PORSE Waikato S1 - 02/11/2017

1 Evaluation of PORSE Waikato S1

How well placed is PORSE Waikato S1 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.


PORSE Waikato S1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare Network (NZ) Ltd. It is one of three PORSE networks in the Waikato area. Of the 110 children enrolled, 29 are Māori.

Qualified and registered Programme Tutors (PTs) work alongside educators and nannies to implement and support learning programmes for children in homes with a focus on care and education. A national team provides governance and management support for all PORSE services.

The PORSE vision is, 'expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home'.

PORSE offers two options for education and care: the home educator model where the educator works in their own home; and the nanny educator model, where an educator work in a family's home.

Since the June 2011 ERO report, PORSE in-home childcare has changed from a franchise-based service to a national body which is owned by Evolve Education Group Limited (EEG Ltd). The existing structures for national and community team management have continued. The PORSE senior leadership team, who are responsible for the operations, report to the EEG Ltd board of directors.

This review is one of a cluster of three home-based network reviews of PORSE In-Home Network (NZ) Ltd.

The Review Findings

Parents and PORSE work collaboratively to place children in suitable homes. PTs' monthly visits, regular communication and health and safety processes in homes are robust and focused on meeting requirements. There is clear documentation and support for PTs and educators to meet these expectations. Appropriate systems and monitoring processes are in place to provide assurance at management level that PORSE requirements are being met.

Children participate in a wide range of learning experiences both in and out of homes. PORSE playschools and organised excursions provide a range of experiences to extend children's participation in the programme. Planning for the playschools is not sufficiently focused on the learning outcomes PORSE has identified. The planned national review of playschools should define best-practice outcomes to enable the measurement of quality and decision-making for improvement.

PTs support educators to identify children’s interests and develop activities to extend experiences. Children’s journals record special times, and, along with educator notes, provide some useful information for parents about their child’s play and learning. Educators are encouraged to link children’s experiences to the goals and strands of Te Whāriki, the early childhood curriculum.

Management and PTs should strengthen their support for educators' assessment practice, including:

  • providing feedback to enable them to more effectively record and respond to children's strengths, interests and learning

  • improving guidelines for curriculum and assessment to ensure educators understand expectations for their practice

  • developing a programme evaluation process to inform decisions about next steps for teaching and learning

  • extending opportunities for children to revisit their learning and achievements.

Management continues to develop plans and resources to increase the bicultural perspective across the organisation. Accessing support and using Ministry of Education resources that build understanding of ways to work with Māori learners and whānau, is a next step.

Promoting more ways for parent and whānau participation is an ongoing focus. An online portal have been successful for some families to contribute to policy review and their child's learning plans.

PORSE supports educators and families to attend professional development focused on transitions to school. Further consideration should be given to developing relationships with schools and sharing of information to promote continuity of learning.

Improving resources to support education programmes in homes is an identified next step. A range of policies, activities and templates provide guidance for educators, families and PTs. A review of these and the philosophy, in consultation with educators, parents and whānau, is a next step.

The service values the importance of professional development for educators and PORSE staff. A range of opportunities and workshops supports educators and the teaching team to strengthen their practice. Career pathways and personal growth plans are in place to support professional development and leadership skills.

The PTs' appraisal process incorporates the Practising Teacher Criteria. Formal observations of practice and constructive feedback from appraisers requires strengthening. This should assist in promoting consistency of practice and shared understanding of the endorsement of teachers' practising certificates.

Understanding of internal evaluation by PTs and coaches needs considerable development to be used effectively to inform decision making for improvement. Documented internal evaluation guidelines are needed to strengthen the team's understanding and implementation of PORSE's approach.

Key Next Steps

PORSE management and ERO agree that local and national priorities are to strengthen:

  • the focus of PTs on building educators' understanding of approaches to assessment, planning and evaluation

  • the bicultural perspective across the network's operation

  • understanding and use of internal evaluation to better inform decision making about improvement

  • reflecting the principles of Te Tiriti o Waitangi across its operation

  • improving the guidance for aspects of teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Waikato S1 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of PORSE Waikato S1 will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

2 November 2017

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



Ministry of Education profile number


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


Standard or Quality Funded


Gender composition

Girls 31, Boys 30

Ethnic composition

Other ethnic groups


Number of qualified coordinators in the network


Required ratios of staff educators to children

Under 2


Over 2


Review team on site

September 2017

Date of this report

2 November 2017

Most recent ERO report(s)

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.