PORSE In-Home Childcare Henderson Q1

Education institution number:
30225
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
70
Telephone:
Address:

417A East Tamaki Road, East Tamaki, Auckland

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PORSE Henderson Q1

1 Evaluation of PORSE Henderson Q1

How well placed is PORSE Henderson Q1 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PORSE Henderson Q1 is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

PORSE Henderson Q1 is part of PORSE In-Home Childcare (NZ) Ltd. It is a quality funded network, licensed for 80 children between birth and school age. A small number of children on the roll identify as Māori.

All educators in this network have an early childhood qualification. They provide programmes for up to four children at a time. Home educators work with children in their own homes, and nanny educators work in the child's home. They are encouraged to enrol in PORSE education programmes. Educators are supported by regular visits from programme tutors who are qualified and registered teachers.

The PORSE philosophy places value on children having meaningful experiences, responsive and reciprocal relationships, and having their individual interests extended. A national PORSE team provides governance and management support for all PORSE services. This includes providing professional development and administration and payroll services. In 2018, PORSE In-Home Childcare (NZ) Ltd was purchased by the Rainbow Corner Group.

The 2015 ERO review noted respectful relationships between visiting teachers, parents and children. The staff have worked to improve curriculum and bicultural practices, self-review and appraisal processes. Good progress has been made in these areas.

This review was part of a cluster of 11 reviews in PORSE In-Home Childcare (NZ) Ltd.

The Review Findings

Responsive and respectful relationships between programme tutors, educators, children and their families continue to be a strength of this network. Educators' interactions with children are positive and affirming. Children’s emotional wellbeing, sense of belonging and learning are well supported in surroundings that are familiar to them.

Parent/whānau involvement is encouraged. Educators actively seek and respond to parents' aspirations for their child's learning. Whānau are encouraged to provide feedback and share information with the educator and the service. Children play and learn in home settings that affirm their culture and language. Many educators use the home language of the child. Educators and programme tutors use some te reo Māori and include aspects of tikanga Māori in their practice.

Assessment records show that educators know children's individual strengths and interests very well. Infants and toddlers experience nurturing, individualised care that is attuned to their development and ways of learning. Children with additional needs are well supported and benefit from appropriate resourcing and inclusive practices.

Documents, including online records, show that educators help children to follow their play interests in well-resourced home environments. Children's development of oral language, and interest in mathematics, science and literacy experiences is clearly documented. They have many opportunities to be creative and imaginative problem solvers. Frequent excursions and playgroups provide opportunities for children to learn alongside and with larger groups of children and adults.

Service documents show that educator practices have improved as a result of the professional development they attend. Individualised coaching provided by programme tutors is also having a positive impact on practice. Programme tutors have a sound knowledge of theories, practices and trends in early childhood education. They skilfully model ways for educators to identify and enhance children's learning. Programme tutors' monthly reports show the clear focus they have on building educators' understanding of Te Whāriki and relevant legislation.

Staff help parents to choose an educator who is the best match for their family. There are sound processes in place for educator recruitment and induction. These include the provision of resources and training to ensure curriculum, health and safety requirements in homes are being met. Educator records show thorough hygiene and safety practices, which are supported by programme tutors' regular health and safety checks.

Management systems are effective. Expectations for all staff and educators are clearly defined and supported by a comprehensive framework of policies and procedures and sound accountability practices. Organisational practices and policies reflect the PORSE philosophy and vision. There is a strong commitment to continuous improvement and to the principles of advocacy, equity and social justice. Internal evaluation is assisting staff to review current practices and identify areas for further development.

Key Next Steps

ERO agrees with the service's self-identified key next steps that include:

  • continuing to develop ways to enhance children's connections to their culture and fluency in their home language/s
  • supporting educators to recognise the diversity of languages and cultures that exists in Pacific communities and embed this in curriculum planning for individual children
  • increasingly implementing transition to school practices designed to nurture and support children's wellbeing
  • extending opportunities for staff and educators to develop their leadership skills.

Service leaders and ERO agree that key next steps also include:

  • making the ways that children lead and take responsibility for their own learning more evident in curriculum assessment, planning and evaluation documentation
  • strengthening internal evaluation by increasing educators' input into it and monitoring the impact of decision making on outcomes for children
  • programme tutors evaluating the effectiveness of their coaching of educator practice, and the impact of improved practice on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Henderson 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki

23 December 2020

The Purpose of ERO Reports

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.

2 Information about the Home-based Education and Care Service

Location

Henderson, Auckland

Ministry of Education profile number

20590

Institution 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

59

Standard or Quality Funded

Quality

Ethnic composition

Māori

NZ European Pākehā

other ethnic groups

  3

46

10

Number of qualified coordinators in the network

2

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

November 2020

Date of this report

23 December 2020

Most recent ERO report(s)

Education Review

May 2015

Education Review

June 2011

Education Review

August 2006

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement

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.

Review Coverage

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.

PORSE Henderson Q1 - 28/05/2015

1. Evaluation of PORSE Henderson Q1

How well placed is PORSE Henderson Q1 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

PORSE Henderson 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 78 children enrolled in the network at the time of this ERO review, six 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 nine home-based network reviews of PORSE In-Home Childcare.

The Review Findings

Records show that the curriculum for children is based around their interests. Educators and programme tutors affirm the knowledge and experiences that children bring with them to the service. These experiences are acknowledged and provide a basis for decisions about the curriculum. Curriculum development around culture, language and identity is a key next step. PORSE acknowledges that building programme tutor capability in te ao Māori, to support educators and children, is a priority.

Respectful relationships develop between educators, parents, families and whānau. These promote and support children’s sense of place. Information shows that educator input is valued by families. Programme journals demonstrate children have a strong sense of confidence, trust and connection with educators. Many parents affirm this through their communications with educators and programme tutors.

Children’s strengths and interests are sought from parents and whānau to inform continuity of learning. There is a balance of learning experiences in the home and outside at various venues. Parents’ aspirations for their child are well responded to. Observations of children in their everyday learning build a picture of what they are interested in, know, understand and can do.

Children with special needs and those with diverse needs are well supported to experience positive learning outcomes. Educators work alongside families, external agencies and programme tutors to provide support and assistance for children.

There is a wide range of opportunities for children to play and learn in larger groups. PORSE-organised playschools, music and movement, gymnastics, nature school, celebrations and excursions enrich children’s learning. There is a high focus on ensuring that children gain confidence in socially meaningful and relevant experiences in the community.

Programme tutors work positively to develop educators’ assessment, planning and evaluation knowledge and understanding. They support and coach educators to build a range of approaches for different assessment purposes. Parents have opportunities to contribute to their child’s learning. The importance of identifying children’s progress, learning and next steps is a focus. PORSE acknowledges that assessment, planning and evaluation, and making links to Te Whāriki are areas for ongoing development.

PORSE takes all steps to ensure environments are well resourced to cater for infants and toddlers. Many children in the network are aged up to two years. PORSE provides extensive resources to support educators to cater for infants’ and toddlers’ learning needs. Intentional planning is promoted in homes and playschools for these children. Adults value the importance of learning through play and recognise and use learning opportunities within established routines. Exploration and independence are supported and encouraged by adults.

Educators are well supported by programme tutors. They model and guide educators to be intentional and deliberate in their teaching.

A wide range of learning opportunities, documentation and systems supports educators and programme tutors to meet legislative requirements and PORSE expectations. Roles and responsibilities at various levels of the organisation are clearly defined. A supportive team culture is evident. Career pathways promote professional growth and reward study and achievement.

The programme tutors’ performance management process incorporates links to professional teaching requirements. Appraisal includes regular constructive feedback linked to the personal and professional goals of individuals and strategic intent of PORSE. Systems to better monitor compliance with PORSE expectations are being considered.

PORSE values self review as a tool to promote improvement. Parents’ and educators’ views are regularly sought. Tools have been created and professional learning opportunities offered to support staff understanding. There is a need to further develop knowledge about, and use of, self review across the organisation. Using the existing framework in a more evaluative way to support decisions about development is an agreed next step.

A recent review has focused the PORSE vision and strategic intent on outcomes for children. PORSE should further explore this strategic priority to support evaluation of the quality of the outcomes and measurement of progress.

Key Next Steps

Priorities for the service are to continue to develop:

  • educators’ understanding and use of assessment, planning and evaluation as a basis for children’s programmes
  • bicultural practices
  • systems for monitoring that PORSE expectations are met for the implementation of staff appraisal
  • self review.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Henderson 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of PORSE Henderson Q1 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

28 May 2015

2. Information about the Home-based Education and Care Service

Location

Henderson, Auckland

Ministry of Education profile number

30225

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

78

Standard or Quality Funded

Quality funded

Gender composition

Girls 41,

Boys 37

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

6

59

49

Number of qualified coordinators in the network

2

Required ratios of staff educators to children

Under 2

1:2

 

Over 2

1:4

Review team on site

April 2015

Date of this report

28 May 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

June 2011

 

Education Review

August 2006

3. General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.