Leve 1, 1 Kaiwharawhara Road, Kaiwharawhara, Wellington
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Not well placed |
Requires further development |
Well placed |
Very well placed |
PORSE Wellington Q6 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PORSE Wellington Q6, previously known as PORSE Central Wellington Q2 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare (NZ) Ltd (the organisation). It is licensed for 80 children including 80 aged up to two. 32 are children currently enrolled.
Since the May 2015 ERO report 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. There have been significant changes to leadership positions in community teams. A newly established role of curriculum and quality assurance coach supports the work of the national coach.
In this network, two programme tutors, who are qualified and registered teachers, work alongside educators to assist them to implement care and learning programmes for children in homes. Programme tutors are supported by peer support coaches. A regional coach reports to the senior leadership team.
Two options for care and education are offered: the home educator model where educators work in their own home, and the nanny educator model where an educator works in the family’s home. In this network all educators have New Zealand Qualifications Authority-approved Level 3 qualifications in early childhood education and care.
The organisation’s vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’. The current philosophy guiding teaching and learning highlights ‘natural childcare’ and an increased emphasis on authentic relationships, environments and learning experiences.
The 2015 ERO report identified that improvement was required in the organisations' monitoring systems particularly in relation to health and safety, curriculum planning, including bicultural perspectives, staff appraisal, and self-review. Progress is evident in some areas while others remain priorities for improvement.
This review was one of 11 home-based networks in PORSE In-Home Childcare (NZ) Ltd, Wellington region.
Children have opportunities to participate in a wide range of learning experiences in educators' homes and the local community. Many attend PORSE-organised playschools, music groups and excursions. These provide them with interesting challenges and opportunities to socialise with peers.
There is a comprehensive and well-considered process to support children's enrolment and transition into educator homes. This helps them to settle and develop a sense of belonging. Their emerging interests and achievements are celebrated. Educators are responsive to the care needs of infants.
Educators are well supported through the regular visits and communication with programme tutors. These have a strong focus on ensuring compliance requirements are met. Variability in the quality of programme tutor and educator practice is evident. Programme tutors should strengthen educators’ practice to be more responsive to children’s learning needs and parent aspirations. Next steps are to strengthen the assessment and planning documentation to better reflect Te Whāriki, the early childhood curriculum, and clearly identify children’s learning outcomes.
Children with complex or additional learning needs are well supported to participate in the in-home curriculum. Programme tutors have access to a range of information and knowledge about external agencies which enable them to support these children and the educators who provide programmes for them.
The organisation has strengthened its support for provision of a more bicultural programme. A range of useful workshops and resources are available. Programme tutors and educators continue to explore ways to better integrate aspects of te ao Māori into the curriculum. They need to continue to build their understanding of Treaty of Waitangi based practices and encourage greater understanding and use of te reo me ngā tikanga Māori.
Appropriate processes are in place to appraise programme tutors. Plans are in place to develop a more inquiry based approach. This along with more clearly articulated goals should make the process more meaningful for teachers. Guiding documents require further development.
The quality of the appraisal process for educators is variable. Support for appraisers to implement a more development-based approach to strengthen educators' knowledge of Te Whāriki is required.
The organisation at all levels should continue to develop the understanding and use of internal evaluation. Programme tutors regularly carry out reviews aligned to organisational priorities, however their approach requires improvement. This should include more systematic gathering, analysis and interpretation of evidence to guide decision-making.
A well organised governance and management framework guides operation and practice. Reporting lines and responsibilities are clear. Quality assurance is prioritised, effective and well implemented. The organisation has a comprehensive range of up-to-date guidelines and management support to guide programme tutors and educators to successfully undertake their roles. New owners have determined that the existing philosophy and strategic priorities will be reviewed. This is timely given the recent changes to the organisation.
The newly appointed regional coach works collaboratively with her team to provide responsive support and promote improvement.
The key next steps for organisation managers are to continue to:
Network leaders and programme tutors should:
Before the review, the staff and management of PORSE Wellington Q6 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.
In order to improve current practice, the service provider should:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
11 October 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 |
Porirua |
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Ministry of Education profile number |
55095 |
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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 |
32 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Females 19, Males 13 |
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Ethnic composition |
Māori |
5 |
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Number of qualified coordinators in the network |
5 |
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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 |
July 2019 |
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Date of this report |
11 October 2019 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Accountability Review |
May 2003 |
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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 West Wellington Q1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare 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. There are 66 children enrolled in this network and seven identify as Māori.
The PORSE vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’.
This review was part of a cluster of four home-based networks in the PORSE In-Home Childcare.
Children participate in an individualised programme that is responsive to their interests. Educators provide a range of activities to support children’s emerging interests. The home-based programme is extended through regular excursions into the local community and attendance at PORSE facilitated events.
PORSE PlaySchools are held regularly and are facilitated by the programme tutors. The PlaySchools are promoted as part of the child’s overall learning programme. They provide an opportunity for children to engage with their peers and for educators to network. Recent planning of these playgroups has provided a shared focus for the day. Where appropriate, planning links to the focus of professional development and provides an opportunity for educators to engage in ongoing learning.
Managers are improvement focused and there are useful systems and processes to track operational expectations. PORSE is currently reviewing these to align to current practice. More effective monitoring of these systems and processes, including those related to health and safety is required.
A greater emphasis by programme tutors on supporting educators to further develop their understanding of assessment, planning and evaluation is necessary. Programme tutors conduct monthly home visits, where they support the educator in providing a home-based education and care programme. Children’s learning journals are regularly completed by the educator and these provide information for parents about their child’s day. Developmental milestones are highlighted and celebrated. However, there is limited documentation to show how educators are supported and coached in the use of assessment, planning and evaluation. PORSE agrees this is a next step and has planned professional learning in assessment, planning and evaluation for 2015.
PORSE provides a range of professional development opportunities for educators to support them in their roles. Programme tutors should capitalise on the opportunities that arise during the home visits to integrate this new learning in the child’s programme. Documenting this practice should further support educators in their learning and assist PORSE in evaluating the impact of professional development.
There is a commitment to the ongoing development of the bicultural curriculum. PORSE is developing plans to increase the participation of Māori families in the organisation. These plans should include strategies for promoting success for Māori as Māori.
The regional coach provides programme tutors with ongoing support and guidance. A planned and responsive induction process for programme tutors is overseen by the coach.
Leaders acknowledge that appraisal needs strengthening. ERO agrees with this direction and identifies that strengthening the focus on teaching and learning and consistently implementing a robust appraisal process are key next steps
PORSE managers recognise that self review at all levels of the organisation requires strengthening. Leaders should support programme tutors to understand the purpose and use of self review to improve outcomes for children in the home-based context. Use of a more evaluative and systematic approach to self review, that focuses on outcomes for children, should strengthen current practice.
PORSE administrative systems effectively support educators, programme tutors and coaches in their roles. PORSE recently formalised its approach to the privacy of information about children in early childhood education by developing a privacy policy. Planned professional development should strengthen staff understanding of their responsibility as privacy officers.
Priorities for this service are to strengthen:
Before the review, the staff and management of PORSE West Wellington 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:
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.
To improve practice, PORSE should consider how they can use the assurance systems to effectively monitor that all health and safety expectations are met.
The next ERO review of PORSE West Wellington Q1 will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
11 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.
|
Location |
Wellington |
||
|
Ministry of Education profile number |
55095 |
||
|
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 |
62 |
||
|
Standard or Quality Funded |
Quality Funded |
||
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Gender composition |
Girls 34 Boys 28 |
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Ethnic composition |
Māori Pākehā Samoan Other ethnic groups |
7 45 1 10 |
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Number of qualified coordinators in the network |
3 |
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Reported ratios educators to children |
Under 2 |
1:2 |
Meets minimum requirements |
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Over 2 |
1:4 |
Meets minimum requirements |
|
|
Review team on site |
March 2015 |
||
|
Date of this report |
11 May 2015 |
||
|
Most recent ERO report(s) |
Accountability Review |
February 2011 |
|
|
Education Review |
May 2003 |
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.