PAUA Poppetts 2 - 12/12/2013

1 The Education Review Office (ERO) Evaluation

The owner of the PAUA organisation opened the PAUA Poppetts 2 service in Northland in January 2013. The service has since enrolled 16 educators between Kawakawa and Kaitaia, providing in-home care and education for 41 children, almost all of whom are Māori. PAUA Northland supports whānau and educators who live in small townships and isolated rural settings. The service has been carefully developed in response to the needs of communities and using existing whānau skills and arrangements.

Educators are supported by two qualified visiting teachers, one of whom has recently been appointed to meet growing demand for the service. These teachers have overall responsibility for the quality of programmes for children. The visiting teachers and many educators and whānau have whakapapa connections.

Many educators and the children enrolled are new to early childhood education and home-based care. Educators are enthusiastic about building their knowledge and capability in supporting children’s learning. Visiting teachers and the owner provide effective professional support and leadership and have helped educators to establish some good quality practices. Aroha, whanaungatanga and manaaki are features of home learning environments and relationships amongst children, whānau, educators and visiting teachers.

The PAUA owner and visiting teachers have high levels of commitment to supporting whānau and the value of home-based early childhood education. PAUA operations are based on Christian principles and Te Whāriki, the early childhood curriculum. PAUA provides administrative and management support from its office in Whanganui, and through the team leader based in Auckland. PAUA has established strong organisational processes and systems to manage its 11 networks. These systems provide a sound foundation for continuing to build the PAUA Poppetts network in Northland.

The owner and visiting teachers are planning in strategic and purposeful ways. Planned professional development and more robust hazard management, documentation and self review will help them to enhance outcomes for the children in their care.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

2 The Focus of the Review

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and adults.

The Quality of Education


The visiting teachers support educators who care for children in their own homes, mainly around Kaikohe and Tautoro, and in Kawakawa, Moerewa, the Hokianga, Kaitaia and Taipa. Some whānau care for each other’s children and have close relationships. Many educators have been in home-based care for less than six months.

The owner encourages professional research and shared learning across the PAUA networks to promote ongoing professional learning for educators and visiting teachers. PAUA has recently begun to use an internet service for communicating with families and educators, sharing children’s learning journeys, educator support, and visiting teacher reflections. It is also useful for managers to have oversight and provide feedback. Few families are using this internet service and PAUA has begun to consider changes so that it can be more useful.

Areas of good performance

Children benefit from the PAUA commitment to providing better quality early childhood experiences that promote positive learning outcomes. The visiting teachers have had a successful focus on whakawhanaungatanga. Children are supported to develop skills for positive social relationships in home settings and through tuakana/teina relationships. Visiting teachers and educators foster learning through and about te reo and tikanga Māori and promote children’s identity as Ngāpuhi. Children have a sense of whānau, belonging, security and community.

Visiting teachers have very good knowledge and understanding of their whānau, educators and community. They work alongside educators and whānau to support them in improving provision for children’s care and education. The visiting teachers have good professional knowledge about curriculum and assessment. While recognising and affirming educator strengths, they identify clear next steps for improvement. They model good practice and there are some very good examples of educator assessment and planning.

Educators’ interactions with children are warm and encouraging. They provide useful resources and activities to support children’s literacy and numeracy learning. Children’s enjoyment of books is a positive feature of programmes and supports the ongoing challenge of increasing children’s oral language and conversation abilities.

Educators work hard to provide stimulating and supportive learning environments in their homes. They make good use of the surrounding community facilities and natural resources. Some educators have useful connections with local schools. Through these outings, children have opportunities to interact with kaumātua and other groups of children. The PAUA service is beginning to have a positive impact on children’s readiness to move on to school.

As the service is relatively new, regular formal PAUA professional development has not yet been established for educators. However, the visiting teachers encourage educators to attend other local opportunities for learning about their role in home-based care and education and to support each other in building their understanding and skills. Educators work together as they learn more about how to support children’s learning.

The owner is responsive to community needs and different family and educator arrangements, and also to new developments in the early childhood sector. There are many avenues for regular communications between parents, visiting teachers and managers. PAUA provides families with good information about effective early childhood education practices. The owner’s strategic vision and thinking, supported by a variety of self-review processes and a strong policy framework, provide a good basis for ongoing development.

During the establishment of PAUA in Northland, the visiting teacher has consulted and developed networks with community services, iwi and whānau organisations, and marae communities. She has been proactive in her support for children and whānau. Effective leadership and this process of consultation and networking have helped to create a strong foundation for PAUA to become a well established, valued community service in Northland.

Areas for development and review

The PAUA owner, visiting teachers and ERO agree that it is timely to:

  • move from a period of establishing the service in Northland to a focus on improving the quality of programmes and learning outcomes for children
  • adapt and improve documentation so that it can better support in-depth self review and evaluative critique of management, teacher and educator practices
  • develop a shared vision and documented strategic planning for the future development of this network.

3 Management Assurance on Compliance Areas


Before the review, the management and staff of PAUA Poppetts 2 completed an ERO Home-Based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • curriculum standard
  • premises and facilities standard
  • health and safety practices standard
  • governance management and administration standard.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

In order to improve current provision for children’s health and safety, the visiting teachers should ensure that:

  • a risk analysis and management statement (RAMS) is prepared for each home setting and regular outings, as well as for planned excursions
  • RAMS clearly identify what educators will do to minimise or remove each hazard and potential risk to children’s and adults’ safety.

4 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

Dale Bailey

National Manager Review Services

Northern Region

23 December 2013

About the Service


Eden Terrace, Auckland

Ministry of Education profile number


Service type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Service roll


Gender composition

Girls 27 Boys 22

Ethnic composition





Review team on site

October 2013

Date of this report

23 December 2013

Most recent ERO report(s)

No previous ERO reports