Family Tree Homebased

Education institution number:
47057
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
26
Address:

13 Paget Drive, Woodend

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Family Tree Homebased

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 Family Tree Homebased are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakatō Emerging

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whakatō Emerging

2 Context of the Service

Family Tree Homebased, previously known as Eduall Ltd, is a privately-owned, home-based education and care service. A director and coordinator are responsible for five home educators. Some educators have early child qualifications. Limited progress has been made in addressing the key next steps from ERO’s  2019 report. A small number of children attending identify as Māori and there is a small number of children of Indian heritage.

3 Summary of findings

Children learn in a play-based curriculum in educators’ homes and local excursions in the community. Documentation shows educators responding to children’s interests, strengths, and capabilities and fostering their oral language and social and emotional skills.  Coordinators guide educators to observe children and design relevant activities and experiences. However, greater guidance is needed to support educators to know how to extend children’s learning. Coordinators support educators to use some te reo Māori, integrate aspects of tikanga within the daily routines and increase their knowledge about how to support Māori learners be confident in their culture. This is an area for ongoing development.

Educators and parents develop strong relationships focused on fostering children’s well-being and sense of belonging. Daily contact with educators enables parents to frequently share their wishes for their children’s learning.

A new process for assessment, planning and evaluation has been recently developed by leaders, and is yet to be implemented. Children’s progress over time in relation to the learning outcomes in Te Whāriki, the early childhood curriculum, is not yet evident in assessment information. Documentation does not consistently show children’s identity, language, and culture.

Developing internal evaluation knowledge and understanding was a key next step in ERO’s 2019 report. An internal evaluation process has been developed but not fully implemented. The service is not yet using internal evaluation effectively to identify what works well for children and what may need to change. A greater focus on making and sustaining improvements is required.

Leaders have developed a number of new systems, policies, and practices to guide the operation of the service. This includes a new appraisal process  designed to build educator capability. The appraisal process has yet to fully implemented. Closer attention to monitoring aspects of governance and management, and health and safety is required by leaders, to fully meet compliance with the regulatory standards and support consistency of practice across the service.

4 Improvement actions

Family Tree Homebased will include the following actions in its Quality Improvement Planning. For leaders to:

  • build their own and educators understanding and use of the learning outcomes from
    Te Whāriki, and better show children’s learning and progress over time

  • provide more detailed guidance to educators about how to extend children’s learning

  • develop understanding of all steps of an effective internal evaluation process, particularly focused on developing and implementing a quality improvement plan; and monitoring and evaluating the impact of changes on outcomes for children

  • increase the rigour when monitoring policies and practices to be assured that compliance with the regulatory standards are maintained.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Family Tree Homebased 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.

6 Actions for Compliance

ERO identified the following areas of non-compliance:

  • equipment, premises, and facilities are checked on every day of operation for hazards to children and hazards to the safety of children are eliminated, isolated or minimised.

[Licensing criteria for Early Childhood Education and Care Services 2008, HS11]

The service provided ERO with evidence that shows it has addressed the following non-compliance:

  • ensuring the outcomes of the risk assessment are recorded when safety checking children’s workers.  

[Licensing criteria for Early Childhood Education and Care Services 2008, GMA7A].

7 Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.

Kathy Lye
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

23 February 2023 

8 About the Early Childhood Service

Early Childhood Service Name

Family Tree Homebased

Profile Number

47057

Location

Woodend

Service type

Home-based service

Number licensed for

50 children, including up to 50 aged under 2

Percentage of qualified teachers

0-49%

Service roll

29

Review team on site

 August 2022

Date of this report

23 February 2023

Most recent ERO report(s)

  Education Review, February 2019

Eduall Limited - 28/02/2019

1 Evaluation of Eduall Limited

How well placed is Eduall Limited to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Eduall Limited is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Eduall Limited is a privately-owned, home-based care service, providing full-day care and education for up to 50 children in Canterbury. Ownership of the service changed in July 2018 and a new operating licence was granted in October 2018. This is the first ERO report for this service.

A director and coordinator provide direction and support for nine home educators. Nearly all of the educators are qualified to Level 4 ECE.

The service's philosophy was recently developed in consultation with educators and families. It emphasises wellbeing through supportive relationships in a nurturing 'homely and educational' environment.

The Review Findings

Since operation commenced under the new licence, the service has made steady progress in developing its systems and practices.

Children are well supported to develop positive relationships with each other and educators. Emerging practices align well with the service's philosophy and include:

  • a range of activities that respond to the interests and needs of children
  • respect for language, home culture and identity
  • effective communication with families and whānau.

At the time of this review the service had in place the following key processes:

  • a strategic plan which identifies priority goals and an aligned annual plan
  • a range of appropriate policies and procedures to show that all reasonable steps are taken for children's health and wellbeing.

Key Next Steps

The director, coordinator and ERO agree that the key next steps for the service are to:

  • develop and fully implement a compliant appraisal process for the director, coordinator and educators in line with Education Council expectations
  • continue to develop internal evaluation knowledge and understanding, in order to identify what works well for children and what may need to change
  • strengthen assessment, planning and evaluation, including the development of guidelines and expectations for the coordinator and educators
  • extend the use of te reo and tikanga Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eduall Limited 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 Eduall Limited will be in three years.

Alan Wynyard

Director Review and Improvement Services

Southern Region

28 February 2019

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

Amberley

Ministry of Education profile number

47057

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

42

Standard or Quality Funded

Standard

Gender composition

Boys 24 ; Girls 18

Ethnic composition

Māori
Pākehā
Other ethnicities

7
32
3

Number of qualified coordinators in the network

1

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

December 2018

Date of this report

28 February 2019

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.