31 Arabian Drive, Papamoa, Tauranga
View on mapAkarangi | 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 Jemmas Homebased Childcare Ltd 6 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining Whakaū Embedding |
The service is one of three home-based education and care networks under the Jemma’s umbrella. A qualified visiting teacher provides professional guidance to support educators, families and children across the Bay of Plenty. At the time of the evaluation a small number of Māori and Samoan children were enrolled.
Leaders and educators collaboratively engage in productive learning-focused partnerships with parents and whānau. They are intentionally inclusive and whānau views are sought in responding to their children’s needs. Children’s interests are extended through the curriculum. Their developing sense of belonging and cultural connectedness is enhanced.
Māori and Pacific children benefit from partnerships between their parents and educators. Whānau Māori provide guidance for the bicultural curriculum. Leaders and educators value and engage in appropriate cultural practices. Māori children’s mana is enhanced through responsiveness to their culture, language and identity.
Children’s learning is extended through leaders and educators working as a professional learning community. Comprehensive systems are in place to develop educator capabilities. Leaders work collaboratively to grow knowledge and expertise, to design and implement a rich curriculum for all children.
Leaders are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum. They are yet to fully unpack these outcomes with educators in relation to the values and learning priorities of the service. Educators identify children’s learning and their own role in supporting progress. Individualised planning and assessment practices strengthen learner identities.
The learning and wellbeing of children and their whānau are primary considerations for decision making. Governors support networked relationships with the wider community. A positive working environment and high relational trust facilitate low turnover of educators and prioritise children’s sense of security. Internal evaluation is promoting improvement. However, outcomes for children as a result of changes in practice are not yet identified through the process.
Jemmas Homebased Childcare Ltd 6 will include the following actions in its Quality Improvement Planning:
Work with educators to further unpack the learning outcomes of Te Whāriki in relation to the values and learning priorities of the service and community.
Continue to strengthen internal evaluation to better understand how the learning outcomes of individuals and groups of children are impacted by shifts in practice.
Before the review, the staff and management of Jemmas Homebased Childcare Ltd 6 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
7 February 2023
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Early Childhood Service Name |
Jemmas Homebased Childcare Ltd 6 |
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Profile Number |
40266 |
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Location |
Papamoa, Tauranga |
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Service type |
Home-based service |
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Number licensed for |
60 children, including up to 60 aged under 2 |
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Service roll |
22 |
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Review team on site |
December 2022 |
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Date of this report |
7 February 2023 |
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Most recent ERO report(s) |
Education Review, June 2019; Education Review, January 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Jemmas Family Daycare Ltd 6 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Jemmas Family Daycare Ltd 6 is a licensed all-day home-based education and care service located in Tauranga. The service caters for up to 60 children between birth and school age in family homes. Jemmas is a privately owned service that operates networks in Auckland, Waikato and Bay of Plenty. One educarer can have up to four children at any one time.
The network is overseen by three experienced, qualified and registered coordinators who work as a collaborative team. The coordinators regularly visit educarers' homes to promote positive outcomes for children's wellbeing and learning. Coordinators offer training workshops to support educarers in enhancing their understanding of children's development and how they learn.
The service's philosophy for learning is underpinned by Te Whāriki, the early childhood curriculum and its vision is to provide high-quality home-based childcare within safe, caring and nurturing environments. The philosophy is currently being reviewed by the service with the support of an external professional development provider. Management and leaders have responded well to the areas for development in the 2016 ERO report.
Infants and toddlers are nurtured in small family settings. Close and trusting relationships help develop children's social competencies and communication skills alongside their peers and other adults.
Children access rich curriculum experiences that support learning about their community and the wider world. They learn concepts in literacy and mathematics through play. Māori children have their language, culture and identity validated in educarers' homes.
Coordinators successfully build the capability of educarers to respond to children's interests and strengths. Coordinators write comprehensive reports on the positive outcomes for children during visits to educarers' homes. Educarers have access to internal and external professional development and are funded to undertake child protection and first aid training.
Children are well supported to develop as capable and confident learners. The service provides educarers with clear guidelines and expectations for their practice. A toy library provided by the service allows children to have access to a wide range of resources to extend their play, exploration and creativity.
The service provider and coordinators have established effective internal evaluation processes that support ongoing improvement. On-line assessment portfolios include multiple perspectives of learning from whānau, educarers and coordinators.
ERO and leaders agree that the key next step is for coordinators to continue reviewing and developing the service's philosophy and local curriculum.
Before the review, the staff and management of Jemmas Family Daycare Ltd 6 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.
Phil Cowie
Director Review and Improvement Services
Central Region
17 June 2019
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 |
Tauranga |
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Ministry of Education profile number |
40266 |
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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 |
60 children, including up to 60 aged under 2 |
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Service roll |
59 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Male 34 Female 25 |
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Ethnic composition |
Māori |
16 |
|
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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 |
May 2019 |
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Date of this report |
17 June 2019 |
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Most recent ERO report(s)
|
Education Review |
January 2016 |
|
|
Education Review |
May 2012 |
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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.