10 Victoria Avenue, Whakatane
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waiapu Kids - Homebased Bay of Plenty (30042) is one of three networks, which cater for children from birth to school age. Educarers and children come from Whakatane, Kawerau, Opotiki and Edgecumbe. The service is owned and administered by the Waiapu Anglican Social Services Trust Board. The administration director is also the licensee for the three networks, and has overall responsibility for regulatory compliance, finance and administration of the networks.
There are four qualified early childhood teachers in the service. The teacher manager facilitates professional leadership in the service and the implementation of systems to improve educational outcomes for children. Together with three experienced visiting teachers they lead, support and guide educarers to ensure they provide care, safety and appropriate educational outcomes for babies, toddlers and young children in their homes. Teachers share a belief that homebased care and education is closely aligned to the concept of whanaungatanga, and offers parents/whānau a close alternative to family life.
This network is licensed for 80 children, with a maximum of 60 children up to two years of age. There are 43 children on the roll and 20 children are of Māori descent.
The service has addressed the areas for development identified in the 2013 ERO report. This review evaluates the quality of education and care received by children, with particular focus on the environments, interactions and the learning programme. It also evaluates the service's progress with self review.
Waiapu Kids - Homebased Bay of Plenty is well placed to promote positive learning outcomes for babies, toddlers and young children in a homebased environment. The service philosophy, vision, strategic goals and systems contribute to a coherent approach to internal evaluation, which is ongoing and responsive. Managers support ongoing professional learning and development for teachers and educarers. All children benefit from adults who are highly committed to their care and education needs.
Māori children's identity and sense of belonging is promoted. The service values Māori language and culture and ensures that both teachers and educarers have the opportunity to attend te reo and tikanga Māori courses. A teacher has created a booklet for educarers so that they can integrate te ao Māori into the home environment.
Babies, toddlers and young children participate in a curriculum that promotes learning through play. They enjoy visits with educarers to the supermarket, parks and libraries, which provide opportunities to socialise with other children and their educarers. The service provides a wide range of occasions for children and educarers to participate in larger group activities such as playgroups, musical activities, gymnastics, visits to the beach and native bush areas. The homebased nature of the curriculum effectively supports children to engage in meaningful play and to follow their interests.
Children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. The manager works with teachers to sustain a culture, which is socially appropriate, and contributes to a reflective approach for ongoing review and improvement. Teachers support educarers and work with them to nurture each other and new educarers to the service. Educarers provide useful guidance to parents, and promote successful strategies and home routines for children. Leadership throughout the service is based on high levels of relational trust which contributes to children's wellbeing and development.
Babies, toddlers and children are well nurtured by warm positive relationships. Adults show genuine attitudes of acceptance, respect and a willingness to listen and respond to their needs. Parents and whānau aspirations are sought and valued. Teachers skilfully work to ensure educarers and parents are well matched and focused on meeting the needs and interests of children.
Children have many opportunities to develop their understanding of concepts in literacy and mathematics. Teachers model and coach educarers to use high quality practices. Educarers listen to children and extend their interests. Babies, toddlers and young children have experiences where their curiosity is recognised, their skills are encouraged and they are able to challenge themselves in a safe environment.
Children's learning is recorded in attractive and informative profiles and in online communication with parents. Profiles show children's development and progress overtime. Babies, toddlers and young children benefit from teaching and learning opportunities that build on and contribute to their knowledge, confidence and learning.
The service manager and teachers have identified that it is important to continue to evaluate children's profiles to build on current practice and explore the different ways to capture the voices of babies, toddlers and young children.
Before the review, the staff and management of Waiapu Kids - Homebased Bay of Plenty 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.
The next ERO review of Waiapu Kids - Homebased Bay of Plenty will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
4 May 2017
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 |
Whakatane |
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Ministry of Education profile number |
30042 |
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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 60 aged under 2 |
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Service roll |
36 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 20 |
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Ethnic composition |
Māori |
136 |
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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 |
March 2017 |
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Date of this report |
4 May 2017 |
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Most recent ERO report(s)
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Education Review |
September 2013 |
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Education Review |
November 2010 |
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Supplementary Review |
August 2009 |
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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:
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.
Anglican Home Based Childcare Bay of Plenty 2 is managed by Waiapu Anglican Social Services (WASS) which acts as the umbrella organisation providing governance and support. WASS is undergoing restructuring at the management level, resulting in a time of change for the service. The service is based in an office in Whakatane. Network 2 is able to enrol up to 80 children from birth to school age. Educators in this network are either unqualified or working towards completing the first module of the Family Daycare certificate. Educators are overseen by qualified and experienced visiting teachers.
The service aims to provide holistic early childhood education and care in supportive and nurturing home environments.
Children receive good quality support, care and educational experiences with dedicated educators in home environments. Infants and young children receive responsive and respectful care that supports their development. Children benefit from experiences and interactions that foster their well being and learning in homes that are regularly checked for safety. They have opportunities to attend playgroups, gym and music sessions and planned trips into the wider community which foster their social skills and understanding of the wider world.
Māori children are confident in their culture. Aspects of te reo and tikanga Māori are included incidentally in some home and community environments. Māori educators are familiar with iwi resources and are able to support family and iwi links. Visiting teachers are developing their confidence to integrate aspects of Māori culture into the playgroup programme. Educators consult parents about appropriate use of other languages to support children’s ethnic heritages.
A number of visiting teachers continue to share responsibility for the network. They cooperate to contribute their strengths and knowledge to benefit educators and children. Visiting teachers meet monthly with educators to plan programmes and discuss individual children’s learning. The teaching team is supported by an experienced manager who maintains positive contact with educators.
Dedicated educators prepare interesting, welcoming and stimulating home environments for children. They share information about children’s learning and care in partnership with parents. Attractive individual portfolios contain photographs, learning stories and ideas for supporting and extending children’s interests and learning. These are shared frequently with parents and children.
The service has worked to support children as they prepare for transition to school. Visiting teachers and educators offer relevant and useful extension activities in homes and playgroups. Parents continue to manage school contacts and visits.
The 2010 ERO report highlighted the need to strengthen self-review practices and the Māori dimension in the service. Good progress has been made with increased equipment, documentation and visual displays that reflect Māori cultural values. Self review that contributes to the improvement and development of the service remains an area for ongoing development.
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.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
The service’s umbrella organisation, WASS, is currently restructuring at the management level. This has involved an extensive review of the organisation, and of Anglican Home Based Childcare. This restructuring has been a time of change and uncertainty for the service.
Since the ERO review in 2010, the manager and visiting teachers have remained the same. However, during the 2013 ERO review the role of the practice manager came to an end. In 2011, the Ministry of Education relicensed the network under the Education (Early Childhood Services) Regulations 2008. The service consulted with its community and reviewed its philosophy, policies and self-review systems as part of this process. The church hall in Opotiki has been significantly improved as a playgroup venue for visiting teachers, educators and children.
Visiting teachers have accessed appropriate courses and professional development to continue to develop their understanding of supporting positive outcomes for children in a home-based care setting. They have recently developed a framework to encourage educators to reflect on their practice.
Review officers visited three educators in their homes out of the 12 educators employed in this network.
Particular strengths of the experienced visiting teachers supporting this network include:
Visiting teachers and the service manager continue to maintain collegial and professional relationships as they share responsibility for the oversight of the networks and the professional support of educators.
Children participate in a rich variety of experiences and activities in the local and wider community that develops their social competency and leadership. They enjoy real-life experiences as they participate in a wide range of activities that increases their understanding of the world around them. Older children engage in creative and pretend play with younger children. Babies and toddlers are settled and confident. Parents and educators work in close partnership to maintain established routines for feeding and sleeping.
Older children’s learning is extended through specific activities in the Whakatane playgroup programme. Children’s changing abilities and needs for stimulus and activity are recognised, respected, and catered for.
The transition to school policy identifies the particular skills children will need as they near school age. Children have many opportunities to visit with their local schools and share in sporting and cultural events. Educators commented that this enables many children to transition to school as confident participants with a strong sense of belonging.
Māori children are confident in their culture and some are in the care of Māori educators. An educator visited by ERO had a focus on including whānau in outings, playgroups and home visits. Visiting teachers are developing their confidence to integrate aspects of Māori culture into the playgroup programme. In homes visited, ERO observed older children demonstrating tuakana-teina relationships as they took an active interest in the care and learning of younger children.
A useful induction process and documentation guides educators as they develop their understanding of home-based care and education. The network has had a recent focus on literacy and number. Children participate in meaningful games and activities and have many opportunities to draw, write, and enjoy stories and songs with their educators.
Visiting teachers meet formally with educators each month to discuss children’s interests, and plan the programme to build on current learning. They participate in the weekly playgroup and enjoy frequent additional opportunities to spend time with children and their educators. Visiting teachers and educators make regular contributions to the children’s profile books. Together they notice children’s interests, link them to Te Whāriki, the early childhood curriculum, and show how they can be responded to. The attractively presented profile books make children’s learning and participation in the programme visible for parents and children to share and revisit.
Homes visited by ERO were generally well-prepared and well-equipped. Educators provide unique, diverse and interesting environments for the children in their care. Visiting teachers regularly check aspects of health and safety in the home environment. Educators are supported by these checks and useful documentation to maintain their awareness of safe environments. Visiting teachers have recently focussed on educators’ preparedness for an emergency, and the development of plans and equipment to deal with such an event. Educators make good use of local parks as important learning environments to extend children’s interests and learning. Children have many opportunities to adventure, explore and develop their physical confidence in these natural environments. The service supports educators and children to attend gymnastic, music and dance sessions. Visiting teachers plan outings for the educators and children to places of local interest. The service is generous in supplying educators with equipment and materials from a well-organised library of equipment and resources.
Visiting teachers and the service manager continue to maintain collegial and professional relationships as they take shared responsibility for the oversight of the networks.
Children benefit from the close and caring relationships that educators have formed with parents, other educators, and visiting teachers. Interactions amongst adults and children are positive, respectful and affirmative. Babies receive nurture and affection. They settle quickly and benefit from inclusion in a mixed-age setting alongside older children in homes, during outings and at playgroups. Educators and visiting teachers have frequent conversations with children that notice their interests, extend their thinking and encourage them as confident communicators.
Children’s behaviour is guided positively by visiting teachers and educators. Their successes and contributions are acknowledged and valued. Educators know families well and share daily information about children’s wellbeing and learning. They have regular informal conversations with parents about children’s routines and care to support smooth transitions. Some educators maintain ongoing relationships with children and families who have moved on to school. Children are confident, settled and engaged in educators’ homes.
ERO and the service agree that important next steps are to continue to:
Before the review, the management and staff of Anglican Home Based Childcare Bay of Plenty - 2 completed an ERO Home-Based Education and Care 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:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
While educators‘ ability to identify and manage hazards has improved since the 2010 ERO review, there are still aspects that require attention. Educators must ensure that:
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.
Dale Bailey
National Manager Review Services
Northern Region
22 October 2013
|
Location |
Whakatane |
|
|
Ministry of Education profile number |
30042 |
|
|
Service type |
Homebased Network |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Service roll |
34 |
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Gender composition |
Girls 22 Boys 12 |
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Ethnic composition |
Māori NZ European/Pākehā Samoan |
18 15 1 |
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Review team on site |
September 2013 |
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Date of this report |
22 October 2013 |
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Most recent ERO report(s) |
Supplementary Review Education Review Education Review |
November 2010 August 2009 August 2006 |