PORSE Cambridge/Morrinsville S1 - 24/01/2011

1. The Education Review Office (ERO) Evaluation

PORSE (Play, Observe, Relate, Support, and Extend), Cambridge S1, belongs to an early childhood home-based care service located in Cambridge. It currently caters for children and families in the Matamata, Morrinsville, Cambridge, Ngaruawahia, Huntly, Te Aroha and Te Awamutu areas. The network is managed from the Cambridge office with a framework of policy and systems provided by the PORSE National Support Organisation. ERO visited a selection of PORSE educators and nannies in the homes. They also gathered information through a written survey for educators, programme tutors and parents.

Self-review processes with all stakeholders guide and provide ongoing direction for development and improvement of this PORSE network.

The area team coach and programme tutors work as a team to provide highly effective leadership. Responsive and respectful communication between management educators and families is evident.

Programme tutors work closely with educators and parents to ensure children and families have their individual education and care needs addressed through high quality learning opportunities and experiences with an emphasis on literacy and mathematical concepts. Educators keep detailed records of each child’s learning and development with appropriate links to Te Whāriki (the New Zealand Early Childhood Curriculum). These documents are regularly shared with parents and include next stages for learning.

Learning environments enable children to choose from a range of good quality resources. Good use is made of trips within the local community particularly to explore and learn in the natural world. Thorough systems are in place to enable children to be safe while in care.

Educators relate to children responsively and respectfully. Children’s wellbeing is a priority for educators and behaviour is managed positively and appropriately. There are effective and professional relationships between programme tutors and educators, who work closely to meet children’s education and care needs.

The next step for management is to develop a strategic approach to increasing Māori participation in the service.

Future Action

ERO will review the service again within three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of PORSE Cambridge S1 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by PORSE Cambridge S1 to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the service (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atPORSE Cambridge S1.

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; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

PORSE, Cambridge S1, is an early childhood home-based care service located in Cambridge. It currently caters for children and families in the Matamata, Morrinsville, Cambridge, Ngaruawahia, Huntly, Te Awamutu, and Te Aroha areas. Reviewers visited a sample of home educators’ and nanny educators’ homes chosen by PORSE. The team of educators include both qualified and unqualified personnel. PORSE management personnel regularly visit children in care, consult with families and work with educators to support the learning and development of each individual child. The centre’s mission statement expresses a focus on providing rich educational opportunities and programmes through the use of in-home and community settings.

Areas of strength

Leadership: The area team coach and programme tutors are providing strong and well-informed professional leadership for educators and parents. They are knowledgeable about effective early childhood education and care practices. A feature of the service is the responsive and respectful communication amongst management, educators and families.

Personalised support: Systems and practices are effectively implemented that enable children and families to have their individual education and care needs addressed. Programme tutors work closely with educators and parents to ensure suitable placement of children and ongoing support for educators. Targeted professional learning is available for educators and PORSE provides support for those who chose to work towards a recognised qualification.

The following comments about aspects of the quality of education are based on ERO’s observations in the three educators’ homes that were sampled

Learning environments: Educators have worked hard to prepare high quality inviting learning spaces both indoors and outdoors. Children are able to choose from a range of good quality resources that are accessible throughout the day. In addition to the home environments, good use is made of trips within the local community particularly to explore and learn in the natural world. Thorough systems are in place to enable children to be safe while in care.

Interactions: Educators relate to children responsively and respectfully. They listen carefully to children and engage them in meaningful conversations about each child’s interests and ideas. Children’s wellbeing is a priority for educators and behaviour is managed positively and appropriately. Programme tutors have effective and professional relationships with educators, with whom they work closely to meet children’s education and care needs.

Programme: The service is providing a high quality programme of education and care that is based on children’s individual interests and strengths. The programme includes all the areas of learning with an emphasis on literacy and mathematical concepts. Educators keep detailed records of each child’s learning and development with appropriate links to Te Whāriki (the New Zealand Early Childhood Curriculum). These documents are regularly shared with parents and include next stages for learning.

3. National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Partnerships with whānau of Māori children in early childhood services

As part of this review ERO evaluated the extent to which:

  • this service understands and values the identity, language and culture of Māori children and their whānau, particularly when the child and whānau transition to the service;
  • managers and educators have built relationships with whānau of Māori children;
  • this service works in partnership with whānau of Māori children.

Background

At the time of the review in November 2010 there were 179 children enrolled with the service, 18 of whom were Māori.

Findings

The area team coach and programme tutors are committed to promoting the bicultural values of Te Whāriki (the New Zealand Early Childhood Curriculum) and professional learning about the Māori world is provided for educators. Educators are encouraged and supported to be aware of the PORSE commitment to the Treaty of Waitangi. However, they understand that there is a need for the service to engage with an increasing number of Māori whānau.

Agreed Priority

PORSE have identified, and ERO agrees, that a more strategic approach to increasing Māori participation in the service and connecting with a greater number of families is required.

4. Management Assurance on Compliance Areas

Overview

Before the review, the management and staff of PORSE Cambridge S1 completed an ERO Home-Based CareManagement 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:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

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; and
  • evacuation procedures and practices for fire and earthquake.

5. Future Action

ERO will review the service again within three years.

Richard Thornton

National Manager Review Services

Northern Region

About the Service

Licence type

Home-Based Care

Licensed underChartered under

Chartered under Education (Home-based Care) Order 1992

Roll number

179

Gender composition

Girls 88 Boys 91

Ethnic composition

New Zealand European Pākehā 102

New Zealand Māori 18

Other European 22

Others 37

Review team onsite

November 2010

Date of this report

24 January 2011

Previous ERO report

First review of this service

 

24 January 2011

To the Parents and Community of PORSE Cambridge S1

These are the findings of the Education Review Office’s latest report on PORSE Cambridge S1.

PORSE (Play, Observe, Relate, Support, and Extend), Cambridge S1, belongs to an early childhood home-based care service located in Cambridge. It currently caters for children and families in the Matamata, Morrinsville, Cambridge, Ngaruawahia, Huntly, Te Aroha and Te Awamutu areas. The network is managed from the Cambridge office with a framework of policy and systems provided by the PORSE National Support Organisation. ERO visited a selection of PORSE educators and nannies in the homes. They also gathered information through a written survey for educators, programme tutors and parents.

Self-review processes with all stakeholders guide and provide ongoing direction for development and improvement of this PORSE network.

The area team coach and programme tutors work as a team to provide highly effective leadership. Responsive and respectful communication between management educators and families is evident.

Programme tutors work closely with educators and parents to ensure children and families have their individual education and care needs addressed through high quality learning opportunities and experiences with an emphasis on literacy and mathematical concepts. Educators keep detailed records of each child’s learning and development with appropriate links to Te Whāriki (the New Zealand Early Childhood Curriculum). These documents are regularly shared with parents and include next stages for learning.

Learning environments enable children to choose from a range of good quality resources. Good use is made of trips within the local community particularly to explore and learn in the natural world. Thorough systems are in place to enable children to be safe while in care.

Educators relate to children responsively and respectfully. Children’s wellbeing is a priority for educators and behaviour is managed positively and appropriately. There are effective and professional relationships between programme tutors and educators, who work closely to meet children’s education and care needs.

The next step for management is to develop a strategic approach to increasing Māori participation in the service.

Future Action

ERO will review the service again within three years.

When ERO has reviewed an early childhood service we encourage management to inform their community of any follow up action they plan to take. You should talk to the management if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the service or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood services; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each service’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a service, may be included in the review. ERO will not include this strand in all reviews.
  • National Evaluation Topics – This strand contribute to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.
  • Compliance with Legal Requirements – assurance that this service has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this service.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a service is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this service.