PORSE Havelock North/Hastings S1 - 15/02/2011

1. The Education Review Office (ERO) Evaluation

PORSE (Play, Observe, Relate, Support, Extend, Evaluate) is an in-home early childhood organisation with its National Support Office (NSO) located in Hawkes Bay. Area offices are located throughout New Zealand. Within the area offices, PORSE personnel, including coaches and programme tutors work with parents, nanny and home educators to provide early childhood education and care for infants, toddlers and young children. Children are cared for in their own homes or in small groups in the home of their educator.

The PORSE mission is “to have all people in New Zealand schooled in nurturing and educating children in their care.” Families are valued partners in children’s education and care. Parents are kept well informed of their children’s development and PORSE activities to enhance and strengthen interactions and relationships.

PORSE Havelock North/Hastings S1 (55322) provides services for children and their families in Havelock North and Hastings.

Children experience warm, nurturing, positive interactions with their educators and develop a strong sense of belonging and trust.  Educators and programme tutors use affirming guidance strategies and model appropriate interactions for children.  In conversations, educators challenge children to think for themselves and to explore independently when appropriate. 

Weekly nature, music and playschool sessions give children a chance to socialise with others and extend their interests. There are many opportunities for children to develop habits of sharing and taking turns.  Children develop social and emotional competence as they play and learn together.

The dual heritage of Aotearoa/New Zealand is not often reflected in programmes, interactions or the environments for children.  A next step is to more deliberately support educators to develop confidence in using te reo me ngā tikanga Māori, to better integrate a bicultural perspective.

The area coach and programme tutors have a strong commitment to improvement, with a focus on developing the professional practices of educators.  Tutors visit educators regularly, provide written feedback, and encourage educators to participate in PORSE professional development opportunities.  This leads to increased understanding of how children develop and learn.  Developing more consistent feedback should help support further educator growth.

Self review is a well-established practice.  Programme tutors and coaches have a strong culture of team dialogue and review that supports improvements for children in programmes and practices.  Self reflection and professional feedback encourages tutors and coaches to think about how well they are achieving their goals and how they can grow professionally.  Becoming more deliberate and purposeful in analysing and using this information should further strengthen the self-review process.

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 Havelock North / Hastings S1 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by PORSE Havelock North / Hastings 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 information held by the service (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at PORSE Havelock North / Hastings 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.

The Quality of Education

Background

PORSE offers a range of in-home early childhood options for children. Some families choose to employ a nanny who works in the children’s home or to place their children with a home educator in the educator’s home. In all instances PORSE has extensive systems and strategies to monitor and manage the quality of education and care provided for children. Programme tutors, guided by the area coach, visit children regularly and provide written notes to parents about the visit. They work alongside educators to ensure that children receive a standard of education and care expected.

Areas of good performance

Programme Educators respond to children’s emerging interests, and work in partnership with parents to provide appropriate programmes to develop children’s learning.  Children participate in a wide range of suitable, well-resourced activities.  They also have experiences beyond the home through PORSE group activities and other community visits.  Children socialise with others and extend their interests.

Children’s education and care is well monitored. Programme tutors regularly visit children who are in PORSE care. They provide professional feedback to educators and advise on areas for improvement. Regular entries in children’s programme journals record what children have been doing. Parents are encouraged to provide feedback through the journals. Programme tutors are positive role models for educators.

Environment Children learn and play in suitable well-resourced indoor and outdoor areas. Programme tutors regularly monitor health and safety aspects in the home. Most educators make good use of facilities in the community to challenge and extend children’s development through play and exploration.

Interactions Children experience warm, nurturing positive interactions with their educators and develop a strong sense of belonging and trust.  Educators and programme tutors use affirming guidance strategies and model appropriate interactions for children.  In conversations, educators challenge children to think for themselves and to explore independently when appropriate.  There are many opportunities for children to develop habits of sharing and taking turns.  Children develop social and emotional competence as they play and learn together.

Self review Self review is a well-established practice.  Programme tutors and coaches have a strong culture of team dialogue and review that supports improvements to programmes and practices for children.  Self-reflection and professional feedback encourages tutors and coaches to think about how well they are achieving their goals and how they can grow professionally. 

Areas for development and review

Bicultural perspective The dual heritage of Aotearoa/New Zealand is not often reflected in programmes, interactions or the environments for children.  Programme tutors should more deliberately support educators to develop confidence in using te reo me ngā tikanga Māori, to better integrate a bicultural perspective.

Feedback to educators Programme tutors provide regular feedback to educators and parents about their visits to children. This feedback varies. Generally it is a description of what was happening during the visit. Sometimes it is much more specific and descriptive of the practices that support or could support children’s learning. Increasing the consistency and usefulness of this feedback is a useful next step.

Self review Self review is a well-established practice. A range of feedback is sought from parents and educators about how well programmes suit children. Becoming more deliberate and purposeful in analysing and using this information in self review is an area for further development.

3. National Evaluation Topics

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.

Promoting Children’s Social and Emotional Competence

As children learn to make sense of their world they develop an understanding of themselves in social contexts, including the early childhood service. As part of this review ERO looked at how each service’s curriculum supports children’s developing social and emotional competence.

The findings are reported in the Quality of Education section of this report and used as part of a national evaluation report on this topic.

4. Management Assurance on Compliance Areas

Overview

Before the review, the management and staff of PORSE Havelock North / Hastings S1 completed an ERO Home-Based CareManagement Assurance Statement and Self-Audit Checklist. In these documents they have 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.

 

Kathleen Atkins

National Manager Review Services

Central Region

 

About the Service

Type

Home-Based Care

Licence type

Chartered under Education (Home-based Care) Order 1992

Roll number

172

Gender composition

Boys 89,

Girls 83

Ethnic composition

New Zealand European/Pākehā 109,

Māori 22,

Pacific 2,

Other ethnic groups 22,

Not specified 17

Review team onsite

November 2010

Date of this report

15 February 2011

Previous ERO reports

Education Review June 2006

Accountability Review June 1998

 

 

15 February 2011

To the Parents and Community of PORSE Havelock North / Hastings S1

These are the findings of the Education Review Office’s latest report onPORSE (Play, Observe, Relate, Support, Extend, Evaluate) is an in-home early childhood organisation with its National Support Office (NSO) located in Hawkes Bay. Area offices are located throughout New Zealand. Within the area offices, PORSE personnel, including coaches and programme tutors work with parents, nanny and home educators to provide early childhood education and care for infants, toddlers and young children. Children are cared for in their own homes or in small groups in the home of their educator.

The PORSE mission is “to have all people in New Zealand schooled in nurturing and educating children in their care.” Families are valued partners in children’s education and care. Parents are kept well informed of their children’s development and PORSE activities to enhance and strengthen interactions and relationships.

PORSE Havelock North/Hastings S1 (55322) provides services for children and their families in Havelock North and Hastings.

Children experience warm, nurturing, positive interactions with their educators and develop a strong sense of belonging and trust.  Educators and programme tutors use affirming guidance strategies and model appropriate interactions for children.  In conversations, educators challenge children to think for themselves and to explore independently when appropriate. 

Weekly nature, music and playschool sessions give children a chance to socialise with others and extend their interests. There are many opportunities for children to develop habits of sharing and taking turns.  Children develop social and emotional competence as they play and learn together.

Thedual heritage of Aotearoa/New Zealand is not often reflected in programmes, interactions or the environments for children.  A next step is to more deliberately support educators to develop confidence in using te reo me ngā tikanga Māori, to better integrate a bicultural perspective.

The area coach and programme tutors have a strong commitment to improvement, with a focus on developing the professional practices of educators.  Tutors visit educators regularly, provide written feedback, and encourage educators to participate in PORSE professional development opportunities.  This leads to increased understanding of how children develop and learn.  Developing more consistent feedback should help support further educator growth.

Self review is a well-established practice.  Programme tutors and coaches have a strong culture of team dialogue and review that supports improvements for children in programmes and practices.  Self reflection and professional feedback encourages tutors and coaches to think about how well they are achieving their goals and how they can grow professionally.  Becoming more deliberate and purposeful in analysing and using this information should further strengthen the self-review process.

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.

 

Kathleen Atkins

National Manager Review Services

Central 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.