Unit F 4 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 Q3 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 |
The 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 fifth of children enrolled are Māori and a small number are of Pacific Heritage.
Children experience a curriculum that is strongly influenced by their interests, developing capabilities and the 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 Q3 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 on 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 Q3 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured.
[Licensing Criteria for Home-based Education and Care Services 2008, HS6]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 March 2023
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Early Childhood Service Name |
Rockmybaby Q3 |
|
Profile Number |
47321 |
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Location |
Havelock North |
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Service type |
Home-based service |
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Number licensed for |
50 children, including up to 25 aged under 2 |
|
Service roll |
53 |
|
Review team on site |
November 2022 |
|
Date of this report |
22 March 2023 |
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Most recent ERO report(s) |
Education Review, February 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rockmybaby Q3 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rockmybaby Q3 is an all-day, home-based education and care service operating in Hawke's Bay. This is a quality funded network licensed for 50 children, including 25 aged up to two years. At the time of this ERO review there are 34 children on the roll and four identify as Māori.
This privately owned service was established in 2017 and is one of six networks under the same ownership operating throughout the North Island. Three of the networks are in Hawke's Bay.
A visiting teacher supports educators to deliver Te Whāriki, the early childhood curriculum. When required, she is assisted by visiting teachers from other local Rockmybaby networks. All visiting teachers are qualified early childhood teachers.
The service philosophy emphasises the importance of respectful relationships and lifelong learning.
This is the first ERO evaluation of Rockmybaby Q3.
The values expressed in the philosophy underpin visiting teachers' practice. The importance of positive relationships, learning through play and children developing a sense of belonging are evident.
Children have opportunities to participate in a programme based on their interests. Individual learning journals are an attractive record of their engagement in activities and experiences. Leaders recognise that supporting visiting teachers to strengthen evaluation of children's learning is a key next step. This will enable them to more effectively assist educators to identify and plan for the significant learning occurring for children.
Many children in the service are infants and toddlers and thoughtful placement with educators responds to the needs of them and their families. A wide range of successful communication strategies promotes consistency of children's care.
Teamwork is well established and strongly evident across the organisation. ERO saw examples of educators and parents working together to support children when transitioning into the service and on to kindergarten and school. Emergent leadership among visiting teachers, educators and parents is encouraged and supported.
There is a commitment to developing a bicultural curriculum within a home-based context. Visiting teachers continue to support educators to better reflect te ao Māori in their learning programmes. Documentation shows some educators are strengthening their use of kupu Māori, waiata and karakia with children.
Examples of Māori children's culture, language and identity are reflected in their learning documentation. Strengthening emerging partnerships with local iwi should assist service leaders and educators to continue to support educational success for Māori children.
Visiting teachers, educators and families are kept well informed of the regular professional development opportunities provided and are supported to participate. Promoting lifelong learning is a highly evident across the organisation.
Improving the appraisal process has been ongoing and remains a focus for the service. Continuing to strengthen teachers' appraisal goals is a key next step. This should include the use of measurable indicators, clearly aligned to outcomes for children.
Teachers and leaders regularly inquire into their practice to support on-going improvement. They work collaboratively with staff in other Rockmybaby networks to continue to strengthen internal evaluation.
Leaders 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 director and visiting teachers should continue to strengthen:
assessment, planning and evaluation for individual children's learning
the bicultural aspect of the service curriculum
internal evaluation and the use of appraisal goal-setting to support growth in teacher and educator practice.
Before the review, the staff and management of Rockmybaby Q3 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 Q3 will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
26 February 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 |
Havelock North |
||
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Ministry of Education profile number |
47321 |
||
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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 |
50 children, including up to 25 aged under 2 |
||
|
Service roll |
34 |
||
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Standard or Quality Funded |
Quality |
||
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Gender composition |
Girls 21, Boys 13 |
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Ethnic composition |
Māori |
4 |
|
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Number of qualified coordinators in the network |
1 |
||
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Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
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Review team on site |
January 2019 |
||
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Date of this report |
26 February 2019 |
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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:
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.