9 Park Place, Whanganui
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 PAUA Early Childhood 4 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
PAUA Early Childhood 4 is part of the PAUA Early Childhood HBC Service. A director/owner based in Whanganui oversees governance and operations. A team leader/kaihāpai guides teachers who visits children and supports educators in homes. Of the children enrolled, a quarter are Māori. This review was one of a cluster of six networks reviewed within the PAUA organisation.
Since ERO’s onsite review, the service has ceased to operate as a licensed early childhood service.
Children have good opportunities to learn through a responsive and well-considered homebased curriculum. Their social relationships with others are well supported by educators. A wide range of learning opportunities are experienced in educators’ homes and through excursions in the local community.
Infants’ and toddlers’ learning is enhanced through positive nurturing interactions with educators. Children with diverse learning needs are well supported. Increasing the extent to which te reo Māori and tikanga Māori are evident in teachers’ and educators’ practice is a priority area for development. This includes making connections to histories and places as part of implementing a local curriculum.
Teachers effectively use Te Whāriki, the early childhood curriculum to guide assessment and planning for children. Their interests, preferences and progress are recorded over time. Further work is needed to make visible all children’s languages, cultures, and identity within assessment documentation.
Ongoing inquiry and research is enabling teachers to build knowledge and reflect on their professional growth. Internal evaluation and self-review processes generate positive change. Leaders and teachers continue to grow their knowledge and understanding of how to undertake effective internal evaluation. Evaluating and documenting the impact of improvements for individuals and groups of children is a next step.
Operational practices are in place to monitor the quality of education and care provided. Leaders have regular meetings that focus on the practices of teachers and educators, and making improvements that benefit children. Continuing to strengthen the appraisal process is a self-identified development priority.
PAUA Early Childhood 4 will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of PAUA Early Childhood 4 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The service has provided ERO with evidence to show the following non-compliances have been addressed:
Patricia Davey
Director of Early Childhood Education (ECE)
22 February 2024
| Early Childhood Service Name | PAUA Early Childhood 4 |
| Profile Number | 50104 |
| Location | Wairarapa |
| Service type | Home-based service |
| Number licensed for | 80 children, including up to 80 aged under 2 |
| Service roll | 16 |
| Review team on site | September 2023 |
| Date of this report | 22 February 2024 |
| Most recent ERO report(s) | Education Review, October 2019; Education Review, May 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
PAUA Early Childhood 4 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PAUA Early Childhood Home-based Education and Care service is privately owned and includes 13 networks that provide home-based education and care throughout New Zealand.
PAUA Early Childhood 4 has 48 children currently enrolled and is supported by three visiting teachers. 15 children identify as Māori. Educator homes are in Eketahuna, Pahiatua and Masterton area.
Several options for education and care are provided by PAUA. These include education and care in educators’ or family educator homes and a nanny service. PAUA's mission statement and core values state, ‘children are at the heart of all we do’. The service philosophy is based on Christian values and gives priority to building relationships at all levels of the organisation.
The director/owner has oversight of all PAUA operations. An education team leader oversees teaching and learning. PAUA peer leaders, who are experienced visiting teachers, mentor smaller teams of visiting teachers. Visiting teachers are qualified early childhood teachers who visit children and support educators in the home.
The key next steps for development in the May 2016 education review included strengthening strategic planning and evaluation and the development of appraisal policy and procedures. Progress is evident in appraisal practices. Strategic planning and internal evaluation continue to require strengthening.
This review was part of a cluster of ten home-based education and care networks in the PAUA Early Childhood Home-based Education and Care service.
Children enjoy a wide range of opportunities to be involved in learning experiences in educators' homes. Visiting teachers and educators have been engaged with PAUA for significant lengths of time. There are many occasions for children to socialise with other children enrolled with PAUA and their educators. Visiting teachers organise playgroups and community outings for educators and children to attend. Experienced educators organise and lead playgroups. Parents and whānau regularly attend a number of these events.
Visiting teachers' value and articulate the importance of their relationships with educators to support children's learning.
Educators are purposefully supported to notice, recognise and respond to children's interests and strengths. Visiting teachers coordinate a variety of learning opportunities and resources that support educators' practice. Monthly visit records give visibility to the early childhood curriculum, Te Whāriki 2017, and documentation includes both the child's 'pathway of learning' and the 'educator's journey'.
Children's experiences are shared with parents and whānau. Further opportunities for all parents to contribute to decision making regarding their children's learning is required.
Those children with diverse learning needs are well supported. Inclusive practices provide good opportunities for all children to participate in the programmes offered. Visiting teachers have access to a range of information and knowledge from external agencies that support children, whānau and educators.
Infants and toddlers receive personalised care routines which are assisted by the sharing of information between the home and educators. In some areas, visiting teachers and educators have networked with local schools and new entrant teachers to support children's transition to school. Strengthening practices that respond to Māori children's language, culture and identity and Te Tiriti o Waitangi partnerships continue to be developed.
The organisation's philosophy guides the service and is evident in practice across the organisation. Whanaungatanga has been a priority and is currently being reviewed across the organisation. Leadership across the service promotes a positive organisational culture based on relational trust and respect. There are multiple platforms on-line that facilitate communication and collaboration. Well-established guidelines for service leadership, visiting teachers' and educators' practice are in place.
The appraisal process supports teacher development. Internal and external professional development suitably links to appraisal goals. Continuing to strengthen the process to more closely focus on outcomes for children's learning is a next step.
Annual planning and review of the organisation's annual goals suitably guides service operations. Management and governance systems and practices monitor ongoing regulatory compliance and promote positive outcomes for children’s learning. The director receives and actions regular reporting which enables effective oversight across all network operations.
Strategic planning has recently been introduced to guide the organisation and to monitor progress towards long term goals. Embedding and strengthening components of strategic planning is required. Strengthening strategic goals to better focus on positive learning outcomes for children and developing systematic internal evaluation practices is required.
The next steps for governance, management and visiting teachers is to develop strategic evaluation practices that enable the organisation to:
define strategic goals with a stronger focus on positive outcomes for children's learning and to monitor achievement towards meeting these goals
implement practices to gather evidence that enables management and leaders to analyse progress towards achieving strategic goals
provide more opportunities for parents and whānau to contribute to the service's direction and vision.
The next steps for education leaders are to:
further develop shared expectations and guidelines for visiting teachers to maintain regular contact with parents and whānau and include them in decision making regarding their children's learning
continue to build visiting teachers' and educators' capability to implement te reo me ngā tikanga Māori across the organisation.
Before the review, the staff and management of PAUA Early Childhood 4 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
Central Region
9 October 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.
|
Location |
Tararua |
||
|
Ministry of Education profile number |
50104 |
||
|
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 |
48 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Female 25, Male 23 |
||
|
Ethnic composition |
Māori |
15 |
|
|
Number of qualified coordinators in the network |
3 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
August 2019 |
||
|
Date of this report |
9 October 2019 |
||
|
Most recent ERO report(s) |
Education Review |
May 2016 |
|
|
Education Review |
March 2013 |
||
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.
PAUA (Preschoolers at-Home Uniquely Achieving), provides home-based education and care for young children within communities throughout New Zealand. The director has oversight of all PAUA operations. She is supported by a team directly responsible for teaching and learning. The education team leader oversees a team of visiting teachers who support home educators to provide education and care for children. Peer leaders mentor visiting teachers in their work. All PAUA staff regularly monitor health and safety practices in educators' homes.
The PAUA Early Childhood 4 network is licensed for 80 children. The roll at the time of this review was 37, with 12 identifying as Māori. The network has educators in Hawkes Bay, Woodville and Pahiatua.
The service has worked positively to address areas identified for development in the March 2013 ERO report.
This review was part of a cluster of eight home-based education and care service reviews in the PAUA organisation.
The curriculum is meaningful and children have fun. Information shows that children engage in a curriculum that is based on their observed interests. Educators are well supported by visiting teachers to provide a wide range of learning experiences for children. Suitable resources provided by the educator and PAUA promote infants', toddlers' and young children's engagement in learning experiences appropriate for them. A commitment to inclusive practices is evident. Children with special needs are well catered for.
Children's learning is clearly depicted in assessment documents. Visiting teachers effectively model for educators, how to record children's learning and share this with families and whānau. The inclusion of photographs, links made to Te Whāriki, the early childhood curriculum, and various forms of research guide educators in their understanding. Parents and whānau access children's learning stories electronically. Their comments are valued and used to enhance their child's experiences at the educator's home.
Visiting teachers support and encourage educators to use assessment practices that identify children's learning, next steps and progress. Educators can see how they have influenced children's achievement. Assessment practices provide parents and whānau with a way of contributing to their children's learning.
Most children have a range of opportunities to mix with other children while in their educator's care. Some educators develop community networks and attend various events outside the home to complement what happens in the smaller group. Playgroup and music groups are popular. Visiting teachers plan playgroups around the children's interests. Educators are encouraged to lead sessions and develop their planning and evaluation skills.
Visiting teachers work confidently alongside Māori children and their families/whānau to ensure their experience with PAUA is positive. They set up care with potential educators who have the same philosophy, beliefs and aspirations as parents. Educators are supported to develop their understanding of educational success for Māori and provide activities to achieve this. Further development to support Māori children to achieve success is planned.
Respectful relationships between adults impact positively on children. The visiting teachers have identified they want to strengthen consultation with parents and the community. There is a commitment to continue to improve the quality of education and care children receive.
PAUA has well developed processes to monitor that its expectations for provision of quality education and care are being met. Visiting teachers develop monthly records of significant events for children and individual educators. Their weekly reflections inform their own development and are recorded against the Practising Teacher Criteria. Through the PAUA systems the director is assured that staff take all reasonable steps to implement practices that promote positive learning outcomes for children.
As an organisation PAUA management has identified that strategic planning and review and evaluation are areas that require strengthening. ERO's external evaluation supports this direction.
The development of an appraisal policy and procedures should assist visiting teachers to reflect on their current practice and plan future development. Leaders should formalise and strengthen an agreed appraisal cycle. Specific goals should be clearly linked to intended outcomes for children.
Before the review, the staff and management of PAUA Early Childhood 4 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:
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 PAUA Early Childhood 4 will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 May 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 |
Tararua |
||
|
Ministry of Education profile number |
50104 |
||
|
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 |
37 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Boys 19, Girls 18 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
12 24 1 |
|
|
Number of qualified coordinators in the network |
3 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
February 2016 |
||
|
Date of this report |
17 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
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.