PAUA Northland - 11/12/2019

1 Evaluation of PAUA Northland

How well placed is PAUA Northland to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PAUA Northland 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 Poppetts Early Childhood Home-based Education and Care service is part of the wider PAUA networks. PAUA Northland has 23 children currently enrolled and is supported by two visiting teachers. Ten children identify as Māori. Educator homes are situated throughout Northland.

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 from the June 2016 ERO education review included: strengthening strategic planning and evaluation; and supporting educators to develop an understanding of their role in promoting children's learning. Formalising teacher appraisal and developing appraisal policy and procedures were also areas for improvement. Progress is evident in appraisal practices and supporting educator's role in promoting children's learning. Strategic planning and internal evaluation continue to require strengthening.

This review was part of a cluster of three home-based education and care networks in the PAUA Poppetts Early Childhood Home-based Education and Care service.

The Review Findings

Children enjoy a wide range of opportunities to be involved in learning experiences in educators' homes. There are many occasions for children to socialise with other children enrolled with PAUA and their educators. Visiting teachers organise community outings and support educators and children to attend community playgroups.

Visiting teachers demonstrate a strong understanding of their local communities and value and articulate the importance of their relationships with educators to support children's learning. Strategies are implemented that help to build educator understanding of their role as PAUA educators.

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 some 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 in a variety of ways. Further opportunities for parents to contribute to decision making regarding their children's learning is required.

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 that are assisted by the sharing of information between the home and educators. Those children with diverse learning needs are well supported. 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 it. Whanaungatanga has been a priority and is currently being reviewed organisation wide. Leadership across the service promotes a positive organisational culture based on relational trust and respect. There are multiple on-line platforms 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 more clearly 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 that 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. There is a need to strengthen strategic goals to better focus on positive learning outcomes for children and to develop systematic internal evaluation practices.

Key Next Steps

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:

  • 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.

Management Assurance on Legal Requirements

Before the review, the staff and management of PAUA Northland 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

11 December 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



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 40 aged under 2

Service roll


Standard or Quality Funded


Gender composition

Male 12, Female 11

Ethnic composition

NZ European/Pākehā
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

October 2019

Date of this report

11 December 2019

Most recent ERO report(s)

Education Review

June 2016

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

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.

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.