417A East Tamaki Road, East Tamaki, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
PORSE Takanini Q1 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PORSE Takanini 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.
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, the early childhood curriculum, 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.
ERO agrees with the service's self-identified key next steps that include:
Service leaders and ERO agree that key next steps also include:
Before the review, the staff and management of PORSE Takanini 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:
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 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 |
Takanini, Auckland |
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Ministry of Education profile number |
55414 |
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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 |
62 |
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Standard or Quality Funded |
Quality |
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Ethnic composition |
Māori |
7 |
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Number of qualified coordinators in the network |
2 |
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Required ratios of educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
November 2020 |
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Date of this report |
23 December 2020 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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Education Review |
June 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:
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
The overall judgement that ERO makes will depend on how well the service promotes 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.
How well placed is PORSE Takanini Q1 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 Takanini is a network operating under notional 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 in-home' is anchored with a Mission 'to have all people in New Zealand schooled in nurturing and educating children in their care'. There are two models that PORSE offers as a 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 100 children enrolled in the network at the time of this ERO review, 10 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 in Auckland support programme tutors working alongside national coaches to support national consistency and quality outcomes for children.
This review was a part of a cluster of five home-based network reviews for PORSE In-Home Childcare.
Children benefit from a variety of meaningful learning experiences within the home and local community. Children’s sense of belonging is promoted within the home through the small group size, and high adult-to-child ratios. The small group size particularly supports the wellbeing of infants and toddlers. Programme tutors encourage educators to access a variety of playgroups, including a nature playschool where children can actively explore and learn about the natural world. Attendance at playgroups and outings in the local community provide valuable opportunities for children and educators to socialise with one another.
Programme tutors provide professional guidance and support to extend educators' individual knowledge about quality education and care. They work alongside educators to help them understand and implement Te Whāriki, the early childhood curriculum, and record children's experiences in learning journals. These documents are shared with families who are also invited to outline aspirations for their child's learning. Resources and readings are made accessible to educators to promote literacy and mathematical learning through children's play and in daily home experiences. A greater emphasis on documenting children's learning would enhance these records.
Considerable thought is given to matching educators and families, and an emphasis is placed on ensuring positive relationships underpin all aspects of the child’s experiences. Programme tutors effectively support educators to provide appropriate education and care. They regularly visit children and educators. During these visits they provide advice and guidance, resources and monitor the health and safety of the environment.
Professional development undertaken by programme tutors over two years, has resulted in improvement and increased the participation of Māori children in home-based education and care in Takanini. Family educators contribute to providing contextually relevant experiences for Māori children. Some programme tutors have particular skills and expertise in te ao Māori and share these strengths with other programme tutors and educators.
The views of families are welcomed by the organisation to enhance positive outcomes for children. Families are consulted and invited to share their views and have input into their child’s education and care. A collaborative team culture and professional approach is evident within PORSE management and leadership.
Management is improvement focused and has some well established systems and processes for monitoring practices. Self-review practice is developing. Using a more evaluative approach to review, that focuses on the quality and effectiveness of practice and the impact on outcomes for children, should strengthen current practice.
PORSE operational and administration systems effectively support educators, programme tutors and coaches in their roles. Career pathways are well designed. Rewards for study and achievement of particular milestones are available for educators and programme tutors. Emphasis is placed on ensuring that all reasonable steps are taken to meet health and safety requirements in the home. Clear documentation outlines useful induction procedures for educators and programme tutors.
A good range of professional learning and development is available nationally and locally. Training opportunities and readings on the PORSE website enable educators and programme tutors to keep up-to-date with current early childhood practice. The appraisal process is currently being reviewed to align with the Registered Teacher Criteria. Clear reporting processes to the senior leadership team keep them informed of initiatives and systems being reviewed. Programme tutors regularly meet to reflect on daily practices and how they can be further improved.
ERO and PORSE management agree areas for ongoing development include:
embedding a more evaluative self-review process into practice and more clearly documenting the impact of self review in relation to positive outcomes for children
strengthening the performance management process for teaching staff to further embed the links to the professional teaching requirements
increasing documentation of programme tutors' guidance and coaching in educators' in-visit notes, and the recording of children’s learning.
Before the review, the staff and management of PORSE Takanini 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.
The next ERO review of PORSE Takanini Q1 will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central Select Region
9 March 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.
|
Location |
Auckland |
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|
Ministry of Education profile number |
55414 |
||
|
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 |
100 |
||
|
Standard or Quality Funded |
Quality funded |
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Gender composition |
Girls 55, Boys 45 |
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Ethnic composition |
Māori NZ European/Pākehā Tongan Samoan Cook Island Other ethnic groups |
10 36 8 7 3 36 |
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Number of qualified coordinators in the network |
3 |
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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 |
9 March 2015 |
||
|
Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
June 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.