Unit 8H 9 Sir Gil Simpson Drive, Burnside, Christchurch
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
PORSE Canterbury S1 is a standard funding home-based education and care network operating under the national early childhood education provider PORSE. It is licenced for 80 children between birth and school age. Educators are supported by regular visits from a programme tutor who is a qualified teacher.
The home-based curriculum is consistent with Te Whāriki, the early childhood curriculum and informed by assessment, planning and evaluation. A programme tutor supports educators to provide a curriculum which offers children a range of experiences and opportunities to focus and extend their learning and development.
Children are involved in decisions about their learning experiences. Educators engage in positive, reciprocal interactions to foster children’s learning. The programme tutor monitors the implementation of health and safety requirements. Suitable human resource management practices are implemented. Processes for Internal evaluation and appraisal are established.
Next step is for leaders and programme tutors to:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
22 February 2022
| Early Childhood Service Name | PORSE Canterbury S1 |
| Profile Number | 65032 |
| Location | Christchurch |
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Service type |
Home-based service |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Reported ratios of adults to children |
Under 2: 1.2 - Meets regulatory standards |
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Over 2: 1.4 - Meets regulatory standards |
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Service roll |
4 |
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Ethnic composition |
NZ European/Pākehā 1, Indian 2, Chinese 1 |
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Review team on site |
January 2022 |
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Date of this report |
22 February 2022 |
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Most recent ERO report(s) |
Education Review, February 2015. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing criteria for home-based education and care services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Assurance Review ERO also gathers and records evidence through:
How well placed is PORSE Papanui S1 to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
PORSE Papanui S1 is a network operating under national early childhood education provider PORSE In-Home Childcare. With a strong focus on education and training, PORSE supports individuals, families and communities by using the latest scientific research in early brain development and attachment theory to inform programme delivery and address education needs. The vision, 'expanding the hearts, minds and wellbeing of a nation through nurturing childcare inhome' is anchored with a mission statement, 'to have all people in New Zealand schooled in nurturing and educating children in their care.'
There are two models that PORSE offers as part of in-home childcare delivery - the Home Educator model, where an educator works from their own home, and a Nanny Educator model, where an educator works from the family's home. Of the five children enrolled in the network at the time of this review, two identify as Māori.
Qualified and registered programme tutors work alongside educators to provide ongoing support with learning programmes to enhance learning and development opportunities for children. PORSE also supports families and educators with contract set-up, administration and payroll services. Community coaches support programme tutors, reporting to national coaches.
PORSE provided a range of support to educators, families and staff following the Canterbury earthquakes in 2011 and 2012.
This review was part of a cluster of five home-based networks in the PORSE umbrella organisation.
Children's wellbeing and sense of belonging are promoted within the small group size that enables them to develop close, caring relationship with their educator. Qualified and registered programme tutors regularly visit and support educators to plan and implement a curriculum that provides a range of learning experiences and activities for children.
Children's portfolios indicate that they are involved in a wide range of interesting curriculum activities that are linked to literacy, music, art, dramatic play and physical activity. Mathematical learning occurs mainly incidentally within daily, real life, experiences around the home and in the community.
Although there is some variation in assessment practices, there is evidence of good quality assessment that recognises children’s learning. These examples also provide practical next steps to extend children’s learning interests. Programme tutors use a range of ways to help all educators to work towards better quality assessment.
The service leaders and programme tutors place a strong emphasis on providing appropriate support for children up to two years old. Educators are guided to follow home routines and focus on caring and nurturing interactions within a home setting. Specific matching of educators with children and families helps to ensure each child’s specific interests and needs are well considered.
Children and families, who have English as a second language, and those who have special education needs are provided with specific support from programme tutors and educators. They also work closely with specialist agencies where appropriate.
Programme tutors and educators are developing an increasing focus on providing children with opportunities to become more aware of the bicultural heritage of Aotearoa New Zealand. Educators can access a range of resources, and programme tutors have undertaken professional development. Programme tutors should use this new knowledge to inform all aspects of service operation, including the curriculum and success for Māori as Māori. This continues to be an area for development.
There are some robust appraisal and performance management systems in place. Educators are annually appraised by programme tutors who set and monitor goals. Parents' views are part of this process. The programme tutors appraisal is of good quality but requires further development to ensure that they are appraised against all the Registered Teacher Criteria annually.
Self review is an area for development. The service’s self review includes both planned and spontaneous reviews. Using a more evaluative approach to review, that focuses on the quality or effectiveness of practice and the impact on outcomes for children, should strengthen current practice. The community coach and programme tutors are currently undergoing further training to strengthen their understanding of self review.
The leaders and ERO agree that in order to continue to provide for the needs of all children, the programme tutors should strengthen:
curriculum planning and review to increase specific learning opportunities, for example in mathematics
the service’s bicultural curriculum
ways that parents can be actively involved in the assessment, planning and evaluation of their child's learning
self-review processes to sustain high quality practices that benefit learning outcomes for children.
Before the review, the staff and management of PORSE Papanui S1 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.
The national and community coaches have recently placed a strong focus on developing and implementing effective health and safety procedures for each home-care and playschool setting.
The next ERO review of PORSE Papanui S1 will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
18 February 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 |
Christchurch |
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Ministry of Education profile number |
65032 |
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Licence 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 |
85 |
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Standard or Quality Funded |
Standard funded |
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Gender composition |
Girls 52, Boys 33 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
2 68 15 |
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Number of qualified coordinators in the network |
1 |
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Reported ratios of staff educators to children |
Under 2 |
1:2 |
Meets minimum requirements |
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Over 2 |
1:4 |
Meets minimum requirements |
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Review team on site |
October 2014 |
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Date of this report |
18 February 2015 |
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Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
September 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:
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.