110 King Edward Street, South Dunedin, Dunedin
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Not well placed |
Requires further development |
Well placed |
Very well placed |
PORSE Otago/Southland Q1 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PORSE Otago/Southland Q1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare (NZ) Ltd (the organisation). It is one of four networks in Otago/Southland. Of the 123 children currently enrolled in this network 16 are Māori.
Since the February 2015 ERO reviews of PORSE the organisation has had two changes of ownership. In 2015 it was 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 network five programme tutors, who are qualified and registered teachers, work alongside trained 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 educators work in their own home, and the nanny educator model where an educator works in a family’s home.
The organisation's 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 their commitment to The Treaty of Waitangi. There is an emphasis on authentic relationships, environments and learning experiences.
The licence number for this network was previously one in Auckland. This was the first ERO review for this network as Otago/Southland.
This review was one of six in the PORSE In-Home Childcare (NZ) Ltd.
Establishing strong, warm and responsive relationships with children, families and whānau is highly valued and promoted within the network and the organisation. Processes for matching educators with families to foster effective partnerships for children's care and learning are well-considered. Parents are kept well informed about the programmes provided, their child's learning and progress, and ways they can be involved.
Educators are well supported to provide education and care for children through useful systems and processes, trained personnel, resources and on-going training. They receive regular visits, on-going coaching and professional guidance from programme tutors. They also monitor whether the organisations expectations for compliance matters are met.
Programme tutors purposefully build educator capability. They provide on-going coaching and resources to help educators develop their understanding to enable them to offer programmes for children, underpinned by Te Whāriki, the early childhood curriculum. They support educators to provide children with a broad curriculum, including a wide range of in-home activities and experiences that respond to their interests and abilities. Organised playgroups and excursions provide children with opportunities to develop social and physical skills, make friends and have connections within the community.
Leaders and programme tutors acknowledge that continuing to build assessment, planning and evaluation practices underpinned by Te Whāriki is ongoing. Records show there is regular planning for all children. However, there is variability in the quality of planning and assessment practices. Best examples show how:
children's language, culture and identity are responded to
parents' wishes for their children are responded to
children's learning is supported, including the range of strategies and experiences to extend learning.
Programme tutors review aspects of programmes provided for children, particularly events and outings. They need to continue to work with educators to evaluate the effectiveness of the strategies and experiences used by educators in promoting children's learning.
Programme tutors value the diversity of their community. They promote a culturally responsive curriculum for all children and have a considered approach to helping educators begin to implement Māori perspectives into programmes provided for children. They actively encourage educators and children's involvement in cultural celebrations and community events.
Educators are well supported by programme tutors to provide nurturing and responsive environments, attuned to infants' and toddlers' wellbeing and learning. Programme tutors support educators to promote the learning and wellbeing of children who have additional needs, working alongside parents and external agencies.
The organisation values self review as a tool to promote improvement. Coaches and programme tutors regularly carry out reviews. The programme tutors have used internal evaluation to make improvements to key aspects of programmes and practices to further promote positive outcomes for children. Continuing to develop the understanding and use of robust internal evaluation for improvement, through building evaluative thinking and reasoning capability at all levels of the organisation is a key next step.
An appropriate appraisal process encourages programme tutors' professional growth. The appraisal policy needs to more clearly reflect the current practice of regular observations of their practice.
With changes to ownership, it is timely to redevelop the strategic plan and review the philosophy to show how these are influenced by the aspirations of parents, families and whānau have for their children and ensure outcomes for children are foregrounded in decisions made.
The key next step for network leaders and programme tutors is to continue to support educators to develop planning and assessment processes and practices to consistently show how:
the curriculum reflects identified priorities for learning
parents‘ aspirations for their children’s learning are responded to
children’s language, culture and identity are valued
they identify children’s capabilities and where additional support may be needed
children’s next steps for learning lead to progress over time.
Leaders and programme tutors should continue to work with educators to evaluate the effectiveness of planned strategies and experiences in supporting desired outcomes for learning.
The key next steps for PORSE leaders are to:
continue to work with Te Whāriki to develop curriculum priorities and desired outcomes for children’s learning
continue to build Treaty of Waitangi based practice in systems and processes
develop evaluative thinking and reasoning capability to effectively use internal evaluation throughout all systems and processes to improve outcomes for children
ensure that strategic planning and revision of the service philosophy are influenced by the aspirations parents, families and whānau have for their children.
Before the review, the staff and management of PORSE Otago/Southland 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.
ERO identified an area of non-compliance in health and safety. The service provider must:
ensure that documentation shows that whenever children leave the premises on an excursion, assessment and management of risk is undertaken.
Licensing Criteria for Home-based Education and Care Services 2008, HS14.
To improve current practice, the early childhood service management should ensure evacuation drills are practiced at a range of times, including more challenging times of day.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
24 September 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 |
Otago/Southland |
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Ministry of Education profile number |
45228 |
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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 |
123 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Males 66, Females 57 |
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Ethnic composition |
Māori |
16 |
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Number of qualified coordinators in the network |
8 |
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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 |
June 2019 |
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Date of this report |
24 September 2019 |
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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
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.
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 Albany Q2 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 54 children enrolled in the network at the time of this ERO review, two identify as Māori.
The PORSE vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’.
PORSE Albany Q2 was previously known as PORSE Whangarei S2.
This review is one of a cluster of nine home-based network reviews of PORSE In-Home Childcare.
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 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 appropriate 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 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.
Priorities for the service are to continue to develop:
Before the review, the staff and management of PORSE Albany Q2 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.
The next ERO review of PORSE Albany Q2 will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
28 May 2015
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 |
Albany, Auckland |
|
|
Ministry of Education profile number |
45228 |
|
|
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 |
54 |
|
|
Standard or Quality Funded |
Quality funded |
|
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Gender composition |
Boys 29, Girls 25 |
|
|
Ethnic composition |
Māori Pākehā Other European Other ethnic groups |
2 38 8 6 |
|
Number of qualified coordinators in the network |
4 |
|
|
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) |
Education Review |
June 2011 |
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
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.