PORSE New Plymouth Q1 - 09/02/2011

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 New Plymouth Q2 (55424) provides a service to children and their families in the Taranaki region.

Programme tutors regularly monitor educator practice and support positive relationships between parents and educators. Programme tutors receive guidance from a coach based in Auckland. Other motivation for tutors and educators includes annual national training underpinned by theory and improvement incentives.

Children experience warm and responsive interactions. Adults provide friendly and inclusive environments for individuals in their care. Children’s emotional security is well catered for within a family setting. A sense of belonging is evident.

Literacy and numeracy is fostered within the context of children’s daily lives. Children are developing concepts of print and number.

Children have opportunities to experience some aspects of te ao Māori at the weekly ‘Nature Playschool’ programme. Area managers agree that continued professional development for educators to increase their confidence in using te reo Māori in their daily interactions with children should further enhance a bicultural perspective.

Infants, toddlers and young children participate in suitable learning experiences, both in educators’ homes and out in the local community. Children enjoy a range of opportunities for physical challenges and exploration. Educators are in the very early stages of developing an understanding of early childhood assessment and evaluation practice. Professional development, based on current theory and knowledge, should further improve programmes for children.

Some aspects of self review are not robust. The area management team should strengthen the appraisal system to further support home educators’ professional growth. They must also review procedures to ensure all excursions are assessed and risk managed in order to keep children safe.

Future Action

ERO will review the service again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of PORSE New Plymouth Q2 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by PORSE New Plymouth Q2 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 New Plymouth Q2.

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 New Plymouth Q2, provides a service to children and their families in Taranaki. Two programme tutors regularly visit children in care, consult with families and monitor educators. There is an expectation that educators will support the learning and development of each child through the provision of high quality education and care. The previous June 2006 ERO report identified that educators should improve their assessment of individual children’s learning, develop confidence in using te reo Māori and integrate more of a bicultural perspective in home-based environments.

Areas of good performance

Programme and learning environment

Educators set up their home environments with resources and experiences to stimulate individuals’ interests. Children spend the majority of their time in play-based, childinitiated activity.

  • Children show interest in activities, independently, or within the small group. They play harmoniously with and alongside the home educator and peers.

  • Older children are encouraged to support and play with those younger than themselves. Children confidently make choices and participate in activities that are meaningful for them.

  • Children’s individual journals are attractively presented records of their time in care. Parents are encouraged to depict happenings and events about their child through frequent conversations. Daily sharing of these books encourages parents’ contribution and involvement in their child’s learning and development.

  • Outdoor areas are well fenced, spacious and appropriately equipped to offer physical challenges and opportunities for participation and exploration.

  • Educators make use of community facilities to extend the learning environment. These include visits to playgroups, gyms and nature playschools.

Children engage confidently with their surroundings and enjoy many opportunities for learning and development.

Interactions

Warm and responsive relationships occur between children, educators and visiting programme tutors. Educators know children well and promptly respond to their needs. Children’s interactions with each other are supportive, inclusive and enjoyable.

  • Home educators participate in children’s activities, working with them at their level and at times modelling appropriate play.

  • Children are encouraged to listen, take turns, share ideas and communicate with others.

Programme tutors document their monthly visits to homes, which are shared with parents. Each child’s learning and development are valued by a wide range of caring adults.

Children are familiar and comfortable with routines. Educators communicate with families about children’s preferences, responding through flexible timetables that are child focused.

Infants, toddlers and young children demonstrate, in emotionally supportive environments, confidence and trust.

Areas for development and review

Increasing home educator capability

As identified in the previous ERO report, assessment practices are not well developed. Home educators share children’s daily participation and routines with families. However, these records do not consistently capture children’s significant moments of learning. Consideration should be given to professional development that assists educators in recognising and responding in a timely manner to children’s emerging interests. Further development of assessment and evaluation aligned to best practice, should provide useful information for educators to guide future teaching and learning.

ERO also identified, at the time of the previous review, that educators should develop confidence in using te reo Māori and integrating more of a bicultural perspective in homes. Managers should investigate ways to address this area for improvement.

Self review

Self review is evolving. Further consideration should be given to:

  • strengthening appraisal processes to ensure home educators receive appropriate, constructive written feedback and feed forward, including suitable goal setting, to assist their professional growth. As these processes are further implemented and evaluated, ongoing improvement in educator practice should occur; and
  • ensuring all excursions for children are part of an ongoing planned and consistent routine of care and education and are appropriately assessed and risk managed in order to keep children safe.

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 New Plymouth Q2 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.

During the course of the review ERO identified an area of non-compliance. The management must:

  • take all reasonable steps to promote the good health and safety of children on excursions and in particular near water. [Regulation 46 health and safety practices standard (a)]

5 Future Action

ERO will review the service again in three years.

Kathleen Atkins

National Manager Review Services

Central Region

About the Service

Type

Home-Based Care

Licence type

Licensed under Education (Early Childhood Services)Regulations 2008 Chartered under Education (Home-based Care) Order 1992

Roll number

139

Gender composition

Girls 74, Boys 65

Ethnic composition

Not specified 139

Review team onsite

December 2010

Date of this report

9 February 2011

Previous ERO reports

Education Review June 2006

To the Parents and Community of PORSE New Plymouth Q2

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 New Plymouth Q2 (55424) provides a service to children and their families in the Taranaki region.

Programme tutors regularly monitor educator practice and support positive relationships between parents and educators. Programme tutors receive guidance from a coach based in Auckland. Other motivation for tutors and educators includes annual national training underpinned by theory and improvement incentives.

Children experience warm and responsive interactions. Adults provide friendly and inclusive environments for individuals in their care. Children’s emotional security is well catered for within a family setting. A sense of belonging is evident.

Literacy and numeracy is fostered within the context of children’s daily lives. Children are developing concepts of print and number.

Children have opportunities to experience some aspects of te ao Māori at the weekly ‘Nature Playschool’ programme. Area managers agree that continued professional development for educators to increase their confidence in using te reo Māori in their daily interactions with children should further enhance a bicultural perspective.

Infants, toddlers and young children participate in suitable learning experiences, both in educators’ homes and out in the local community. Children enjoy a range of opportunities for physical challenges and exploration. Educators are in the very early stages of developing an understanding of early childhood assessment and evaluation practice. Professional development, based on current theory and knowledge, should further improve programmes for children.

Some aspects of self review are not robust. The area management team should strengthen the appraisal system to further support home educators’ professional growth. They must also review procedures to ensure all excursions are assessed and risk managed in order to keep children safe.

Future Action

ERO will review the service again in 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.