6 Heretaunga Crescent, Cable Bay
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Poipoi Home Child Care Limited requires further development to promote positive learning outcomes for children.
The service provider needs to ensure that safety checking systems meet requirements.
ERO's findings that support this overall judgement are summarised below.
Poipoi Home Child Care Limited provides for children up to six years of age in Far North communities including Oruru, Kareponia Hill, Karikari Peninsula, Umawera, Rawene and Omapere. Of the 25 children currently enrolled, two-thirds have Māori heritage.
There are two networks in this service. The co-owners are also visiting teachers and there is a third qualified, registered visiting teacher. The service philosophy is to promote calm, home environments which are immersed in aroha. Service leaders have a strong commitment to Te Tiriti o Waitangi and making connections with the natural environment. The service aims to be a screen free and smoke free organisation.
The 2016 ERO report identified strengths including positive relationships with whānau, strong bicultural practices and programmes that were responsive to children's ideas and interests. These strengths have been maintained. Leaders have enhanced parent/whānau partnerships to support improved planning and assessment of children's learning.
The visiting teachers (VTs) and educators know children very well. Individual learning records show that respectful, responsive relationships nurture infants' and toddlers' wellbeing and belonging. Children in this service have opportunities to participate in a range of home learning experiences. They attend regular trips and local community events.
VTs work with educators to plan a curriculum that fosters children's dispositions and interests. Iwi/hapū histories and the whakapapa of tamariki Māori is acknowledged and celebrated. During regular visits to homes, VTs document children's learning experiences and provide educators with strategies to support children's learning.
VTs and educators attend regular professional development opportunities. Well-organised workshops help VTs to coach and mentor educators' practice. This support increases educators' understanding of education practices that promote children's learning.
The organisation's philosophy and commitment to Te Tiriti o Waitangi is highly evident. VTs and educators use te reo Māori in their everyday practice and connect with whānau to build strong relationships. They work in culturally appropriate and collaborative ways. Leaders promote a positive organisational culture based on relational trust and respect. Policies and procedures are well developed and regularly reviewed. The owners should ensure service policies are consistently implemented.
Useful internal evaluation systems have been established. VTs seek feedback from educators, whānau and the community to inform improvements. Service leaders could strengthen internal evaluation by evaluating the impact of improvements on children's learning outcomes.
Key next steps are to:
Before the review, the staff and management of Poipoi Home Child Care Limited 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:
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements.
ERO found areas of non-compliance relating to:
Licensing Criteria for Home-based Education and Care Services 2008, GMA6A.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that the
non-compliance identified in this report is addressed promptly.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
17 December 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 |
Cable Bay, Northland |
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Ministry of Education profile number |
45273 |
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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 |
60 children, including up to 30 aged under 2 |
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Service roll |
25 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 16 |
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Ethnic composition |
Māori |
16 |
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Number of qualified coordinators in the network |
3 |
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Required ratios of educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
September 2020 |
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Date of this report |
17 December 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Supplementary Review |
March 2015 |
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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 2008
The overall judgement that ERO makes will depend on how well the service promotes 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Poipoi Home Child Care Limited is one of four Poipoi home-based education and care networks that provides for children up to six years of age in Far North communities including Kaitaia, Panguru, Pamapuria, Fairburn, Oruru and Cable Bay. There are currently 25 children enrolled, all of whom have Māori heritage. Most children whakapapa to the five iwi of Muriwhenua.
Educators provide programmes in their homes for up to four children at a time. The three coordinators are qualified and registered early childhood teachers. They regularly visit educators and support them to plan educational programmes for children. All of the coordinators were appointed in 2015. The owner is also a qualified and registered early childhood teacher. She is involved in all aspects of service operations, including some home visits.
A commitment to Te Tiriti o Waitangi and respect for Te Ao Māori underpins the services' approach to home-based education and care. The owner and coordinators work with social agencies to support and advocate for children and whānau.
ERO’s previous review in 2014 identified that partnerships with whānau and caring relationships between educators and children were positive features of the service. Areas for further development included:
implementing effective systems to monitor health and safety
better supporting educators to plan for and extend children's learning
developing strategic planning and self-review systems.
In 2015, the Ministry of Education provided professional development to improve the quality of self-review and curriculum practices. A longterm strategic plan has been established. The owner, coordinators and educators are continuing to develop shared understandings of programme planning, assessment and evaluation requirements. Health and safety systems have been implemented.
Learning records show that children's sense of wellbeing and belonging is supported by aroha and whanaungatanga. Children experience homes where te reo me ōna tikanga Māori is celebrated. They participate in community outings and have opportunities to explore the natural world. Educators know children very well. Curriculum experiences include daily household activities that are based on individual children’s ages, ideas and play interests. Children build positive social relationships with others.
Educators use Te Whāriki, the early childhood curriculum, to help them write about children's learning. Assessment records show educators have made very good progress in recognising children's learning. Coordinators support educators to plan for and provide programmes for individual children. They are responsive to whānau wishes for their children’s learning. Coordinators plan to review how programmes could further extend older children.
A belief in the value of home-based education and care for children and their whānau is evident. Relationships between the service, educators and families are responsive and caring. Coordinators provide educators with professional support and guidance and communicate with whānau through visit notes, emails and phone calls/texts. Coordinators have significantly improved the quality of their monthly reports about children's learning.
The owner and coordinators are reflective and focused on improving educator knowledge and educational outcomes for children. Clear guidelines and professional expectations of educators and coordinators have been developed. Training opportunities have had a positive impact on educators’ practice and helped them to increase their understanding about how to plan for and assess children's learning. The service plans to introduce an electronic tool to further support educators with assessing and recording children’s learning and to increase parents’ contribution to their children’s learning programme.
A framework to guide service operations and practices has been established. Useful systems are in place to ensure health and safety and licensing requirements are being met. Coordinators have formed shared understandings about their role as leaders. They provide consistent guidance and feedback to help build educator confidence and capability. Developing formal induction processes for coordinators could enable team understandings about curriculum and about health and safety requirements to be better monitored and sustained.
The service's philosophy and vision is evident across all practices and policies. Children's wellbeing and education is at the heart of service operations. The owner and coordinators have an ongoing commitment to a kaupapa Māori approach.
The service is guided by clearly defined long and short-term plans. The owner and coordinators reflect on and implement development priorities. They recognise they could better record self-review processes to help them sustain improvements over time. An appraisal system for educators and coordinators has been developed. The owner agrees that evaluating and recording progress against appraisal goals would be useful.
The owner and ERO agree that key next steps include:
embedding newly implemented expectations for planning for and assessing children's learning
enhancing parent/whānau partnerships to further support children’s learning
establishing a documented framework of self review/internal evaluation
strengthening performance appraisal systems and practices for the owner and coordinators.
Before the review, the staff and management of Poipoi Home Child Care Limited 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.
The next ERO review of Poipoi Home Child Care Limited will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
11 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 |
Kaitaia, Northland |
||
|
Ministry of Education profile number |
45273 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 30 aged under 2 |
||
|
Service roll |
25 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Girls 14 Boys 11 |
||
|
Ethnic composition |
Māori |
25 |
|
|
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 |
January 2016 |
||
|
Date of this report |
11 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2015 |
|
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.