No Cotton Wool Kids Hawke's Bay

Education institution number:
46219
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

20 Niven Street, Onekawa, Napier

View on map

No Cotton Wool Kids Hawke's Bay

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for No Cotton Wool Kids Hawke’s Bay are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)


Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding
Whakawhanake Sustaining

2 Context of the Service

No Cotton Wool Kids Hawke’s Bay is a home-based network operating across Hawke’s Bay. Two visiting teachers support ten educators to deliver the curriculum. The service philosophy prioritises children’s exploration and investigation in home settings and the local environment. Of the 46 children on roll, a small number identify as Māori.

3 Summary of findings

Children have equitable opportunities to learn through a localised curriculum consistent with Te Whāriki, the early childhood curriculum. Caring for self, others and the environment is prioritised. A wide range of home-based, real-life experiences successfully promote learning.

Children experience a culturally responsive curriculum. Leaders are committed to practices that support success for Māori children. Educators’ knowledge and understanding of te reo and tikanga Māori are increasingly reflected within documentation. Children’s connections to their cultural languages and identities are effectively nurtured.

Assessment practices enhance children’s mana and their learner identities. Educators and visiting teachers regularly share information about children to support the learning programme. The service has established relationships with parents and whānau and is building on these to increase the focus on progress and learning for all children. Leaders continue to explore ways to enable children to review their learning in ways that respect the service kaupapa.

Children with diverse learning needs are well supported. Service leaders work with external agencies to promote children’s learning and progress. Visiting teacher and educator practice enables all learners to participate fully in the curriculum alongside their peers.

Positive outcomes for children are supported by effective systems, processes, and internal evaluation. Relational trust and a team approach are evident across the service. Leaders promote a shared understanding of the service philosophy and priorities for children’s learning. Visiting teachers and educators share their knowledge within the service and in the wider community. The service continues to strengthen their use of evaluation to promote sustained improvement.

4 Improvement actions

No Cotton Wool Kids Hawke’s Bay will include the following actions in its Quality Improvement Planning:

  • Increase opportunities for parents and whānau to work with visiting teachers and educators so that information and insights about all children’s progress and learning are regularly shared.

  • Develop and use strategies to enable children to review their learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of No Cotton Wool Kids Hawke’s Bay completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

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 | Te Tai Pūtahi Nui

28 March 2023

6 About the Early Childhood Service

Early Childhood Service Name

No Cotton Wool Kids Hawke’s Bay

Profile Number

46219

Location

Napier

Service type

Home-based service

Number licensed for

80 children, including up to 80 aged under 2

Service roll

46

Review team on site

January 2023

Date of this report

28 March 2023

Most recent ERO report(s)

Education Review, October 2017; Education Review, April 2015

No Cotton Wool Kids Hawke's Bay - 19/10/2017

1 Evaluation of No Cotton Wool Kids Hawke's Bay

How well placed is No Cotton Wool Kids Hawke's Bay 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

No Cotton Wool Kids Hawke's Bay is a home-based education and care network licensed for up to 50 children. The roll is currently 96, with 11 children identifying as Māori.

The service has recently undergone a name change (formerly At a Home Hawke's Bay) to better reflect their philosophy and vision. The philosophy emphasises the importance of children being allowed to discover and explore the natural environment, take risks and develop resilience through real life experiences.

Educators work in their own homes with up to four children at one time. A service-wide morning programme is operated by qualified teachers to facilitate children's experience of the outdoors.

Two directors oversee operation. Two visiting teachers, one is a director, visit homes support educator practice and run the weekly programme.

Considerable work has been undertaken since the April 2015 ERO report, on establishing and strengthening the service's vision. This has resulted in clear expectations for teaching and learning in line with philosophy, which was a key next step. Progress has been made in developing strategic goals, self review and connections to children's culture, language and identity within the curriculum. These remain areas for further development.

The Review Findings

A strong philosophy sets direction for the service. The curriculum is developed to enact this philosophy and Te Whāriki, the early childhood curriculum. Children lead their own learning through exploration and discovery of the world around them. They are given plentiful opportunities to connect with Papatūānuku. Service records of children demonstrate they have an understanding of manaakitanga and kaitiakitanga.

Implementing a bicultural approach within the home based context is a work in progress. The service acknowledge Māori as Tangata Whenua and encourages educators to learn about te āo Māori. Children make connections to local landmarks and places of importance through the weekly programme.

A recent focus on providing equitable opportunities for all, has resulted in positive outcomes for children. Educators carefully consider how to ensure infants and toddlers are fully involved in the programme, while responding to their needs. Leaders advocate for children with additional learning needs, proactively planning and establishing links with external agencies. They support educators to effectively meet these children's needs.

Staff are developing a shared understanding of what educational success for Māori children looks like in their context. Establishing learning partnerships with whānau Māori should enhance responsiveness to the individual contexts of children and their families.

Children's participation and engagement in learning through play is regularly documented. This is shared with parents and families who have opportunities to contribute. Educators identify teaching strategies to cater to children's developing skills and evolving needs. A key next step is for visiting teachers to strengthen assessment, planning and evaluation for individual children to better:

  • identify learning outcomes and demonstrate increased complexity of learning over time

  • maintain connections to their culture, language and identity.

Visiting teachers work collaboratively to provide consistent support to educators. Professional learning is designed and delivered by them to ensure the service reflects current educational thinking and practice. A range of systems are in place to provide all staff with ongoing professional feedback, collegial discussion, information sharing and reflection on practice.

Those governing and managing the service are highly effective in their roles. They demonstrate sound understanding and capability in their areas of expertise. Self review, aligned to the service philosophy, is regularly undertaken to inform improvements. Leaders continue to develop their understanding of internal evaluation. An increased focus on the use of evidence to underpin a collaborative evaluation process is a key next step.

A strategic/annual plan outlines implementation of the curriculum as well as intended staff and business development. Further work is needed to balance business and programme priorities within the strategic direction, underpinned by clear goals. Additional documentation of procedures for the day-to-day running of the programme is required to promote shared understanding and accountability.

Key Next Steps

ERO has identified that key next steps for visiting teachers to support educators are to:

  • develop strong learning partnerships with whānau

  • strengthen assessment, planning and evaluation for individual children and for the directors to:

  • continue to build understanding and use of internal evaluation

  • further develop documentation to support governance and management.

Management Assurance on Legal Requirements

Before the review, the staff and management of No Cotton Wool Kids Hawke's 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:

  • 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.

To improve current practice, the early childhood service management should continue to strengthen the risk assessment and management of regular excursions, to clearly outline standard procedures and practice to manage hazards.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of No Cotton Wool Kids Hawke's Bay will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

19 October 2017

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

Napier

Ministry of Education profile number

46219

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 50 aged under 2

Service roll

96

Standard or Quality Funded

Standard

Gender composition

Girls 54, Boys 42

Ethnic composition

Māori
Pākehā
Other ethnic groups

11
79
6

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

August 2017

Date of this report

19 October 2017

Most recent ERO report(s)

Education Review

April 2015

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.

At a Home Hawke's Bay - 10/04/2015

1 Evaluation of At a Home Hawke's Bay

How well placed is At a Home Hawke's Bay 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

At a Home is a recently-licensed home based education and care network operating across Hawke’s Bay. The roll is 71 children and 12 are Māori.

Two directors oversee service operations. Educators work in their own homes to provide education and care for up to four children at any one time. One director is a qualified early childhood teacher who visits homes and supports educator practice. This director has extensive experience in home based education and care. The other director has a sound business background.

The Review Findings

The service is well placed to promote positive and sustainable developments in education and care of children.

The approach to curriculum development promotes positive outcomes for children. There is a focus on developing confidence and resilience based on the philosophy of “No Cotton Wool Kids”. Weekly nature and active movement programmes support children to take managed risks within clear boundaries and encourage exploration of natural environments.

Parents and whānau share their knowledge of their children’s strengths, interests and needs. These ideas are valued and acknowledged by the service. Families’ perspectives are used to enhance connections and provide continuity for children in their care and education. Transitions into, within and beyond the service are considered and well managed. Care for infants and toddlers are carefully monitored.

The visiting teacher keeps up-to-date with current research. She uses this to support educators to design appropriate programmes to support children’s learning and development. Professional development focuses on promoting positive, trusting, reciprocal relationships between educators and the children in their care. The service has a current focus on promoting literacy experiences for three and four year old children.

On-line learning stories are easily accessed by families and children and are fostering partnerships for learning. Educators frequently up-date these stories that are based on observations of children’s learning and development. Children have individual goals and educators’ reflections illustrate that they make progress over time. The visiting teacher monitors assessment across the network and uses feedback to educators as part of the coaching and mentoring process.

Partnerships with external agencies have been established to support children with diverse needs. Individual children’s needs are identified and well met through a planned approach.

Positive steps have been taken to develop educators’ approach to bicultural practice. The language and identity of children is promoted through a considered approach to building the use of home languages in learning stories. The visiting teacher and educators acknowledge the input from families and whānau in strengthening this aspect of the curriculum.

The service’s philosophy, vision and mission are strongly influenced by the aspirations parents, families and whānau have for their children. These have recently been revised to better reflect the curriculum in action and the views of all involved in the service. These also include reference to current research about best practices in the care and education of children.

A useful policy and procedural framework provides clear expectations and guidance for educators’ and visiting teacher practice. The induction of new educators is well considered and careful attention is paid to how the vision and mission can be enacted safely. New educators are well supported through ongoing professional development linked to their individual needs, the needs of children in their care and service priorities. Management documents consistently show how performance management successfully contributes to professional learning for educators and improved teaching and assessment practice. Some educators work towards qualifications in early childhood education.

Those responsible for governing and managing the service have a sound understanding and capability to carry out their roles and responsibilities. Directors work collaboratively together and with others to continually develop their provision of education and care for children. In-depth self review is used as a framework for development. The process includes the use of a range of stakeholder ideas and views and a comprehensive research component.

Key Next Steps

The service has undergone rapid roll growth since its establishment in July 2013. Directors are currently deciding how to manage future growth through recruitment of additional personnel. The focus on maintaining high quality support for educators, parents and children is a key part of their consideration.

The current strategic plan sets business direction for the service. It is yet to include goals for achieving the new vision and mission. Aligning these key documents will help directors to articulate clearly the teaching practices and outcomes for children that they expect to achieve if the vision and mission are fully enacted. This, in turn, should support more focused evaluative inquiry into the effectiveness of service provision.

The directors acknowledge Māori as tangata whenua and are committed to treaty-based partnerships. As part of unpacking the new vision and mission, it is timely to consider how the commitment to supporting children’s language, identity and culture could be strengthened within the curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of At a Home Hawke's Bay 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:

  • 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 At a Home Hawke's Bay will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

10 April 2015

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 Early Childhood Service

Location

Napier

Ministry of Education profile number

46219

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

71

Standard or Quality Funded

Standard Funded

Gender composition

Girls 36

Boys 35

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

12

57

1

1

Number of qualified coordinators in the network

1

Reported ratios of staff educators to children

Under 2

1:2

Meets minimum requirements

 

Over 2

1:4

Meets minimum requirements

Review team on site

February 2015

Date of this report

10 April 2015

Most recent ERO report(s)

No previous ERO reports

 

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.