PORSE Takanini S1

Education institution number:
30224
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
29
Telephone:
Address:

7A Paerata Road, Pukekohe

View on map

1 Evaluation of PORSE Takanini S1

How well placed is PORSE Takanini S1 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PORSE Takanini S1 is well placed to promote positive learning outcomes for children.

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

Background

PORSE Takanini S1 is part of PORSE In-Home Childcare (NZ) Ltd. It is a standard funded network, licensed for 80 children between birth and school age. A small number of children on the roll identify as Māori.

Educators in this network provide programmes for up to four children at a time. Home educators work with children in their own homes, and nanny educators work in the child's home. They are encouraged to enrol in PORSE education programmes. Educators are supported by regular visits from programme tutors who are qualified and registered teachers.

The PORSE philosophy places value on children having meaningful experiences, responsive and reciprocal relationships, and having their individual interests extended. A national PORSE team provides governance and management support for all PORSE services. This includes providing professional development, and administration and payroll services. In 2018, PORSE In-Home Childcare (NZ) Ltd was purchased by the Rainbow Corner Group.

The 2015 ERO report noted respectful relationships between visiting teachers, parents and children. Staff have worked to improve curriculum and bicultural practices, and self review and appraisal processes. Good progress has been made in these areas.

This review was part of a cluster of 11 reviews in PORSE In-Home Childcare (NZ) Ltd.

The Review Findings

Responsive and respectful relationships between programme tutors, educators, children and their families continue to be a strength of this network. Educators' interactions with children are positive and affirming. Children’s emotional wellbeing, sense of belonging and learning are well supported in surroundings that are familiar to them.

Parent/whānau involvement is encouraged. Educators actively seek and respond to parents' aspirations for their children's learning. Whānau are encouraged to provide feedback and share information with the educator and the service. Children play and learn in home settings that affirm their culture and language. Many educators use the home language of the child. Educators and programme tutors use some te reo Māori and include aspects of tikanga Māori in their practice.

Assessment records show that educators know children's individual strengths and interests very well. Infants and toddlers experience nurturing, individualised care that is attuned to their development and ways of learning. Children with additional needs are well supported and benefit from appropriate resourcing and inclusive practices.

Documents, including online records, show that educators help children to follow their play interests in well-resourced home environments. Children's development of oral language, and interest in mathematics, science and literacy experiences is clearly documented. They have many opportunities to be creative and imaginative problem solvers. Frequent excursions and playgroups provide opportunities for children to learn alongside and with larger groups of children and adults.

Service documents show that educator practices have improved as a result of the professional development they attend. Individualised coaching provided by programme tutors is also having a positive impact on practice. Programme tutors have a sound knowledge of theories, practices and trends in early childhood education. They skilfully model ways for educators to identify and enhance children's learning. Programme tutors' monthly reports show the clear focus they have on building educators' understanding of Te Whāriki, the early childhood curriculum, and relevant legislation.

Staff help parents to choose an educator who is the best match for their family. There are sound processes in place for educator recruitment and induction. These include provision of resources and training to ensure curriculum, and health and safety requirements in homes are being met. Educator records show thorough hygiene and safety practices, which are supported by programme tutors' regular health and safety checks.

Effective management systems are evident. Expectations for all staff and educators are clearly defined and supported by a comprehensive framework of policies and procedures and sound accountability practices. Organisational practices and policies reflect the PORSE philosophy and vision. There is a strong commitment to continuous improvement and to the principles of advocacy, equity and social justice. Internal evaluation is assisting staff to review current practices and identify areas for further development.

Key Next Steps

ERO agrees with the service's self-identified key next steps that include:

  • continuing to develop ways to enhance children's connections to their culture and fluency in their home language/s
  • supporting educators to recognise the diversity of languages and cultures that exists in Pacific communities and embed this in curriculum planning for individual children
  • increasingly implementing transition to school practices designed to nurture and support children's wellbeing
  • extending opportunities for staff and educators to develop their leadership skills.

Service leaders and ERO agree that key next steps also include:

  • making the ways that children lead and take responsibility for their own learning more evident in curriculum assessment, planning and evaluation documentation
  • strengthening internal evaluation by increasing educators' input into it, and monitoring the impact of decision making on outcomes for children
  • programme tutors evaluating the effectiveness of their coaching of educator practice, and the impact of improved practice on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Takanini S1 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.

Steve Tanner
Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

23 December 2020

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

Takanini, Auckland

Ministry of Education profile number

30224

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

18

Standard or Quality Funded

Standard

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

4
8
6

Number of qualified coordinators in the network

2

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

November 2020

Date of this report

23 December 2020

Most recent ERO report(s)

Education Review

March 2015

Education Review

June 2011

Education Review

August 2006

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

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.

1. Evaluation of PORSE Takanini S1

How well placed is PORSE Takanini S1 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

PORSE Takanini is a network operating under notional early childhood education provider PORSE In-Home Childcare. With a strong focus on education and training, PORSE supports individuals, families and communities by using the latest scientific research in early brain development and attachment theory to inform programme delivery and address education needs.

The Vision, 'expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home' is anchored with a Mission 'to have all people in New Zealand schooled in nurturing and educating children in their care'. There are two models that PORSE offers as a part of in-home childcare delivery — the Home Educator model, where an educator works from their own home and a Nanny Educator model, where an educator works from the family's home. Of the 64 children enrolled in the network at the time of this ERO review, 11 identify as Māori.

Qualified and registered programme tutors work alongside educators to provide ongoing support with learning programmes to enhance learning and development opportunities for children. PORSE also supports families and educators with contract set-up, administration and payroll services. Community coaches in Auckland support programme tutors working alongside national coaches to support national consistency and quality outcomes for children.

This review was a part of a cluster of five home-based network reviews for PORSE In-Home Childcare.

The Review Findings

Children benefit from a variety of meaningful learning experiences within the home and local community. Children’s sense of belonging is promoted within the home through the small group size, and high adult-to-child ratios. The small group size particularly supports the wellbeing of infants and toddlers. Programme tutors encourage educators to access a variety of playgroups, including a nature playschool where children can actively explore and learn about the natural world. Attendance at playgroups and outings in the local community provide valuable opportunities for children and educators to socialise with one another.

Programme tutors provide professional guidance and support to extend educators' individual knowledge about quality education and care. They work alongside educators to help them understand and implement Te Whāriki, the early childhood curriculum, and record children's experiences in learning journals. These documents are shared with families who are also invited to outline aspirations for their child's learning. Resources and readings are made accessible to educators to promote literacy and mathematical learning through children's play and in daily home experiences. A greater emphasis on documenting children's learning would enhance these records.

Considerable thought is given to matching educators and families, and an emphasis is placed on ensuring positive relationships underpin all aspects of the child’s experiences. Programme tutors effectively support educators to provide appropriate education and care. They regularly visit to observe children and educators. During these visits they provide advice and guidance, resources and monitor the health and safety of the environment.

Professional development undertaken by programme tutors over two years has resulted in improvement and increased the participation of Māori children in home-based education and care in Takanini. Family educators contribute to providing contextually relevant experiences for Māori children. Some programme tutors have particular skills and expertise in te ao Māori and share these strengths with other programme tutors and educators.

The views of families are welcomed by the organisation to enhance positive outcomes for children. Families are consulted and invited to share their views and have input into their child’s education and care. A collaborative team culture and professional approach is evident within PORSE management and leadership.

Management is improvement focused and has some well established systems and processes for monitoring practices. Self-review practice is developing. Using a more evaluative approach to review, that focuses on the quality and effectiveness of practice and the impact on outcomes for children, should strengthen current practice.

PORSE operational and administration systems effectively support educators, programme tutors and coaches in their roles. Career pathways are well designed. Rewards for study and achievement of particular milestones are available for educators and programme tutors. Emphasis is placed on ensuring that all reasonable steps are taken to meet health and safety requirements in the home. Clear documentation outlines useful induction procedures for educators and programme tutors.

A good range of professional learning and development is available nationally and locally. Training opportunities and readings on the PORSE website enable educators and programme tutors to keep up-to-date with current early childhood practice. The appraisal process is currently being reviewed to align with the Registered Teacher Criteria. Clear reporting processes to the senior leadership team keep them informed of initiatives and systems being reviewed. Programme tutors regularly meet to reflect on daily practices and how they can be further improved.

Key Next Steps

ERO and PORSE management agree areas for ongoing development include:

  • embedding a more evaluative self-review process into practice and more clearly documenting the impact of self review in relation to positive outcomes for children
  • strengthening the performance management process for teaching staff to further embed the links to the professional teaching requirements
  • increasing documentation of programme tutors' guidance and coaching in educators' in-visit notes, and the recording of children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Takanini S1 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of PORSE Takanini S1 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

9 March 2015

2. Information about the Early Childhood Service

Location

Auckland

Ministry of Education profile number

30224

Licence 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

64

Standard or Quality Funded

Standard funded

Gender composition

Boys 39,

Girls 25

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

11

19

5

29

Number of qualified coordinators in the network

3

Reported ratios of staff educators to children

Under 2

1:2

Meets minimum requirements

 

Over 2

1:4

Meets minimum requirements

Review team on site

October 2014

Date of this report

9 March 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

June 2011

 

Education Review

August 2006

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.