Dream Education Programme (2)

Education institution number:
46034
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

Ground Floor 81 Grafton Road, Grafton, Auckland

View on map

Dream Education Programme (2) - 11/06/2020

1 Evaluation of Dream Education Programme (2)

How well placed is Dream Education Programme (2) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Dream Education Programme (2) requires further development to promote positive learning outcomes for children.

The service provider needs to improve the monitoring of health and safety practices to ensure licensing requirements are met.

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

Background

Dream Education Programme (2) is one of 10 home-based education and care networks operating as part of the Dream Education organisation. The network provides for families who have employed an au pair to look after their children in their own home. Of the 51 children currently enrolled in the network, a small number of children are Māori.

Many of the au pairs in this network are from overseas and typically stay in Aotearoa New Zealand for up to one year. Qualified and registered visiting teachers (VTs) visit au pairs monthly and provide resources, activities and ideas to support children's learning.

The owner works with a general manager, an education manager, and a placement and administration team. The philosophy of 'given respectful relationships, the right environment, and support, children will develop holistically and at their own pace' underpins service operations.

This review was part of a cluster of six home-based education and care networks in the Dream Education organisation.

The Review Findings

Children participate in many excursions in the community, engaging in spontaneous and planned learning experiences. Their learning records show that children have fun and make choices, and their individual needs are responded to well by au pairs. Playgroups and service events provide good opportunities for children to learn and socialise as part of a larger group.

Au pairs provide a play-based programme. They keep good records of each child’s day, noting routines and activities that children participate in. These experiences include early literacy, mathematics, science and many opportunities to be creative and physically active. There is a strong focus on children learning through everyday experiences.

Children's emotional wellbeing and sense of belonging is well supported. VTs support au pairs to understand the preferences of infants and toddlers. Au pairs provide individualised, nurturing care for these younger children.

Service operations are underpinned by a shared belief in the educational benefits of home-based learning for children and their families. There is an organisational commitment to the Treaty of Waitangi, implementing bicultural practices and using te reo Māori in the homes.

There are robust placement processes. Au pairs are carefully matched with each families' beliefs and values. Parents give positive feedback on the education and care of their children and the support they receive from the service.

Relationships between service leaders, VTs, au pairs and parents are respectful, responsive and trusting. VTs use an individualised approach to affirm and support au pairs in their work with children. Au pairs receive useful documentation that provides clear guidelines and expectations about their role.

Service leaders, VTs and administrators work collaboratively to manage the service. Clearly defined values and roles guide the service's vision and strategic direction. The service philosophy and vision are well reflected in service practices and policies. Processes for internal evaluation have been established and are used by service leaders to review practices and target areas for further development.

Key Next Steps

Key next steps are to:

  • strengthen the monitoring of policy implementation and health and safety practices to assure the service provider that licensing requirements are being met

  • evaluate how well the programmes in homes reflect Te Whāriki, the early childhood curriculum, and respond to, plan for and extend individual child-led learning over time

  • use internal evaluation to enhance service provision, and evaluate the impact and outcomes of improvements on teaching practices and children's learning

  • more clearly document how VTs coach and guide nannies to improve how they respond to children’s individual interests and implement Te Whāriki in home-based environments.

Management Assurance on Legal Requirements

Before the review, the staff and management of Dream Education Programme (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:

  • 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.

Since the onsite visit, the service has provided ERO with evidence to show that all children's workers who have access to children are now being correctly safety checked in accordance with the Children's Act 2014.

Actions for compliance

ERO identified significant areas of non-compliance relating to health and safety. To meet requirements the service provider must ensure records consistently show that:

  • emergency drills are carried out in homes on at least a three-monthly basis

  • a procedure for monitoring children's sleep is implemented

  • there is evidence of parental acknowledgement of all medicine given to children

  • a written supervision plan to ensure the health and safety of children enrolled in the service is maintained.

Licensing Criteria for Home-based Education and Care Services 2008, HS7, HS8, HS25, HS34.

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

11 June 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

Grafton, Auckland

Ministry of Education profile number

46034

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 32 Girls 19

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

2
34
15

Number of qualified coordinators in the network

7

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

March 2020

Date of this report

11 June 2020

Most recent ERO report(s)

Education Review

December 2016

Previously known as: Dream Au Pair Play & Learn Auckland 2

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

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.

Dream Au Pair Play & Learn Auckland 2 - 06/12/2016

1 Evaluation of Dream Au Pair Play & Learn Auckland 2

How well placed is Dream Au Pair Play & Learn Auckland 2 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

Dream Au Pair Play & Learn Auckland 2 is a home-based education and care service. It is privately owned by Dream Au Pair Club New Zealand Limited, based in Auckland. They also operate a service in Wellington.

Dream Au Pair places au pairs in homes. The au pairs come mainly from European countries and stay for a minimum of six months to a maximum of one year. They are carefully screened prior to travelling to take up their role in New Zealand. The families and the au pairs are matched to ensure their values, beliefs and interests align.

Au pairs receive orientation on arrival and are mentored and supported by education coordinators, who visit families' homes monthly to visit children and communicate with the au pairs at least fortnightly.

The philosophy underpinning practice has been recently reviewed to be more child focused. It promotes the importance of a safe physical, emotional and social environment to empower children to make their own discoveries and decisions. It also expresses a commitment to the principles of the Treaty of Waitangi.

This is the first ERO review of Au Pair Play & Learn Auckland 2.

The Review Findings

Children experience a rich curriculum with a variety of activities. Infants' and toddlers' care and routines are well considered. Weekly playgroups and excursions into the community provide extension to the programme. Over time, au pairs are well supported by education coordinators to assess children's learning based on child-led and play-based programme planning.

A monthly planning focus is based on children's emerging interests. Resources and professional development are provided to the au pairs to implement the planned programme. A next step is to strengthen the evaluation of group planning to inform future programmes and identify the impact on children's learning.

Assessment and planning show progression of learning as well as links to Te Whāriki, the early childhood curriculum. Children's portfolios demonstrate how they are settled and develop strong relationships with their au pairs.

The service is well prepared to support the learning of children with diverse needs.

New Zealand's bicultural heritage is promoted in the service's curriculum and philosophy. The service supports au pairs to understand this at orientation and through the provision of useful resources. Te reo me ngā tikanga Māori is at the beginning stages of being embedded in the curriculum. Leaders have identified that this is an area for development. ERO agrees. The inclusion of mātauranga Māori across the curriculum will provide a better foundation for all children and in promoting educational success for Māori children.

Effective communication is evident. Education coordinators develop strong relationships with au pairs and the host families. Documentation of their visits give useful guidance and coaching to au pairs, as well as purposeful teaching and learning strategies. These reports are made available online for children, au pairs and families. Leaders and managers have developed a useful range of strategies to enable host families to be well informed and have opportunities to provide feedback on all aspects of the curriculum.

Education coordinators benefit from effective management. Service policies and procedures are regularly reviewed and reflect good practice and current legislation. An annual plan, linked to the company's strategic plan, successfully guides the service's operation. There are sound systems and processes in place to monitor children's health and safety. Areas of concern and potential hazards are promptly and effectively attended to.

The appraisal procedure for all staff has been recently reviewed. All components meet the expectations of the Education Council. Collecting a broader range of evidence that demonstrates progress towards meeting goals would strengthen this process.

The service is improvement focused. Leaders have started to inquire into aspects of practice to identify what could be improved. A next step for managers and education coordinators is to further develop their understanding and use of internal evaluation. This should provide additional information to determine the effectiveness of service operations and practices, to inform future decision making.

Key Next Steps

Leaders agree with ERO's external evaluation that they should continue to:

  • strengthen the evaluation of group planning to determine the impact of experiences on children's learning

  • build education coordinators' knowledge and skills in te reo me ngā tikanga Māori to better support au pairs practice

  • develop their understanding and use of internal evaluation. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Dream Au Pair Play & Learn Auckland 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:

  • 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 Dream Au Pair Play & Learn Auckland 2 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

6 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

Auckland

Ministry of Education profile number

46034

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 40 aged under 2

Service roll

42

Standard or Quality Funded

Standard

Gender composition

Girls 23, Boys 19

Ethnic composition

Māori

Pākehā

Other ethnic groups

1

39

2

Number of qualified coordinators in the network

1

Required ratios of educators to children

Under 2

1:2

Over 2

1:4

Review team on site

October 2016

Date of this report

6 December 2016

Most recent ERO report(s) 

No previous ERO reports

 

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.