6 Protea Place, Wigram, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pandas Home Care is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pandas Home Care is one of two privately-owned and operated home-based education and care networks. Families from a diverse range of cultures attend the service. Many are of Chinese heritage.
The owner and administrator act as interpreters for the Chinese educators and families who use the service. They work closely with three qualified early childhood teachers to support the care and education of infants, toddlers and young children in the home-learning settings.
Good progress has been made in addressing the recommendations from the September 2018 ERO report. This includes improving and implementing appraisal processes and strengthening strategic planning.
The philosophy states the service is passionate about children’s learning; accepting of cultural values; notices, recognises and responds to each child’s individual needs; is decisive with learning through play; assists in individual learning programme and is sensitive to everyday needs and requirements.
The service provides a welcoming environment to children, their parents and whānau. Leaders build shared understandings of the philosophy and beliefs amongst visiting teachers and educators. Children, parents and whānau are valued and celebrated for who they are in the context of their identity, language and culture. The use of interpreters promotes effective communication and enhances opportunities for children to learn in non-English speaking settings.
Interpreters and visiting teachers support the development of responsive, respectful relationships with educators, parents and whānau. They use parent and whānau perspectives to build strong connections and provide continuity and support for children's interests, strengths and their developing learning dispositions.
Visiting teachers understand and value the home learning setting. Everyday home experiences provide meaningful and enjoyable opportunities for learning. Visiting teachers and educators actively promote the importance of children learning through play and foster their language and communication skills. The changing needs and preference of infants, toddlers and young children are well considered by educators. Calm approaches give them the space and time to lead their own learning.
Assessment for learning shows children's interests, strengths, developing learning and dispositions in the home-based settings. Records do not clearly show:
Visiting teachers support and coach educators to reflect on and improve their practice however visit notes could better show how they build educator capability. There is an increasing focus on using internal evaluation to make ongoing improvements to teaching, learning and to ‘what matters most' for this service.
The service provider and visiting teachers implement effective quality assurance processes to meet regulatory requirements. They have developed systematic approaches that contribute to the strategic operation of the service. There is access to regular professional development to increase individual and collective capability and leadership capacity.
ERO and service leaders agree that the key next steps are to:
Before the review, the staff and management of Pandas Home Care 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.
Dr Lesley Paterson
Director Review and Improvement Services Southern
Southern Region | Te Tai Tini
1 June 2021
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 |
Christchurch |
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Ministry of Education profile number |
46806 |
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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 80 aged under 2 |
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Service roll |
57 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Māori NZ European / Pākehā Chinese |
3 7 47 |
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Number of qualified coordinators in the network |
3 |
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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 |
April 2021 |
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Date of this report |
1 June 2021 |
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Most recent ERO report(s) |
Education Review |
September 2018 |
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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:
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
The overall judgement that ERO makes will depend on how well the service promotes 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Panda Home Care is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pandas Home Care is a privately-owned, home-based early childhood care and education service that opened in 2015. It caters for a diverse range of cultures, including a large number of Chinese families throughout the Canterbury region.
The owner and an administrator work as interpreters for the Chinese educators and families that use the service. They work closely with two qualified and registered early childhood teachers, known as coordinators.
The manager, administrator and coordinators support the provision of care and education for infants, toddlers and young children in the child's own home with an educator. Care arrangements can also be made in the home of an educator. The home-based service offers families consistent, personalised caregiving for their children within a small group setting for up to four children, including a maximum of two children under two years of age.
The manager and coordinators have regularly reviewed the service philosophy to ensure it reflects their shared values, and provides a focus on inclusive, positive and respectful environments for children.
This is the first ERO review and report for this service.
The manager, administrator and coordinators foster positive and inclusive relationships with children and families, and with educators. They model care and respect for one another and for their diverse learning community. The home language, culture and identity of children and families is highly valued and celebrated.
Coordinators promote the dual heritage of New Zealand. They work closely with educators to provide a bicultural curriculum for all children in ways that are respectful of the Māori culture.
Coordinators use a wide range of strategies to ensure that parents are well informed and educators are effectively supported to provide for the wellbeing and learning of children. Targeted workshops and purposeful excursions are inclusive of educators, children, families and community.
Educators have ongoing professional advice and guidance from coordinators to help them understand and implement Te Whāriki, the early childhood curriculum, in ways that are meaningful for children. Coordinators and educators work together to document the interesting experiences provided to promote children's interests, strengths and capabilities.
The reflective and responsive leadership team have clear expectations for the provision of a quality service. They work collaboratively to develop useful systems and processes to guide the effective operation of the service and to provide quality assurance. The service priorities and associated goals align closely to the philosophy and to professional development. Coordinators are making increasingly good use of internal review that is focused on continuous improvement and results in considered changes to practices.
The owner, coordinators and ERO agree that the key next steps for the service are to:
Before the review, the staff and management of Pandas Home Care completed an ERO Centre 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:
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.
The service has a range of well-developed formal and informal systems for managing health and safety requirements. In order to improve current practice the service provider must ensure that:
During the on-site stage of the review ERO gave emphasis to ensuring all aspects of the provision for sleeping children are followed.
Since the on-site stage of the review the service has updated the child protection policy, the first aid requirement procedure, the event plan and risk analysis process, and the hazard identification record sheet. A cyber safety procedure has also been developed.
The next ERO review of Pandas Home Care will be in three years.
Alan Wynyard
Director Review & Improvement Services
Te Waipounamu - Southern Region
18 September 2018
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.
|
Location |
Christchurch |
||
|
Ministry of Education profile number |
46806 |
||
|
Licence 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 |
98 |
||
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 49 : Girls 49 |
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Ethnic composition |
Pākehā |
19 |
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Number of qualified coordinators in the network |
2 |
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Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:4 |
Better than minimum requirements |
|
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Review team on site |
August 2018 |
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Date of this report |
18 September 2018 |
||
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Most recent ERO report |
First ERO report |
||
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 ERO’s Approach to Review in Early Childhood Services.
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.