25 Ormond Road, Mangapapa, Gisborne
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Barnardos Early Learning Home Based Huia-Gisborne Hawkes Bay is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Barnardos Early Learning Home Based Huia-Gisborne Hawkes Bay is a home-based education and care network operating under the umbrella of Barnardos NZ. Of the 24 children currently enrolled, 13 are Māori.
Two visiting teachers work alongside educators. Both are new to their role. They assist educators to provide care and learning programmes for children.
Since the October 2016 ERO report, the organisation has rebranded from Barnardos KidStart Childcare to Barnardos Early Learning and made changes to national management positions. Pedagogy and Quality Assurance Advisers work alongside the Regional Operations Manager and visiting teachers to support the network with professional practice.
The Barnardos Early Learning vision is 'An Aotearoa New Zealand where every child shines bright'. A philosophy to guide teaching and learning focuses on 'Creating strong foundations for the future' and promotes the Treaty of Waitangi through 'Mahi Totika - Do the Right Things Well; Ata Whakarongo - Hear with Intent; Kotahitanga - Unity; Kaikokiritanga - Progress with Purpose and Maiatanga - Realise Potential'. Local services are developing their own philosophy in line with this vision.
The previous ERO report identified that further development was required in relation to internal evaluation, learning partnerships and educator capability in assessment, planning and evaluation of children's learning. Progress has been made in these areas.
Children experience a curriculum that encompasses a wide range of meaningful experiences. It reflects their interests and the service philosophy well. Weekly playgroups and regular excursions foster social interactions and connect children to their community.
Respectful, responsive relationships between educators and children build trust and a sense of well-being. Infants and toddlers are well cared for. They have many opportunities to learn from, and alongside, their older peers.
Children have some opportunities to engage in te ao Māori learning experiences. Māori educators bring their own ways of knowing, being and doing to their teaching and learning approach, which promotes educational success for Māori children in their care. Visiting teachers continue to explore and implement further practices to progress this aligned to Barnardos' Māori strategy Ngā Pou e Whā.
Learning centred partnerships with parents and whānau are strengthening. Teachers have identified this is an ongoing focus. A range of strategies foster reciprocal information sharing. Parent aspirations for their children's learning are beginning to influence the curriculum and inform philosophy. Connections between home and the service contribute to children's sense of belonging.
Online records provide a rounded picture of children's interests, participation and learning. Their ways of learning are strongly reflected. Educators are building their capability in assessment. Visiting teachers should now establish, with educators, more visible planning for individuals to effectively progress children's learning over time.
Educators are well supported to grow their teaching and learning practice. Role modelling, regular professional dialogue with visiting teachers and access to professional learning enhance their growing understanding of good practice. Educators' set appropriate development goals and their progress towards these is regularly discussed.
Well established systems and processes are in place to support and build visiting teachers' capability. Comprehensive induction processes introduce them to their role. A collaborative national network of staff provides advice, guidance and follow up. Clear expectations and guidelines are in place to ensure that roles and responsibilities are enacted. Accountability systems are well implemented.
A useful framework guides internal evaluation and is supporting improvement. Teachers new to this network are in the early stages of familiarising themselves with the framework, guided by management. As this proceeds they should ensure that the evaluation process is well aligned to enable the impact of actions on children's outcomes to be clearly identified.
Teachers should continue to:
Before the review, the staff and management of Barnardos Early Learning Home Based Huia-Gisborne Hawkes Bay 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:
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.
To improve current practice, visiting teachers should:
support educators to develop appropriate lockdown procedures
ensure different types of emergency drills are undertaken at separate times to support children's understanding of, and response to, different emergency situations.
[Licensing Criteria for Home-based Education and Care Centres 2008, HS7]
Darcy Te Hau
(Acting) Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 June 2020
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 |
Gisborne and Hawke's Bay |
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Ministry of Education profile number |
55250 |
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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 |
50 children, including up to 50 aged under 2 |
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Service roll |
24 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Male 14, Female 10 |
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Ethnic composition |
Māori |
13 |
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Number of qualified coordinators in the network |
2 |
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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 2020 |
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Date of this report |
2 June 2020 |
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Most recent ERO report(s) |
Education Review |
October 2016 |
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|
Education Review |
January 2013 |
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Education Review |
August 2005 |
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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:
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.
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 |
ERO's findings that support this overall judgement are summarised below.
Barnardos KidStart Childcare-Huia Home-based Service is located in Gisborne. It is licensed for a maximum of 80 children including 80 aged up to two years. There are currently 40 children enrolled, of whom 24 are Māori. One visiting teacher oversees the service. She has been in her position since March 2016 and works collaboratively with the Hawke's Bay Te Raki visiting teacher.
Barnardos is a national organisation offering a combination of early childhood education and child and family services. The early childhood education services operate under the brand of Barnardos KidStart Childcare Services, which includes Barnardos KidStart Childcare Home-based. A number of significant organisational and leadership changes at Barnardos national level have taken place recently.
Visiting teachers are the persons responsible for the home-based services. They are overseen by a team leader. The visiting teachers and team leaders are supported with their teaching and learning practice by a regional practice leader and practice manager. A business team provides administrative support. Barnardos New Zealand has developed a range of resources and documents to assist staff and educators in their work.
Education and care for children is provided in the educators' homes. The visiting teacher supports educators to provide suitable learning programmes for children and monitors health and safety practices.
The philosophy is in the process of being developed. This will form a framework to underpin the programme, learning environment and day-to-day practice. It will include links to Te Whāriki, Tātaiako: Cultural Competencies for Teachers of Māori Learners and Te Tiriti o Waitangi.
The January 2013 ERO report identified that self review, appraisal and guidelines to support children's health, safety and wellbeing required further development. Good progress has been made in addressing these.
This review was part of a cluster of three in the Barnardos KidStart Childcare Home-based Service.
Children engage in a curriculum that is based on their observed interests. In the home environment, educators work positively to extend children's learning through the many experiences provided. There are regular opportunities to go out in the community and play with other children. Educators are well supported by the visiting teacher.
Purposeful conversations occur between educators and the visiting teacher during the regular home visits. These are focused on recording children's learning and making links to Te Whāriki, the early childhood curriculum. Photographs are used well to show what children do when they are with the educator. The integration of literacy and mathematics is promoted in authentic ways through everyday experiences.
The visiting teacher supports educators to develop positive, trusting, responsive and reciprocal relationships with children. In turn, children's ability to positively manage relationships with others is effectively promoted.
The visiting teacher provides constructive feedback to educators about how they can extend their practice. She should continue to work with them to strengthen assessment, planning and evaluation. Through their appraisal, educators have identified this as a next step.
Strengthening learning partnerships with parents and whānau has been identified as a next step. Some parents provide educators with their aspirations for their children. These can guide educators in their responsiveness to children's learning needs. Enabling further opportunities for parents and whānau to share their aspirations and values for their children should better inform decisions about the curriculum.
Māori children are well supported to achieve success as Māori. There are many examples in children's profile books of how their culture, language and identity are celebrated. The visiting teacher encourages children's engagement and participation in learning that acknowledges te ao Māori. Educators and the visiting teacher are participating in a professional learning and development contract focused on te reo, Tātaiako: Cultural Competencies for Teachers of Māori Learners, tikanga and local history. Resource packs have been developed to support educators. There is a positive focus on building educator capability to benefit children's learning.
There is a clear improvement focus across the network. Quality assurance audits, undertaken by managers and leaders, provide them with useful information about the implementation of their processes, systems and practices. They also inform the organisation about ongoing compliance with regulatory requirements. Barnardos KidStart is in the process of implementing an internal evaluation framework to measure the effectiveness of practices and their impact on outcomes for children.
The key next steps for the Huia network are to:
Before the review, the staff and management of Barnardos KidStart Childcare - Huia Home-based Service 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:
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 next ERO review of Barnardos KidStart Childcare - Huia Home-based Service will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
18 October 2016
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 |
Gisborne |
||
|
Ministry of Education profile number |
55250 |
||
|
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 |
40 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 20, Boys 20 |
||
|
Ethnic composition |
Māori Pākehā |
24 16 |
|
|
Number of qualified coordinators in the network |
One |
||
|
Required ratios of educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
August 2016 |
||
|
Date of this report |
18 October 2016 |
||
|
Most recent ERO report(s) |
Education Review |
January 2013 |
|
|
Education Review |
August 2005 |
||
|
Accountability Review |
December 2000 |
||
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 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.