Scallywaggs Sprouts CHB1 - 12/02/2019

1 Evaluation of Scallywaggs Sprouts CHB1

How well placed is Scallywaggs Sprouts CHB1 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Scallywaggs Sprouts CHB1 is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Scallywaggs Sprouts CHB1 is one of two home-based networks operating in Dannevirke. 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 CHB1 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.

The Review Findings

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.

Key Next Steps

Leaders and ERO agree that for ongoing and sustained improvement, staff at Scallywaggs Sprouts CHB1 should continue to:

  • strengthen bicultural practice
  • improve educators' knowledge and understanding of supporting Māori children's learning
  • strengthen approaches to internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Scallywaggs Sprouts CHB1 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:

  • 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; 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Scallywaggs Sprouts CHB1 will be in three years.

Phil Cowie
Director Review and Improvement Services
Central Region

12 February 2019

The Purpose of ERO Reports

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. 

2 Information about the Home-based Education and Care Service 

Location

Dannevirke

Ministry of Education profile number

55329

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

47

Standard or Quality Funded

Standard

Gender composition

Girls 27, Boys 20

Ethnic composition

Māori
Pākehā

  8
39

Number of qualified coordinators in the network

1

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

December 2018

Date of this report

12 February 2019

Most recent ERO report(s)

Education Review

December 2016

Education Review

December 2013

Education Review

March 2009

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.