

Areas of good performance

Management: The umbrella organisation is providing high quality guidelines for the effective administration and management of the network. The franchisee has established high expectations and sound management for the delivery of a home-based care service. A consultant works closely with families and educators and endeavours to match each child with an educator who meets the needs and expectations of parents and children. A dedicated administrator works effectively to support and inform educators and families. Management personnel and practices support the consistency of service provided for children and their families.

Care and learning environments: Children and their families are welcomed into diverse and well-presented homes. In addition, PORSE programme tutors make good use of the local community environment to facilitate regular playgroups and activities for educators and children. Educators provide a range of appropriate resources for children’s exploration and play. PORSE also provides support for educators with nursery furniture, push chairs and documentation to monitor the care and learning environment in each home.

Relationships and interactions: Educators and children demonstrate caring and respectful interactions. Children are confident and settled in educator’s homes and enjoy trusting relationships with each other. Parents who responded to the ERO survey were highly supportive of the contribution made by educators, programme tutors and management to the quality of education and care provided. Open and transparent communication ensures parents are well informed about their child’s daily activities and well being. Programme tutors provide useful modelling and guidance for educators in their work with children. PORSE staff demonstrate collegial and professional relationships as they undertake their respective roles in supporting educators and families.

Programme: Children participate in an interesting programme of both planned and spontaneous activities alongside educators that includes:

  • meaningful learning experiences such as gardening, cooking, daily routines and excursions into the community;
  • music activities;
  • opportunities to make decisions about their learning and pursue their interests over time;
  • playgroups and nature sessions facilitated by programme tutors; and
  • wider social opportunities through joining with other educators and their children.

Educators are responsive to children’s emerging interests and provide opportunities for children to develop early literacy and mathematics skills. Children’s individual journals provide a useful record of each child’s involvement in the daily activities.

Area for development and review

Self review: There is a need to strengthen self review processes to more effectively evaluate and improve the quality of education being provided for children and their families. Consideration should be given to maximising the potential of the skills that the qualified programme tutors bring in order to improve:

  • the documenting of assessment, planning and evaluation to clearly show the purpose of learning, children’s strengths and interests and the progress and development of each child;
  • the opportunities families have to discuss the progress and development of children and participate in decision-making processes;
  • the use of resources that reflect current research and best practice to support educator knowledge about early childhood education;
  • the robustness of health and safety checks; and
  • the quality and use of resources provided to extend educators’ and children’s identified interests and learning.

3 National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Partnerships with whānau of Māori children in early childhood services

As part of this review ERO evaluated the extent to which:

  • this service understands and values the identity, language and culture of Māori children and their whānau, particularly when the child and whānau transition to the service;
  • managers and educators have built relationships with whānau of Māori children;
  • this service works in partnership with whānau of Māori children.

Background

At the time of the review twenty children who identify as Māori were enrolled in this service.

Area of strength

Relationships: Relationships and interactions are welcoming and positive for Māori children and their whānau.

Area for development and review

Māori as tangata whenua: The last ERO report in 2009 identified the need for the service to more effectively implement a bicultural perspective. Little progress has been made and there remains an urgent need to ensure Māori language and culture are more highly valued and visible at all levels of service operations. These improvements are consistent with PORSE national policy guidelines to:

  • increase participation of Māori;
  • work more closely with Māori communities; and
  • reflect the bicultural nature of Aotearoa/New Zealand in training programme delivery.

4 Management Assurance on Compliance Areas

Overview

Before the review, the management and staff of PORSE Tauranga S1 30214 completed an ERO Home-Based CareManagement Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

During the course of the review ERO found an area of non-compliance. The management must:

  • ensure premises comply with the provisions set out in the Home-based Care Order.

[Education (Home-based Care) Order 1998 c2(1)]

5 Recommendation

ERO and the service arranger agreed that:

  • qualified teachers (programme tutors) more consistently share their professional knowledge about programme planning and self review with educators and families.

6 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

Richard Thornton

National Manager Review Services

Northern Region

14 March 2011

About the Service

Licence type

Home-Based Care

Chartered under

Chartered under Education (Home-based Care) Order 1992

Roll number

128

Gender composition

Boys 69 Girls 59

Ethnic composition

New Zealand European/Pākehā 95

New Zealand Māori 20

Other European 4

Pacific 1

Review team onsite

January 2011

Date of this report

14 March 2011

Previous ERO reports

Education Review August 2009

Accountability Review October 2003

14 March 2011

To the Parents and Community of PORSE Tauranga S1 30214

These are the findings of the Education Review Office’s latest report on PORSE (Play, Observe, Relate, Support, Extend) Tauranga S1 30214.

PORSE Tauranga S1 30214 is a standard-funded network providing home-based care and education for children from birth to school age. It operates alongside a quality-funded sister network. Children are cared for in their own homes by a nanny, or in the homes of educators who are contracted to the PORSE network. The service is chartered to provide care for a maximum of 80 children at any one time. Currently there are 128 children on the roll.

A cohesive team of three registered teachers (programme tutors) provide support and professional guidance to network educators including parents, grandparents and nannies. They are responsible for the day to day operation of the network. Management provides additional, experienced support staff for administration and consultation related to the care of children.

Educators and children demonstrate caring and respectful interactions. Children are confident and settled in educator’s homes and enjoy trusting relationships with each other. Children and their families are welcomed into suitable and diverse homes. They participate alongside their educators in interesting activities such as planned playgroups and routine excursions. Children’s strengths and interests form the basis of their learning. There are many opportunities for children to develop their early literacy and mathematics concepts. Babies and toddlers receive nurture and care in safe and secure environments.

To sustain continual improvement to the quality of education provided, the franchisee needs to ensure that qualified teachers:

more consistently share their professional knowledge about programme planning and self review with educators and families; and

implement policies, objectives and practices which reflect the unique place of Māori as tangata whenua and are consistent with PORSE National Support Office expectations.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

When ERO has reviewed an early childhood service we encourage management to inform their community of any follow up action they plan to take. You should talk to the management if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the service or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood services; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each service’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.

Additional Review Priorities – other aspects of the operation of a service, may be included in the review. ERO will not include this strand in all reviews.

National Evaluation Topics – This strand contribute to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.

Compliance with Legal Requirements – assurance that this service has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this service.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a service is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this service.