24 Finlayson Street, Raumanga, Whangarei
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
PORSE Whangarei S1 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
PORSE Whangarei S1 is part of PORSE In-Home Childcare (NZ) Ltd. It is a standard 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 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, and 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 Whangarei 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:
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 |
Raumanga, Whangarei |
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Ministry of Education profile number |
55496 |
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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 |
22 |
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Standard or Quality Funded |
Standard |
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Ethnic composition |
Māori |
3 |
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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 |
June 2011 |
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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.
PORSE (Play, Observe, Relate, Support, Extend, Evaluate) is an in-home early childhood organisation with its National Support Office located in Hawkes Bay. Area offices are located throughout New Zealand. Within the area offices, PORSE personnel, including coaches and programme tutors, work with parents, nannies and home educators to provide early childhood education and care for infants, toddlers and young children. Children are cared for in their own homes or in small groups in the home of their educator.
The PORSE mission is “to have all people in New Zealand schooled in nurturing and educating children in their care.” Families are valued partners in children’s education and care.
PORSE Whangarei S1 is one of two PORSE networks in the Whangarei office, which was established in September 2009. This review of the PORSE Whangarei focuses on the quality of care and education, and partnerships with whānau. Educators provide care and education for 86 children.
Programme tutors, who are registered teachers, have primary responsibility for children’s learning. They provide support, encouragement and information for in-home educators, and also facilitate courses for educators and school students engaged in early childhood work experience. PORSE offers opportunities for educators to share their practice, support each other and participate in professional development courses.
Home environments are generally well resourced and children enjoy varied and stimulating experiences that build on their interests and prior knowledge. Educators are encouraged to take advantage of community facilities, PORSE playschools, and other group activities that enable children to develop friendships with peers and work alongside a variety of adults. PORSE also encourages educators to make the most of natural environments. Refocusing assessment, planning and reflective practice on children’s learning could help programme tutors to enrich outcomes for children in both home and playschool environments. This focus is likely to result in more targeted and purposeful support for educators.
Parents/whānau select their children’s educators. They have direct day-to-day relationships with educators and are well informed about their children’s daily activities. Parents/whānau surveyed by ERO report that they are generally happy with the services offered by PORSE. Staff in Whangarei have a strategic goal to increase the participation of whānau Māori in PORSE opportunities. Staff agree that to enhance the educational success of Māori children, there is further work to do in improving provision for the children and their whānau.
A next step for Whangarei staff is to continue increasing the rigour of their self review. More robust evaluation could assist programme tutors to make ongoing improvements in the support they provide for children’s learning. It could be useful for PORSE to review its support for programme tutors to enable them to refocus their work on enhancing outcomes for children.
ERO will review the service again within three years.
Before the review, the management of PORSE Whangarei S1 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by PORSE Whangarei S1 to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the service (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atPORSE Whangarei S1.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
This review of the PORSE Whangarei office is informed by organisational and local documentation, visits to homes selected by PORSE, interviews with educators and PORSE staff, written feedback from parents, and observations of programmes for children.
In the PORSE Whangarei Area Office a team approach means that all staff have direct contact with families and educators to support enrolment, induction and office administration.
Diverse learning environments. Children are settled in familiar home environments that are mostly well resourced and offer good access to indoor and outdoor play spaces. Most children also enjoy a wide variety of additional environments and have opportunities to relate with others in the community. When educators make use of community facilities and attend regular PORSE playschools children are able to develop friendships and skills that support social interaction. A ‘NatureLIVE’ playschool focuses on natural resources and surroundings.
Family relationships. Warm, caring attachments with educators result in children being confident and comfortable with others and showing a sense of security and belonging. Close, trusting relationships, and daily interaction between families and educators, are positive features that assist educators to be responsive to the needs and aspirations of whānau, and to discuss shared strategies for working with children. Educators’ very good knowledge about the children in their care is often reflected in journals, which provide parents/whānau with good information about children’s day-to-day activities. Parents/whānau surveyed by ERO report that they are generally happy with PORSE arrangements and the programmes provided for their children.
Building educator capability. PORSE resources, and their approval and training programmes, are designed to motivate educators to further develop children’s education and their own personal growth. Educators have diverse backgrounds and training levels, and are well supported to build their capability. Programme tutors provide affirming, encouraging support and often assist educators to identify strategies for managing specific situations. There are opportunities for skilled educators to share their practice with those who are less experienced. Educator support and training is intended to contribute to the continual improvement of programmes for children.
Good practices observed in home programmes include:
Developing team approaches and reflective practice. The PORSE organisation has a variety of methods for monitoring and collecting information to review its operations. Staff and educators are encouraged to maintain reflective journals. Some are beginning to critique their practice and are responsive to needs or gaps identified through their reflections. Team approaches to reflective practice are at the early stages of development.
PORSE is currently reviewing and strengthening processes for educator approval and training and for the induction and appraisal of programme tutors. Recent steps have been taken to revisit policies. These reviews should help to ensure that the requirements of PORSE and relevant regulations are well understood, and that appropriate tools and support are provided for all personnel.
Strategic and action planning. The Whangarei office team has identified goals for development in the region. It could be worthwhile for the team to plan strategically how to achieve and build on those goals over time. A purposeful, staged approach to implementation could help to ensure that good practices are sustainable.
Robust self review. PORSE staff agree that a next step for them is to establish processes for systematic and in-depth review of their practices. Review should be improvement focused. More robust review of all aspects of their work, particularly the impact of their work on outcomes for children, could assist staff to make their support for educators, and for children’s learning, more targeted and purposeful.
Programme tutor role. After a period of focus on building PORSE training programmes, the organisation has identified the need to refocus its attention on the quality of in-home programmes provided for children. It could be useful to review and clarify the role and responsibilities of programme tutors in this regard. Support for programme tutors to increase their knowledge about current theories and developments in early childhood education, and to help them to refocus their work on outcomes for children, could also be worthwhile.
Child and educator records. PORSE personnel do not have good records of educator capabilities and development, or of individual children’s learning progress. Records of regular communications between programme tutors and parents/whānau should be more detailed and readily accessible. Improved records would assist programme tutors, particularly new staff, to provide continuity and targeted support for educators and for children’s learning. Good records provide assurance for PORSE that its requirements and legal obligations are being met.
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
As part of this review ERO evaluated the extent to which:
Programme tutors and educators in Whangarei have responsibility for the care and education of twenty children of Māori descent. The PORSE Māori as Tangata Whenua policy promotes connections with Māori communities and professional development for staff on the application of the principles of te Tiriti o Waitangi. It aims to increase Māori participation and to have the bicultural nature of New Zealand reflected in training programmes.
Whānau Māori benefit from the close relationships and ongoing communication between educators and families noted above in this report. Positive features of PORSE operations are its encouragement and support for whānau educators to care for children within the whānau and to participate in PORSE training. One of the two programme tutors is Māori and is proactive in her support for Māori home educators.
Documentation. Educators’ discussions with whānau could be more frequently and explicitly included in family manuals, programme tutor records and children’s journals. Records could be kept of ways in which educators and programme tutors value and respond to children’s cultural heritage and input from whānau. These good practices are likely to help develop more effective partnerships that support children’s learning.
Review of policy and practice. It would be worthwhile for PORSE Whangarei personnel to review their implementation of the PORSE Māori as Tangata Whenua policy and to establish relationships and consultation with local Māori communities. They could also consider ways to ensure that the bicultural nature of Aotearoa/New Zealand is included to a greater extent in home and playschool programmes for children.
Before the review, the management and staff of PORSE Whangarei S1 completed an ERO Home-Based CareManagement Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
In order to improve current practice, PORSE should establish systems for hazard identification and management and ensure that all practicable steps are taken to eliminate, isolate, or minimise hazards in homes and other environments where educators provide care and education for children.
Managers must ensure that police vetting of adults in homes where care and education is provided is undertaken before children are placed in that environment.
ERO, the PORSE coach and programme tutors agree that it could be worthwhile for the service to:
5.1 develop a strategic plan to guide development in the Whangarei office;5.2 implement processes for systematic, in-depth self review that focuses on the quality of outcomes for children; and5.3 review policies and practices against Ministry of Education strategic plans and ERO’s evaluation reports and indicators of good practice to support success for Māori children.
ERO will review the service again within three years.
Richard Thornton
National Manager Review Services
Northern Region
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Licence type |
Home-Based Care |
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Chartered under |
Education (Home-based Care) Order 1992 |
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Roll number |
74 |
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Gender composition |
Boys 39, Girls 35 |
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Ethnic composition |
NZ European/Pākehā 31, Māori 19, other European 8, other 16 |
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Review team onsite |
March 2011 |
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Date of this report |
1 June 2011 |
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Previous ERO reports |
No previous reports |
These are the findings of the Education Review Office’s latest report onPORSE (Play, Observe, Relate, Support, Extend, Evaluate) is an in-home early childhood organisation with its National Support Office located in Hawkes Bay. Area offices are located throughout New Zealand. Within the area offices, PORSE personnel, including coaches and programme tutors, work with parents, nannies and home educators to provide early childhood education and care for infants, toddlers and young children. Children are cared for in their own homes or in small groups in the home of their educator. The PORSE mission is “to have all people in New Zealand schooled in nurturing and educating children in their care.” Families are valued partners in children’s education and care.
PORSE Whangarei S1 is one of two PORSE networks in the Whangarei office, which was established in September 2009. This review of the PORSE Whangarei focuses on the quality of care and education, and partnerships with whānau. Educators provide care and education for 86 children.
Programme tutors, who are registered teachers, have primary responsibility for children’s learning. They provide support, encouragement and information for in-home educators, and also facilitate courses for educators and school students engaged in early childhood work experience. PORSE offers opportunities for educators to share their practice, support each other and participate in professional development courses.
Home environments are generally well resourced and children enjoy varied and stimulating experiences that build on their interests and prior knowledge. Educators are encouraged to take advantage of community facilities, PORSE playschools, and other group activities that enable children to develop friendships with peers and work alongside a variety of adults. PORSE also encourages educators to make the most of natural environments. Refocusing assessment, planning and reflective practice on children’s learning could help programme tutors to enrich outcomes for children in both home and playschool environments. This focus is likely to result in more targeted and purposeful support for educators.
Parents/whānau select their children’s educators. They have direct day-to-day relationships with educators and are well informed about their children’s daily activities. Parents/whānau surveyed by ERO report that they are generally happy with the services offered by PORSE. Staff in Whangarei have a strategic goal to increase the participation of whānau Māori in PORSE opportunities. Staff agree that to enhance the educational success of Māori children, there is further work to do in improving provision for the children and their whānau.
A next step for Whangarei staff is to continue increasing the rigour of their self review. More robust evaluation could assist programme tutors to make ongoing improvements in the support they provide for children’s learning. It could be useful for PORSE to review its support for programme tutors to enable them to refocus their work on enhancing outcomes for children.
ERO will review the service again within three years.
When ERO has reviewed an early childhood service we encourage management to inform their community of any follow up action they plan to take. You should talk to the management if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the service or see the ERO website, www.ero.govt.nz.
Richard Thornton
National Manager Review Services
Northern Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each service’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this service.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a service is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this service.