Fairy Godmothers Inc Ltd Network 1 - 18/11/2014

1 Evaluation of Fairy Godmothers Inc Ltd Network 1

How well placed is Fairy Godmothers Inc Ltd Network 1 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

Fairy Godmothers Inc Ltd Network 1 is one of four networks operating as part of the Fairy Godmothers Inc Ltd home-based education and care service. The service operates on the Hibiscus Coast, Whangaparaoa, and in some areas of the North Shore and north-west of Auckland. Since its establishment in 2006, the service has experienced continued roll growth. Seventeen percent of children enrolled in Network 1 have Māori heritage.

Care educators work in their own homes to provide education and care for up to four children at any one time. A team of qualified and registered early childhood teachers (lead teachers) visit homes and support care educators to provide educational programmes for children. The director of the service is fully involved in all aspects of operations, including playgroups and some home visits.

Fairy Godmothers Inc Ltd has a positive ERO reporting history. The professional experience of leaders remains a feature of the service. The June 2011 ERO report identified areas for further development that included strengthening communication with care educators and parents, and improving self review documentation. The service has made good progress in these areas.

This review was part of a cluster of four network reviews of Fairy Godmothers Inc Ltd.

The Review Findings

Children experience a curriculum based on their interests. Lead teachers successfully support care educators to develop respectful relationships with children and their families, implement a rich curriculum and assess children's learning. The wellbeing of infants and toddlers is well supported by the small group size. Literacy and science are integrated into meaningful learning contexts. Mathematical learning is encouraged through exploration of everyday experiences. Strengthening practice across the service to reflect and promote the language, culture and identity of Māori children requires further development.

ERO's observation of a playgroup indicated that lead teachers and care educators support children to participate in a wider range of activities than may be available in homes. The larger group provides opportunities for children to develop their social skills. Lead teachers take advantage of these opportunities to build positive relationships with children and care educators.

Learning records demonstrate that children have opportunities to participate in a variety of learning experiences in homes, at playgroup and in the wider community. Care educators are well supported to use Te Whāriki, the early childhood curriculum to help them recognise the learning that happens when children play. Lead teachers effectively model ways for educators to improve the quality of recording children's learning. Reviewing the use of checklists as tools to assess children's learning should establish, for lead teachers, how effectively these tools enable care educators to respond to the interests and strengths of all children.

The cluster group initiative effectively builds care educator practice. They provide opportunities for a small group of care educators to share skills and ideas with each other to support children’s learning. Lead teachers facilitate professional development programmes and build care educator practice to improve learning outcomes for children. They provide families and care educators with ongoing support and guidance through visit notes, emails and phone calls. Care educators who spoke with ERO said they value the knowledge and expertise of lead teachers.

The service provider and lead teachers work as a collaborative team, focused on continuous improvement. They are committed to providing a quality home-based education and care service.

An organisational framework to guide operations and practice is well established. Lead teacher records show that useful systems are in place to monitor health and safety and licensing requirements. The service’s self review and lead teacher appraisal goals are well aligned with longterm goals. Newly-developed appraisal systems are likely to enhance lead teacher practice.

Key Next Steps

Service managers and ERO agree that key next steps are to:

  • strengthen how lead teachers document feedback to show how they coach and build on the quality of care educator practices
  • improve planning and evaluation to show how playgroup experiences impact on children’s learning, and to support future decisions about these

  • evaluate current self-review practices to identify if the process used is effective in promoting high quality outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fairy Godmothers Inc Ltd Network 1 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 Fairy Godmothers Inc Ltd Network 1 will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

18 November 2014

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

Whangaparaoa, Auckland

Ministry of Education profile number

20165

Licence type

Home-based Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 60 aged under 2

Service roll

46

Standard or Quality Funded

Quality funded

Gender composition

Boys 25, Girls 21

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

8

28

10

Number of qualified coordinators in the network

2

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

September 2014

Date of this report

18 November 2014

Most recent ERO report(s)

Education Review

June 2011

 

Education Review

May 2008

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.