Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14

Education institution number:
30337
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
4
Telephone:
Address:

2 Maadi Road, Onekawa, Napier

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Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14 - 12/02/2019

1 Evaluation of Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14

How well placed is Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14 is well placed to promote positive learning outcomes for children.

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

Background

Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14 is one of two home-based networks operating in Napier. 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.

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 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 In-Home Childcare Hawke's Bay 14 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 In-Home Childcare Hawke's Bay 14 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 In-Home Childcare Hawke's Bay 14 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

Napier

Ministry of Education profile number

30337

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

35

Standard or Quality Funded

Quality

Gender composition

Girls 18, Boys 17

Ethnic composition

Māori
Pākehā

  6
29

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

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.

Scallywaggs SPROUTS In-Home Childcare Hawke's Bay 14 - 13/12/2016

1 Evaluation of Scallywaggs SPROUTS In-Home Childcare Hawkes Bay 14

How well placed is Scallywaggs SPROUTS In-Home Childcare Hawkes Bay 14 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Governance and management roles are not sufficiently defined to support a clear understanding of expectations and a sustained approach to operation. Systems that support coordinators' growth as teachers, quality assurance, consistent practice and continuous improvement need further development.

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

Background

Scallywaggs SPROUTS In-Home Childcare Hawkes Bay 14 is one of six home-based networks operated by Scallywaggs 2007 Ltd in the Central North Island. This network is one of two Sprouts home-based services operating in Napier and Hastings. It is licensed to provide care and education for 80 children, including up to 80 aged under two years.

An advisory board and chief executive officer are responsible for the business aspects of the Scallywaggs organisation. A general manager maintains oversight of all Scallywaggs services. She is supported by three regional managers who oversee the work of a number of registered teachers (coordinators) working in the home-based services. In this network, two coordinators are employed to support in-home educators to provide suitable care and learning programmes for children.

In 2014, a new Scallywaggs general manager was appointed from within the existing staff. Since the December 2013 ERO review, the office premises have been expanded to include more meeting and work space for teachers and educators.

The philosophy emphasises the importance of building responsive, reciprocal relationships with children and whānau, and providing warm, nurturing environments and choices for children in their learning.

The previous ERO report identified the need for managers and coordinators to support educators to evaluate children’s learning. Some progress is evident. This remains a development focus.

This review was part of a cluster of six home-based education and care reviews in the Scallywaggs Sprouts organisation.

The Review Findings

Children in this network have opportunities to participate in a wide range of learning experiences. Many attend Sprouts' playgroups and organised trips, gym and music sessions in the local community. A range of resources is provided to support educators to provide meaningful experiences for children, linked to their interests and essential learning areas.

Management and coordinators work hard to remove barriers to children’s participation in the service. They are aware of local agencies and resources to assist those who need additional support.

Children’s transitions into and out of the service are carefully considered by the Sprouts coordinators. Care is taken to match families with educators when children enrol. While some information and advice is provided to families when children move on to school, coordinators should use up-to-date research and best practice to strengthen Sprouts approach.

Coordinators have identified the need to continue to work on developing their own and educators' understanding of high quality provision for infants and toddlers. Some professional development has been accessed and resourcing strengthened. Additional up-to-date readings about best practice would be a useful addition to supporting documentation.

Educators are supported by coordinators to be intentional when providing learning opportunities for children. Their contact is mostly focused on promoting the learning of individual children. Documentation supporting practice provides good examples of ways to analyse and respond to children’s learning, and information about the values of play.

Children's learning journals celebrate their daily participation and engagement in the home-based programme. Extensive use of photographs helps children to reflect on and revisit special moments. There now needs to be a shift of emphasis from noticing and responding to the activities children participate in, to identifying their significant learning and strategies that should promote their progress. An increased emphasis, in learning journals and coordinator feedback, on the principles of Te Whāriki, the early childhood curriculum, should help educators to articulate and evaluate children's learning.

Playgroups could be used more effectively to support educators' understanding of planning for learning and to follow up on children's interests and developing dispositions for learning.

Sprouts' coordinators and managers express commitment to the development of a more culturally responsive approach. Key policy and operational guidelines that outline expectations for acknowledgement of te ao Māori across the Sprouts' networks are not yet in place. Development of a more bicultural curriculum has been identified as a priority. Some resources have been provided to support educators to use te reo Māori and understand aspects of tikanga. Managers should continue to seek connections with local iwi and access key Ministry of Education resources to inform decision making about next development steps.

Development of responsive, reciprocal relationships with families and whānau is a priority. Use of the Sprouts' website has improved communication. Coordinators acknowledge the importance of identifying and responding to the aspirations parents have for their children’s learning. This is a focus for development in 2016.

Coordinators and the general manager work well together as a team, supporting each other in their roles. A culture characterised by warmth and care for others is evident. Opportunities for leadership are encouraged. Regular meetings are focused on professional growth at coordinator and educator levels. Professional development is budgeted for and provided. A suitable appraisal process for coordinators has yet to be established.

A performance development process to support the general manager in her role as service leader is required. She has identified the need to strengthen professional dialogue and the quality of discussion at regional management level. Appraisal and focused professional support linked to her leadership and teaching roles should be priorities.

Guidelines and expectations for key aspects of operation and practice need further development. Governance and management roles and responsibilities need to be further clarified and documented to ensure key tasks are identified and completed, and operation is sustainable in terms of teaching and learning. Expectations for the in-home curriculum are not yet clearly defined to support consistent and shared understanding of requirements by educators and coordinators.

Through their regular contact, coordinators monitor aspects of educators’ practice. Educators and coordinators have a range of documentation to support their understanding of requirements. Management should develop and implement a systematic process that provides assurance that all legislative and Sprouts' requirements are being met by coordinators and educators, and that consistent monitoring of practice is evident at all levels.

Strategic direction has not yet been effectively identified. Priorities and plans for the development of the Sprouts organisation are not well established. A clear, carefully considered strategy outlining direction and actions defined by outcomes for children, is needed. Once direction is clearly defined, regular reporting strongly aligned to priorities should be put in place to support decision making at all levels. Desired outcomes should be identified in key operational documents to enable the quality of practices and progress in meeting goals to be monitored. There is not yet an established process of internal evaluation in place to effectively inform decision making about improvement.

Key Next Steps

The general manager, chief executive officer and ERO agree that priorities for this service are to:

  • identify priorities and plans for development

  • clarify governance and management roles and responsibilities

  • review/develop guidelines and expectations for operation and practice

  • develop and implement suitable individual development planning processes for coordinators and the general manager

  • develop and implement internal evaluation

  • support understanding of te ao Māori and implementation of a bicultural curriculum

  • develop and implement a systematic and comprehensive quality assurance process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Scallywaggs SPROUTS In-Home Childcare Hawkes Bay 14 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

Actions for compliance

ERO identified areas of non-compliance relating to governance and management. To meet requirements the service needs to improve its performance in the following areas:

  • implement a process of regular appraisal for the general manager

  • put in place an ongoing process of review and evaluation that helps maintain and improve the quality of its education and care

  • staff in teaching positions must be appraised using a process that meets Education Council requirements for the issue and renewal of practising certificates.

Licensing Criteria for Home-based Education and Care Services 2008, GMA6, GMA5, Part 31 Education Act 1989]

In order to improve current practice management should:

  • develop and implement a systematic process that provides assurance that all legislative requirements for homebased-education and care are being met by coordinators and educators

  • ensure policy documentation and guidelines accurately reflect current legislative requirements

  • review excursion guidelines and permission processes to support consistent practice and understanding.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Scallywaggs SPROUTS In-Home Childcare Hawkes Bay 14 will be within two years.

Joyce Gebbie

Deputy Chief Review Officer Central

13 December 2016

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

Hawkes Bay

Ministry of Education profile number

30337

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

51

Standard or Quality Funded

Standard

Gender composition

Boys 27, Girls 24

Ethnic composition

Māori

Pākehā

Tongan

15

33

3

Number of qualified coordinators in the network

Two

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

October 2016

Date of this report

13 December 2016

Most recent ERO report(s)

Education Review

December 2013

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 2008

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.