Level 1 Como Building 52 Tancred Street, Hokitika
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
PORSE Hawkes Bay Q1 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PORSE Hawkes Bay Q1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare (NZ) Ltd. It is one of four networks in Hawke's Bay. Of the 51 children currently enrolled, six are Māori.
At the time of the April 2015 ERO review the organisation had been newly sold to Evolve Education Group Ltd. In late 2018, it was purchased by Rainbow Group. The existing structures for national and community team management have continued. The role of curriculum and quality assurance coach has recently been created to support the work of the national coach.
In this service two programme tutors, who are qualified and registered teachers, work alongside educators to assist them to implement care and learning programmes for children in the homes. Programme tutors are supported by a regional coach who reports to the senior leadership team. A recent restructure of staffing has resulted in changes to the programme tutor role.
Two options for education and care are offered: the home educator model where the educator works in their own home; and the nanny educator/au-pair model where an educator works in a family’s home.
The PORSE vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’. The philosophy guiding teaching and learning has been refreshed to better acknowledge PORSE’s commitment to Te Tiriti o Waitangi. There is an emphasis on authentic relationships, environments and learning experiences.
This review was part of a cluster of five reviews in the PORSE In-Home Childcare (NZ) Ltd.
Establishing strong relationships with children, families and whānau is highly valued and promoted. This supports children’s sense of belonging within the educator's home.
Children participate in a curriculum that is based on their interests and needs. They have access to a wide range of in-home opportunities and educators make good use of community resources to enrich learning. PORSE organised playschools, music groups and excursions provide children with interesting challenges and a chance to socialise with peers. Children are given opportunities to revisit and extend their learning.
Programme tutors are committed to strengthening the bicultural programme across the network. Recently distributed resources, links with local marae and sharing of local stories and waiata are supporting the emergence of a place-based curriculum. Continuing to build bicultural practice remains a priority. Programme tutors have identified that better understanding strategies that promote educational success for Māori children is a next step. ERO's evaluation affirms this development.
Many children in the service are infants and toddlers. Thoughtful placement with educators responds to the needs of individual children and their families. Programme tutors work positively alongside educators to provide a curriculum that effectively promotes learning for this age group.
Provision for children requiring additional learning support is well considered. Programme tutors assist educators to work with external agencies and families to fulfil the needs of these children.
Educators are well supported through regular visits and communication with programme tutors. This contact provides a balance of ensuring expectations and compliance requirements are met and for ongoing guidance for education and care. Programme tutors model good practice and build the capability of educators as professionals. The team works collaboratively to provide a consistent approach to educators' ongoing development.
Educators regularly record day-to-day activities and children’s involvement in the programme. They are supported to identify learning and links to Te Whāriki, the early childhood curriculum.
Programme tutors have identified that planning for children’s learning across the network is variable. PORSE has recently developed tools to better support understanding of the process. It is timely to undertake further work to identify priorities for children’s learning, aligned to the PORSE philosophy and local contexts. A continued focus on strengthening educators' planning should promote a curriculum responsive to the child, their context and that extends their learning.
A well organised governance and management framework guides operation and practice. Streamlining of systems and processes in relation to quality assurance is improving the accountability and monitoring of educator practice. There is an increased focus on achieving consistency across all networks. The curriculum and quality assurance coach has begun to identify and action ways to progress this.
An appropriate appraisal process encourages programme tutors' professional growth and development. Further unpacking the Standards for the Teaching Profession should enable programme tutors to gain a better understanding of what good quality evidence looks like in the home-based context.
PORSE values self review as a tool to promote improvement. Coaches and programme tutors are beginning to explore the purpose and use of internal evaluation to gain a deeper understanding of how their practice impacts on outcomes for children. Building an understanding of effective internal evaluation at all levels of the organisation is a key next step.
ERO has identified that the key next steps are for programme tutors to continue to:
develop the bicultural curriculum
increase understanding of strategies that promote success for Māori children
strengthen assessment, planning and evaluation of children's learning.
PORSE should also continue to develop the understanding and use of internal evaluation for improvement.
Before the review, the staff and management of PORSE Hawkes Bay Q1 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.
Phil Cowie
Director Review and Improvement Services
Central Region
19 March 2019
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 |
Hawke's Bay |
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Ministry of Education profile number |
30264 |
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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 80 aged under 2 |
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Service roll |
51 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Girls 30, Boys 21 |
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Ethnic composition |
Māori |
6 |
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Number of qualified coordinators in the network |
2 |
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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 |
January 2019 |
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Date of this report |
19 March 2019 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
February 2011 |
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|
Education Review |
June 2006 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
PORSE Napier Q1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare. Qualified and registered Programme Tutors work alongside Educators to implement and support learning programmes for children in homes. PORSE also supports families and educators with professional development, administration and payroll services. A national team provides governance and management support for all PORSE services.
PORSE offers two models of education and care: the Home Educator model, where an educator works in their own home; and a Nanny Educator model, where an educator works in a family’s home. PORSE provides a range of training programmes and workshops for home educators, nannies and parents. Of the 134 children enrolled in the network at the time of this ERO review, 12 identify as Māori.
The PORSE vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’.
This review is one of a cluster of seven home-based network reviews of PORSE In-Home Childcare.
Children participate in a learning programme that is appropriately based on their interests. Educators follow these interests and respond by providing a range of activities. PORSE promotes their play school experience as part of the child’s overall learning programme. There are opportunities for children to participate in these play schools and other social events.
There are regular opportunities for ongoing learning through professional development initiatives facilitated by PORSE. Educators and families are kept well informed of these.
Educators are aware of children’s individual needs and respond appropriately. They provide regular useful information for parents about their child’s day.
Educators and programme tutors share a positive working relationship. During regular monthly home visits, programme tutors monitor the health and safety of the environment to promote the safety of children. They discuss the children’s interests and development with the educator. They observe children and focus on supporting the educator’s awareness of children’s developmental milestones.
Greater emphasis by programme tutors on supporting educators to develop an understanding of assessment, planning and evaluation of children’s learning is a priority. Discussion during home visits provides some direction for educators in supporting children’s interests. However, the quality of programme tutors’ documentation of how they support and coach educators to use assessment could be strengthened.
PORSE managers recognise that deepening their understanding of the self-review process is a next step. Use of a more evaluative and systematic approach to review, that focuses on outcomes for children, should strengthen current practice.
Leaders acknowledge that the appraisal process needs further development. ERO agrees with this direction and identifies that strengthening the feedback focus on teaching and learning should improve outcomes for educators and children.
There is a commitment to strengthening the bicultural approach within a home-based context. PORSE is developing plans to strengthen the participation of Māori families in the organisation. These plans should also include strategies for promoting success for Māori as Māori.
Managers are improvement-focused and have some useful systems and processes established to track operational expectations. The streamlining and the monitoring of the implementation of these systems and practices, including those relating to health and safety, require further strengthening.
PORSE administration systems effectively support educators, programme tutors and coaches in their roles. Strengthening guiding documents and associated practices relating to the considered use of information and communication technologies and social media in an educational context is a next step.
Priorities for this service are to strengthen:
Before the review, the staff and management of PORSE Napier Q1 completed an ERO Centre 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.
To improve current practice the service should ensure that the curriculum is informed by assessment, planning and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau and life contexts.
The next ERO review of PORSE Napier Q1 will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
24 April 2015
|
Location |
Napier |
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|
Ministry of Education profile number |
30264 |
||
|
Licence type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
134 |
||
|
Standard or Quality Funded |
Quality Funded |
||
|
Gender composition |
Girls 81, Boys 53 |
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Ethnic composition |
Māori Pākehā Samoan Other ethnic groups |
12 95 2 25 |
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Number of qualified coordinators in the network |
4 |
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Reported ratios of staff educators to children |
Under 2 |
1:2 |
Meets minimum requirements |
|
Over 2 |
1:4 |
Meets minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
24 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
June 2006 |
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: 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.