13 Russell Street, Waipukurau
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 Scallywaggs SPROUTS CHB 2 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Scallywaggs SPROUTS CHB 2 is one of eight services governed and managed by Scallywaggs 2007 LTD. Three coordinators lead the homebased educators. Scallywaggs senior leaders provide governance support. Of the children enrolled approximately a third identify as Māori. There are a small number of children of Pacific heritage.
The enacted philosophy, learning priorities and values effectively promote positive learning outcomes for children. Coordinators collaborate in empowering educators to build their capability and understanding of Te Whāriki, the early childhood curriculum. Children participate in a curriculum that is responsive to their interests and needs. Their wellbeing and belonging are upheld through whanaungatanga.
Children’s learning goals are progressed by educators, parents, whānau and external agencies working closely together. These learning partnerships enhance children’s planned curriculum. Coordinators confidently advocate for children who require additional support to enrich their learning. Infants and toddlers are nurtured in an inclusive environment.
Coordinators and educators continue to work towards promoting a culturally responsive curriculum for all children. Some aspects of a Māori world view are celebrated regularly in educators’ homes and at playgroups. Coordinators guide educators to increase their knowledge and understanding of te reo Māori and tikanga Māori. These are yet to be consistently reflected within assessment documentation.
Internal evaluation to support ongoing improvement is established. Leaders promote a systematic inquiry approach across the newly established staff team. Regular professional discussions, reflective practice and peer feedback are actively encouraged. Leaders continue to support newer kaiako to undertake in-depth internal evaluation.
Leaders and coordinators work collegially to enact the Scallywaggs philosophy. The learning and wellbeing of children and their whānau are the primary considerations in decision making. A considered approach to using external knowledge and expertise supports leaders and educators to improve valued learning outcomes for all children.
Scallywaggs SPROUTS CHB 2 will include the following actions in its Quality Improvement Planning:
Increase the visibility and recognition of all children’s cultures, languages, and identities through their learning experiences and within assessment practices.
Continue to deepen kaiako knowledge of Te Whāriki and its intended learning outcomes.
Continue to build the capability of all coordinators to use in-depth internal evaluation to promote ongoing improvement to teaching and learning.
Before the review, the staff and management of Scallywaggs SPROUTS CHB 2 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.
During the review the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring checks to equipment, premises and facilities are checked on every day of operation for hazards to children include, but are not limited to, all elements listed in the criteria and records are kept.
[Licensing Criteria for Home-based Education and Care Services 2008, HS11]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 March 2023
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Early Childhood Service Name |
Scallywaggs SPROUTS CHB 2 |
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Profile Number |
30280 |
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Location |
Waipukurau |
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Service type |
Home-based service |
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Number licensed for |
60, including up to 60 aged under 2 |
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Service roll |
98 |
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Review team on site |
November 2022 |
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Date of this report |
29 March 2023 |
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Most recent ERO report(s) |
Education Review, February 2019; Education Review, December 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Scallywaggs SPROUTS CHB 2 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Scallywaggs SPROUTS CHB 2 is one of two home-based networks operating in Central Hawke's Bay. It is operated by Scallywaggs 2007 LTD. An advisory board and a chief executive officer are responsible for the business aspects of the Scallywaggs organisation. A general manager maintains oversight of teaching and learning.
Two regional managers oversee the work of registered teachers (coordinators) in the Sprouts
home-based services. In this network, one coordinator is employed to support in-home educators to provide care and learning programmes for children.
The service philosophy emphasises the importance of building responsive, reciprocal relationships with children and whānau.
The December 2016 ERO report identified several areas requiring development, including: governance and management; internal evaluation; the bicultural curriculum; and success for Māori children.
Since that time, the teaching team has received targeted support through a funded Ministry of Education programme, Strengthening Early Learning Opportunities (SELO) and other sources. Significant progress is evident.
Scallywaggs SPROUTS CHB 2 is a member of the Dannevirke Kāhui Ako.
This review was part of a cluster of four home-based education and care service reviews in the Scallywaggs Sprouts organisation.
Children of all ages benefit from positive and caring relationships with educators and coordinators. They have opportunities to engage in a wide range of learning experiences within the home and wider community. They regularly socialise with other children while in their educator’s care.
There is a personalised and responsive approach to meeting the needs of individual children and families. Careful consideration is given to the placement of children with educators.
Daily diaries and individual journals keep parents well informed of their children's activities and care routines. A recent focus, to build educators' capability in assessing children's learning over time, has led to an improvement in the quality of their assessment practice.
A service kaiāwhina is supporting coordinators to strengthen educators' bicultural practice. Positive improvement is evident. Managers recognise that a key next step is to improve educators' knowledge and understanding of strategies to support Māori children's learning. ERO's evaluation confirms this direction.
Managers and coordinators are continuing to develop their evaluative capability. They are beginning to inquire more deeply into their home-based curriculum and the extent to which it supports children's learning and wellbeing. They recognise that continuing to maintain a clear focus on improving their approach to internal evaluation is a key next step.
The network is a member of the Dannevirke Kāhui Ako. Relationships are building within this Kāhui Ako and are beginning to contribute to the service's approach in preparing children for their move to school.
The service has responded positively to the key next steps in the previous ERO report. Systems, processes and practices to monitor expectations for quality education and care have been developed. This focus on quality assurance for educators and coordinators is promoting consistency across all networks in the Sprouts cluster.
A strengthened appraisal process meets Teaching Council requirements for building teacher capability and is supporting coordinators' continuing professional growth.
Clear lines of reporting within the senior leadership team are now evident. The general manager promotes a collaborative team culture. She is improvement focused and supports coordinators to take on individual areas of responsibility and implement practices that promote positive learning outcomes for children.
Leaders and ERO agree that for ongoing and sustained improvement, staff at Scallywaggs SPROUTS CHB 2 should continue to:
Before the review, the staff and management of Scallywaggs SPROUTS CHB 2 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.
The next ERO review of Scallywaggs SPROUTS CHB 2 will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
12 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 |
Central Hawke's Bay |
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Ministry of Education profile number |
30280 |
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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 |
60 children, including up to 60 aged under 2 |
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Service roll |
48 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Girls 26, Boys 22 |
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Ethnic composition |
Māori |
5 |
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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 |
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Over 2 |
1:4 |
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Review team on site |
December 2018 |
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Date of this report |
12 February 2019 |
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Most recent ERO report(s) |
Education Review |
December 2016 |
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Education Review |
December 2013 |
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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:
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.