7 Ballance Street, Whataupoko, Gisborne
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Pohutukawa 2 - Standard is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pohutukawa 2 - Standard is one of two home-based education and care networks in Gisborne owned and operated by NMN Ltd. The network is licensed to provide education and care for 80 children, including 40 aged up to two years. Of the 19 children enrolled, five are Māori.
The owner/director has oversight of the management of the two Pohutukawa home-based networks. Three trained and registered teachers (coordinators) support in-home educators to provide suitable care and learning programmes for children.
The Pohutukawa philosophy emphasises the importance of providing a home away from home for children, characterised by warmth, trust and aroha. Forming connections with children, whānau educators, coordinators and the wider community are seen as central to learning.
The May 2018 ERO report identified a number of areas of non-compliance with the Licensing Criteria for Home-Based Education and Care Services and Early Childhood Education Curriculum Framework 2008. The service has worked with the Ministry of Education to meet all legislative requirements.
Significant progress has been made to develop suitable systems and processes to provide assurance at management and governance levels that the service is meeting legislative requirements, particularly those related to health and safety.
Children’s sense of belonging is well promoted in the service. Strong, trusting relationships with parents, whānau, educators and leaders are evident throughout the organisation. Parents and educators spoken with during the review feel well supported and contributed to the recently reviewed philosophy.
Coordinators take a considered approach to enable parent choice of educator who is responsive to the needs and aspirations for their children. Young learners form secure attachments with an educator who know them and their whānau well.
Parents, educators and children network with each other through regular outings within the community. Children confidently participate in group activities and with resources that extend their interests. Attentive educators engage with the children in their care and work with other educators and parents to support children's needs during these excursions.
Infants and toddlers have space to participate in the programme at their own pace. Educators communicate with parents on a daily basis to support continuity of routines and rhythms between the home and service.
Ongoing access to external professional development has increased leaders', teachers' and educators' knowledge and understanding of te ao Māori and use of te reo Māori. The service has identified that further deepening adults' understanding of Māori concepts and how this can be meaningfully integrated within the home-based setting continues to be a next step.
Leaders continue to grow their understanding and use of strategies to promote educational success for Māori children. Learning-focused partnerships with whānau Māori should support further development of culturally responsive practices.
Children's learning journals record their participation and engagement in the programme. Coordinators and educators work collaboratively to provide resources and ideas to support children’s emerging interests and development. The service seeks advice and guidance from external agencies to support children and whānau as needed.
Educators are well supported through regular visits and communication with coordinators. This contact provides a balance between ensuring expectations and compliance requirements are met and ongoing guidance for education and care. Further monitoring is required to ensure educators are using updated documentation to meet compliance requirements.
Leaders have identified that the assessment, planning and evaluation process requires strengthening. As a part of this process, the service should identify their priorities for children's learning aligned to the learning outcomes of Te Whāriki (2017) and develop written guidelines to support educators' understanding of how to promote these.
An ongoing system of internal evaluation results in changes of practice. A next step is to refine the focus of evaluations aligned to indicators of high-quality practice that focus on learning outcomes for children. This should strengthen decision making for improvement and enable leaders to know how effectively they are achieving the expected outcomes for children.
Appraisal supports teachers and educators to grow their knowledge and capabilities. Strengthened monitoring of educators' progress to their goals and expectations of the service's operation and vision, is needed to promote continual improvement.
Priorities are to:
Before the review, the staff and management of Pohutukawa 2 - Standard 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.
To improve compliance practice co-ordinators should work alongside educators to ensure they use updated documents aligned to the service's updated policies and procedures.
Darcy Te Hau
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
4 May 2020
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 |
Gisborne |
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Ministry of Education profile number |
30320 |
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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 |
80 children, including up to 40 aged under 2 |
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Service roll |
19 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Female 11, Male 8 |
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Ethnic composition |
Māori |
5 |
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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 |
February 2020 |
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Date of this report |
4 May 2020 |
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Most recent ERO report(s) |
Education Review |
May 2018 |
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Education Review |
May 2015 |
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Education Review |
August 2013 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Systems to support sustainability of the service and continuous improvement to outcomes for children have yet to be established. Governance, management, leadership and teaching roles are not suitably defined. Many of the guidelines for teaching, learning and operation, including meeting legislative requirements, require review and redevelopment.
ERO's findings that support this overall judgement are summarised below.
Pohutukawa Kids Home Based Childcare and Education Gisborne, is one of two private home-based education and care networks owned and operated by NMH Ltd. The network is licensed to provide care and education for 80 children, including 40 aged up to two years. Of the 14 children enrolled, four are Māori.
Prior to 2016, this service was owned by Scallywaggs 2007 Ltd and known as Sprouts Gisborne 11 InHome Childcare. The May 2015 ERO report of the Sprouts service identified that visiting teachers should continue to develop the quality of educators’ assessment practice and their own understanding and use of evaluative review.
The owner/director has oversight of the management of the two Pohutukawa home-based networks. In this network, one trained and registered teacher (coordinator) supports in-home educators to provide suitable care and learning programmes for children. She works with the coordinator supporting the other Pohutukawa network.
The Pohutukawa philosophy emphasises the importance of providing a home away from home for children, characterised by warmth, trust and aroha and developing respectful relationships based on open communication.
A focus for 2018 is the development of newly-acquired premises into a playgroup and meeting space for educators and staff.
Significant strengthening of leadership, management and governance is needed to support the sustainability of the network and ongoing improvement to practice and operation.
An important priority is to have suitable processes to provide assurance at management and governance levels that service and legislative requirements are being consistently met, particularly those related to children's health and safety.
Through their regular contact coordinators monitor and support educators' practice. While they continue to modify aspects of their approach, they should prioritise the development of:
a more systematic support process
ways to better promote individual educator's growth and understanding of their teaching roles, and the curriculum requirements linked to home-based education and care provision.
To support shared understanding of practice expectations for the children's programme, the coordinators of both Pohutukawa networks should consider working together with educators to:
review the philosophy underpinning teaching and learning to clarify the valued outcomes for children's learning at Pohutukawa Kids
identify key actions that educators should take to promote these outcomes
review and redevelop written guidelines for the programme. Priority should be given to those supporting work with infants and toddlers, promoting children's transitions to school, and responding to families' cultures, languages and identities.
Although children have attractive portfolios that educators use to record their emerging interests and participation in activities, these also show that the service's approach to planning for learning is at an early stage. The coordinator should seek professional support to enable her to establish a suitable approach.
The home-based setting and consistency of care promote opportunities for oneto-one interaction and development of children's learning linked to everyday contexts. Organised community outings, playgroups, and events add breadth to the learning environment and enable educators to network and share ideas.
Coordinators work purposefully to remove barriers to children's and educators' participation in the service. They are aware of local agencies and organisations to assist those who need it. A range of resources is made available to support educators' care roles and children's emerging interests.
Building relationships with parents and whānau continues to be an area of focus. Communication about children's learning and wellbeing is regular. On-line platforms have improved opportunities to share information between the service and homes.
A focus for coordinators in 2017 has been supporting educators' understanding of some Māori values. The development of a more strategic and sustainable approach to integrating a bicultural perspective into practice and operation, that is planned and led at governance level, should be a priority.
A positive, respectful and friendly culture is evident. The owner/director and Pohutukawa homebased coordinators work well together as a team. Educators spoken with during the course of this review say they are well supported in their roles and encouraged in their development. Funding is made available for professional learning.
External professional support has enabled the coordinators of both Pohutukawa networks to work together to develop a teacher appraisal process that is in the early stages of implementation. Priority should now be given to ensuring the approach meets Education Council requirements and is effective in supporting their growth as teachers.
Significant strengthening of leadership, management and governance is needed to support the sustainability of the network and ongoing improvement to practice and operation. Immediate priorities are:
refinement of strategic goals and actions
clarification of governance, management, leadership and teaching roles and responsibilities
review and updating of policy documents and guidelines for all levels of operation
development and implementation of a suitable internal evaluation process to support decision making about change and improvement.
Before the review, the staff and management of Pohutukawa Kids Home Based Childcare and Education Gisborne 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.
ERO found significant areas of non-compliance in the service related to governance and management, health and safety, and curriculum. In order to meet legislative requirements the service provider must ensure that:
the service is effectively governed and managed in accordance with good management practices, including meeting its obligations in relation to the Vulnerable Children Act 2014 and Health and Safety at Work Act 2015
information is provided to parents about the amount and details of expenditure of any Ministry of Education funding received by the service
an ongoing process of self review helps the service to maintain and improve the quality of its education and care
the service curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of children's learning, interests and whānau and life contexts. [Education (Early Childhood Services) Regulations 2008, R 47,1(a); Licensing Criteria for Home-based Education and Care Services 2008, GMA2,GMA5, C2]
In order to improve current practice the service provider should ensure that legislative requirements are met in relation to the:
appraisal of educators' practice.
Since the on-site stage of the ERO review the service provider has developed additional documentation to show progress is being made in updating some policy guidelines.
ERO recommends that the Ministry reassess the licence of Pohutukawa Kids Home Based Childcare and Education Gisborne. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Pohutukawa Kids Home Based Childcare and Education Gisborne will be in consultation with the Ministry of Education.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
17 May 2018
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 |
Gisborne |
||
|
Ministry of Education profile number |
30320 |
||
|
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 |
14 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 10, Boys 4 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Number of qualified coordinators in the network |
One |
||
|
Required ratios of educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
March 2018 |
||
|
Date of this report |
17 May 2018 |
||
|
Most recent ERO reports as Sprouts Gisborne 11 |
Education Review |
May 2015 |
|
|
Education Review |
August 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:
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
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.