4F Donnelly Street, Havelock North
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Rockmybaby Homebased Childcare Hawke’s Bay are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
This service is one of seven home-based and three centre-based services under the governance and management of Rockmybaby Homebased Childcare Limited. The philosophy values strong relationships and well-resourced learning environments to enhance children’s learning. Children learn in an educator’s own home. A small number of children currently enrolled identify as Māori.
Children experience a curriculum that is strongly influenced by their interests, developing capabilities and Rockmybaby programme. Visiting teachers effectively support educators to recognise and respond to children’s ways of learning. A range of intentional strategies largely maintain a focus on bicultural provision. Regular playgroups and excursions enable connection to the Rockmybaby and local communities. Opportunities for children to learn about places of significance to mana whenua are strengthening with external guidance.
Educators and visiting teachers are working towards learning-focused partnerships with parents and whānau. There are regular opportunities to share goals and contribute to planning for their children. Staff work in partnership with families to progress the learning and development of children with additional learning needs. Information gathered on the cultural heritage of children is not yet consistently used to support their learning.
Internal evaluation fosters reflective practice and is resulting in positive shifts in practice. However, in many cases, the impact of this on children’s outcomes is not clear through the process. As a result, evaluation is not enabling leaders to know what is working well and for which learners.
Governance and management work strategically to improve conditions for children’s learning and to achieve operational sustainability. They proactively collaborate with other professionals to promote broader educational and social outcomes. Well integrated systems and processes:
provide for ongoing professional learning aligned to identified needs
increase consistency of practice
align resources to achieve their philosophy, vision and goals
maintain environments that foster physical and emotional wellbeing for children.
Rockmybaby Homebased Childcare Hawke’s Bay will include the following actions in its Quality Improvement Planning:
Deepen visiting teachers’ understanding of culturally valued learning to better support educators to respond to information shared about children’s cultures, languages and identities.
Continue to unpack and embed the learning outcomes of Te Whāriki, the early childhood curriculum through assessment and evaluation.
Strengthen the identification of the outcomes for children as a result of changes in practice or process to understand the impact of change on individuals and groups of children.
Before the review, the staff and management of Rockmybaby Homebased Childcare Hawke’s Bay completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 March 2023
|
Early Childhood Service Name |
Rockmybaby Homebased Childcare Hawke’s Bay |
|
Profile Number |
46589 |
|
Location |
Havelock North |
|
Service type |
Home-based service |
|
Number licensed for |
80 children, including up to 80 aged under 2 |
|
Service roll |
49 |
|
Review team on site |
November 2022 |
|
Date of this report |
22 March 2023 |
|
Most recent ERO report(s) |
Education Review, April 2020 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rockmybaby Homebased Childcare Hawke's Bay is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rockmybaby Homebased Childcare Hawke's Bay is an all-day, homebased education and care service located in Havelock North, Hawkes Bay. The network is licensed for 80 children, including 80 aged up to two years. At the time of this ERO review there are 50 children on the roll and five are Māori.
This privately-owned service was established in 2014 and is one of eight networks under the Rockmybaby homebased umbrella.
Two visiting teachers support educators in the home to deliver a programme based on Te Whāriki, the early childhood curriculum. A senior visiting teacher, consultants and office administrators provide further support. All teachers are qualified early childhood teachers.
The service's philosophy emphasises the importance of respectful and nurturing relationships, and honouring individual values, beliefs and aspirations held by the children, whānau and educators.
Establishing strong relationships with children and whānau is highly valued and promoted. This supports children’s sense of belonging within the educator’s home and a programme that is based on their interests and needs. Educators plan a range of in-home activities and access community resources to extend learning. Rockmybaby playgroups and excursions provide children with opportunities to socialise with other children and make connections to their local community.
A well considered termly focus guides the implementation of the curriculum. Visiting teachers develop a range of practical resources underpinned by early childhood theory to support this focus. They grow educators' understanding through role modelling, documentation and alignment of monthly activities. Educators use this knowledge to strengthen learning opportunities that are responsive to individual children’s goals.
Continuing to build bicultural practice remains a priority for Māori and all children. A deliberate focus on the bicultural curriculum is evident in termly planning. Visiting teachers are seeking ways to strengthen how, in the daily programme, educators integrate te ao Māori.
Many children in the service are infants and toddlers and a range of useful communication strategies promotes collaboration with parents for consistency of their care. A recent review resulted in a more deliberate focus on supporting educators to better understand the developmental and learning needs of this age group.
Educators regularly record children’s participation and engagement in the programme and celebration of their learning and development. Records increasingly show links to Te Whāriki, the early childhood curriculum and individual planning. This is modelled through visiting teachers' monthly visit notes.
Processes and practices to support children's transition to school have been strengthened. Visiting teachers work alongside educators and whānau to deliver a programme that supports smooth transitions and foster positive relationships with their local schools.
Appropriate systems and processes to monitor health and safety for children in the home are in place. A current review is clarifying expectations of how these are enacted. This should create greater consistency across the organisation.
Leaders are improvement focused. They promote a culture of learning across the organisation. Visiting teachers and educators are empowered to achieve high expectations through a range of professional learning opportunities and a regular cycle of appraisal. An extensive strategic plan is closely monitored to ensure business and learning goals are met.
Internal evaluation is regularly undertaken and results in change. Further refining the focus of evaluations and the use of indicators of high quality practice should strengthen decision making for improvement. This should enable the service to know how effectively it is achieving the expected outcomes for children.
The director and teachers should:
Before the review, the staff and management of Rockmybaby Homebased Childcare Hawke's Bay 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.
Darcy Te Hau (Acting)
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
7 April 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.
|
Location |
Hawkes Bay |
||
|
Ministry of Education profile number |
46589 |
||
|
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 |
50 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Male 27, Female 23 |
||
|
Ethnic composition |
Māori |
5 |
|
|
Number of qualified coordinators in the network |
3 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
January 2020 |
||
|
Date of this report |
7 April 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2017 |
|
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.
Rockmybaby Homebased is a licensed all-day, home-based education and care service located in Havelock North, Hawkes Bay. The network is licensed for 80 children between infancy and school age. Children are placed with one educator who can care for up to four children at any one time. At the time of this ERO evaluation most of the educators cared for children, in the children's homes.
This privately owned service was established in 2013 and is one of five networks under the same ownership operating throughout the North Island.
The quality of education in the network is overseen by a visiting teacher, who is supported by a senior visiting teacher and other professional leaders within the organisation.
The Rockmybaby philosophy makes a commitment to providing high quality education and care for each child, underpinned by kaupapa Māori principles of whanaungatanga, manaakitanga, ukaipotanga and wairuatanga.
This is the first ERO evaluation for this service.
The values expressed in the philosophy underpins teachers' practice. The importance of learning through play and children developing a sense of belonging are evident.
Children participate in a programme based on their interests. Educators effectively notice, recognise and extend these interests by providing a wide range of learning experiences.
Educators are well supported by the visiting teachers to provide positive learning experiences for children. They actively model how to support relationships with children at home and other planned events. Visiting teachers provide useful resources to support educators' confidence in responding to children's learning.
Regular visits are completed by the visiting teacher with a focus on building educators' understanding of, and capability for working with Te Whāriki, the early childhood curriculum. Specific feedback supports the educator to provide a programme reflective of the child's interests. Managers and visiting teachers agree that continuing to support educators to identify the significant learning that is occurring for children remains a key focus.
Children benefit from positive relationships with educators. Regular, useful information is provided for parents about their child’s day through daily diaries and individual learning journeys. These are an attractive record of children's engagement in learning and development.
An online programme is an effective communication tool between educators and families, recording children's participation in learning. This is supporting parents to participate in decision making about aspects of the programme for their children. Whānau aspirations are interwoven into the curriculum.
Educators work in collaboration with parents to implement transition practices that nurture children's sense of belonging moving into and within the service and onto school.
There is a commitment to developing a bicultural curriculum within a home-based context. Documentation shows educators use of te reo Māori, waiata and karakia with children.
Māori learners' culture, language and identity are reflected in culturally responsive contexts for learning. Aspects of te ao Māori are integrated into the curriculum. All learners, parents and whānau have opportunities to contribute to programme planning. Plans to strengthen collaborative partnerships with local iwi should assist service leaders and educators to successfully support educational success for Māori children.
Teamwork is well established. Emergent leadership among visiting teachers and where possible educators is encouraged and supported.
Many children in the service are infants and toddlers. The placement of educators is well considered and responsive to the needs of individual children and their families. The visiting teachers work positively alongside educators to provide a curriculum that effectively supports this age group.
Self-review processes that support educators to inquire more deeply into their practice are becoming established. Developing a more evaluative and systematic approach, that focuses on outcomes for children, should strengthen current practice. Managers recognise that deepening their understanding of review and internal evaluation processes is a next step.
Educators and families are kept well informed of the regular professional development opportunities provided. Improving the appraisal process has been ongoing. It is consistently implemented, identifies professional development needs and is aligned to the Practising Teacher Criteria. Induction processes for visiting teachers and educators are clearly outlined in supporting documents.
Managers are quality and improvement-focused and have clearly defined systems and processes established to track operational expectations. Administration systems effectively support educators and visiting teachers in their roles.
The strategic plan effectively guides direction for the service. Goals are clearly linked to outcomes for children.
Management and leaders have identified their next steps are to continue to strengthen:
educators' understanding of assessment for learning
internal evaluation.
Before the review, the staff and management of Rockmybaby Homebased Childcare Hawke's Bay 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.
The next ERO review of Rockmybaby Homebased Childcare Hawke's Bay will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
3 March 2017
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 |
Havelock North |
||
|
Ministry of Education profile number |
46589 |
||
|
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 |
48 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Boys 26, Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
3 29 16 |
|
|
Number of qualified coordinators in the network |
2 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
December 2016 |
||
|
Date of this report |
3 March 2017 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
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.