The Nanny Company South Limited

Education institution number:
65181
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

59 Carruthers Street, Ilam, Christchurch

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The Nanny Company South Limited - 10/05/2019

1 Evaluation of The Nanny Company South Limited

How well placed is The Nanny Company South Limited to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Nanny Company South Limited is very well placed to promote positive learning outcomes for children.

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

Background

The Nanny Company Limited (the company) is a privately owned, home-based education and care service. It operates five networks. Three networks, including this one (The Nanny Company South Ltd), are located in Christchurch and two in Wellington. Children are educated and cared for in their own homes by nannies.

Some nannies in this network have early childhood qualifications. Some of them have been with the service for long periods of time. The director of the company is a qualified early childhood teacher. A qualified and certificated early childhood teacher (the visiting teacher) oversees the network and provides ongoing support for the nannies. An administration team is responsible for the daily operations.

The network has made good progress in addressing the recommendations of the December 2014 ERO report. The area of non-compliance relating to new nannies gaining a first aid qualification prior to commencing employment was immediately addressed. The service has a positive reporting with ERO.

This review is one of five homebased networks in The Nanny Company Limited.

The Review Findings

The Company's vision is to ‘enrich the lives of tamariki’ through the education and care programmes provided by a nanny in the child's own home. This is supported by the director's high expectations for children’s learning and wellbeing. With the leadership team she has set a clear direction for the service where the best interests of children are at the heart of decision making. For example, there are rigorous recruitment processes for the selection and induction of nannies, so that a best possible match can be made with families.

Children are very well supported by their nannies and visiting teacher to develop a strong sense of belonging and wellbeing, and competence as learners as they progress through their early childhood years. They, and their parents, benefit from the close, trusting relationships they have with their nannies. With the guidance and support of the visiting teacher, nannies implement meaningful learning programmes, consistent with Te Whāriki, the early childhood curriculum, within homes and the wider community. Since ERO’s 2014 review, visiting teachers have increased the range of resources and prompts for nannies to assist them in using te reo Māori with the children. It is now time for the visiting teacher to encourage nannies to implement Te Tiriti-based bicultural curriculum in deeper ways.

Children’s learning is enhanced by the many opportunities they have to:

  • learn about the wider world by attending playgroups and exploring community facilities
  • develop early literacy and mathematics concepts in everyday experiences
  • extend their strengths and interests and learning dispositions through the individualised programmes provided by the nannies.

Infants and toddlers and children with additional learning or health needs are well provided for in their own homes. Nannies closely follow the family routines and develop secure bonds with the children. Daily contact ensures information is shared in a timely manner. Nannies know the family’s culture, values and aspirations for their children and work very well to respect and respond to these.

The company's visiting teachers work very well together as a collaborative team. They have developed sound systems and processes to build consistency of practice across the networks. These include:

  • making effective use of digital technology to support regular meetings and access information

  • peer assessment and a robust appraisal system that is contributing to improved teaching practice

  • shared expectations about what constitutes high quality practice and a consistent approach to coaching and mentoring nannies

  • effective systems for planning, assessing and evaluating children’s learning

  • ensuring that the homes maintain the company’s expectations for health and safety practices, consistent with the early childhood education regulatory framework.

As a result nannies are very well supported in their work. They benefit from the regular contact they receive from their visiting teacher and the many resources and ongoing professional learning and development opportunities made available to them.

Internal evaluation is well aligned to the company's strategic plan and has a focus on improving outcomes for children. Visiting teachers include a wide range of views, including those of nannies and parents in evaluation processes. The director and visiting teachers agree that a next step is to better document the evaluation of the strategic plan and that the recorded outcomes of internal evaluation more clearly show the shifts in teaching practice and the difference made to children’s learning.

The director has developed many useful systems to inform her about the quality of care and education in each of the networks. She works very effectively with visiting teachers and the leadership team to lead and manage the organisation.

Key Next Steps

ERO, the director and leaders of the service agree that next steps to improve practices and processes are to:

  • better document the evaluation of the strategic plan

  • show in the recorded outcomes of internal evaluation the shifts in teaching practices and improvements to children's learning and, where appropriate, show alignment to the company's valued outcomes and learning priorities

  • extend Te Tiriti o Waitangi principles through policies and practices and build nanny confidence and capacity to implement a bicultural curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Nanny Company South Limited 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

10 May 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

Christchurch

Ministry of Education profile number

65181

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

17

Standard or Quality Funded

Standard

Gender composition

Boys 10, Girls 7

Ethnic composition

NZ European/Pākehā
Other ethnicities

14
3

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

March 2019

Date of this report

10 May 2019

Most recent ERO report(s)

Education Review

December 2014

Education Review

November 2011

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

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.

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.

The Nanny Company South Limited - 09/12/2014

1 Evaluation of The Nanny Company South Limited

How well placed is The Nanny Company South Limited to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

The Nanny Company Ltd (the company) is a family-owned service that provides education and care for children from birth to five years of age. Parents employ a nanny from the company to educate and care for their children at home.

Since the November 2011 ERO report, the management team have ensured that the good practices from the last review have been mostly sustained through the impact of the Canterbury earthquakes.

The service is made up of a number of Networks in Christchurch, Nelson, and Wellington. At the time of this review, there were no children enrolled in this network.

This review was part of a cluster of four home-based care services reviews in The Nanny Company Limited.

The Review Findings

The findings in this report relate to the company and the work of the management team in promoting positive outcomes for children in all the schemes that they operate.

The service managers support nannies to foster close relationships with the children and their families. They help parents choose a nanny who is the best match for their family. Through ongoing visits to nannies and contact with families, the company promotes strong, responsive, respectful relationships between all parties to support children in their learning and care.

Visiting teachers support nannies to provide a curriculum based on everyday experiences. Activities such as baking, gardening and board games provide opportunities for children to learn about literacy, numeracy and science concepts. The company organise regular playgroups and outings to enrich the range of learning opportunities. These provide links to the community and build social support networks amongst children, their families and nannies.

The management team recognise and make good use of the strengths they have together. They foster positive constructive relationships within the company. Recently they have introduced a nanny awards ceremony to celebrate and share best practice. Peer assessments have been introduced to help the visiting teachers give each other valuable feedback, grow their leadership skills and ensure that The company's expectations are consistently met in each of the schemes. The owner and operations manager provide effective leadership and ongoing support to the visiting teachers.

The company is led by a cohesive management team who have strategically managed the service through a period of change. They have a future focus and continually look for ways to make improvements. This is evident in the way they:

  • are guided by a clear shared vision and core values
  • have developed relevant planning to guide the company direction in the next two years
  • have effective systems for the daily operations of the company
  • make good use of self review to know how well they are meeting their own expectations
  • provide generous ongoing professional development for visiting teachers and nannies.

Key Next Steps

The management team have identified, and ERO's evaluation supports, the need to build on current good practice and strengthen outcomes for children. The company’s key next steps are to:

  • enhance aspects of self review. This includes finding more ways to include parent views and aspirations in the self-review process and the review of the philosophy, policies and procedures
  • continue to provide opportunities for managers and visiting teachers to develop knowledge and understanding of te ao Māori. This will assist them to support the implementation of a curriculum that incorporates Māori perspectives
  • better show in guiding documents (vision, philosophy and curriculum policy) the services desired outcomes for children
  • strengthen the appraisal process by setting rigorous goals and gathering evidence of how the Registered Teacher Criteria are met.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Nanny Company South Limited completed an ERO Centre 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.

The service provider ensures that nannies have relevant first aid qualifications and that once obtained these are kept current. To improve practice the service provider needs to ensure that nannies have a current first aid certificate prior to commencing work in the homes.[Licensing criteria for home-based Education and Care Services 2008, HS22)

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The Nanny Company South Limited will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services Central Region

9 December 2014

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 Early Childhood Service

Location

Christchurch

Ministry of Education profile number

65181

Licence type

Home-based Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 80 aged under 2

Service roll

NIL at the time of this review

Review team on site

September 2014

Date of this report

9 December 2014

Most recent ERO report(s)

Education Review

November 2011

 

Education Review

February 2008

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.