PAUA Early Childhood 9 - 18/05/2016

1 Evaluation of PAUA Early Childhood 9

How well placed is PAUA Early Childhood 9 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.


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.

A significant number of children and educators are African or Chinese, with English as their second language. Many children are cared for by family members. In the past twelve months the number of children enrolled with English as a second language has increased markedly. In many instances their grandparents are the educators. Many of the educators are new to PAUA.

This network is licensed for a maximum of 80 children. The roll at the time of this review was 35, with eight identifying as Māori. The network presently covers the area from Kapiti Coast through to Wellington and Hutt City.

This is the service's second ERO review. The organisation has worked positively to address areas suggested 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 Review Findings

Visiting teachers model good early childhood practices to support educators', families' and children's learning. They acknowledge that further work is needed to develop strategies that support educators' understanding about children's learning and their teaching role.

Visiting teachers should continue to develop their understanding and appreciation of children's cultural practices to provide more meaningful contexts for learning. This is particularly relevant considering the high number of Somali families and educators in the network.

Māori children are well supported to succeed educationally as Māori. They may be placed with whānau educators. Several of these educators are confident te reo speakers. With the support of their visiting teacher they effectively support children's engagement and participation in learning that acknowledges te ao Māori.

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 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.

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.

Key Next Steps

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.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Early Childhood 9 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 PAUA Early Childhood 9 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

18 May 2016

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


Kapiti Coast

Ministry of Education profile number


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


Standard or Quality Funded


Gender composition

Boys 18, Girls 16

Ethnic composition





Other ethnic groups






Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

February 2016

Date of this report

18 May 2016

Most recent ERO report(s)

Education Review

March 2013

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.