PORSE Canterbury Q1

Education institution number:
65010
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
112
Telephone:
Address:

Unit 3 11 Tyne Street, Addington, Christchurch

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1 Evaluation of PORSE Canterbury Q1

How well placed is PORSE Canterbury Q1 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

PORSE Canterbury Q1 is well placed to promote positive learning outcomes for children.

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

Background

PORSE Canterbury Q1 is a home-based education and care network operating under the umbrella of PORSE In-Home Childcare (NZ) Ltd (the organisation). It is one of three networks in Canterbury. Of the 77 children currently enrolled, nine are Māori.

Since the February 2015 ERO evaluation the organisation had had two changes of ownership. In 2015 it was sold to Evolve Education Group Ltd. In late 2018, it was purchased by Rainbow Group. The existing structures for national and community team management have continued. The role of curriculum and quality assurance coach has recently been established to support the work of the national coach.

In this network, five programme tutors, who are qualified and registered teachers, work alongside trained educators to assist them to implement care and learning programmes for children in the homes. Programme tutors are supported by a regional coach who reports to the senior leadership team. A recent restructure of staffing has resulted in changes to the programme tutor role.

Two options for education and care are offered: the home educator model where educators work in their own home, and the nanny educator model where an educator works in a family’s home.

The organisations vision is ‘expanding the hearts, minds and wellbeing of a nation through nurturing childcare in-home’. The philosophy guiding teaching and learning has been refreshed to better acknowledge the organisations commitment to The Treaty of Waitangi. There is an emphasis on authentic relationships, environments and learning experiences.

The 2015 ERO report identified that improvement was required in aspects of curriculum planning, including Māori perspectives and internal evaluation. Some progress has been made in all areas, however aspects of each remain next steps for improvement.

This review was one of six in the PORSE In-Home Childcare (NZ) Ltd.

The Review Findings

Establishing strong warm and responsive relationships with children, families and whānau is highly valued and promoted within the service. Leaders and programme tutors carefully select and match the educator, parent and family to foster parental choice and provide children with consistent care and education. This supports children and families develop a sense of belonging to the educator.

Children enjoy a wide range of activities and experiences that respond to their interests and abilities. PORSE organised playschools and excursions provide children with opportunities to develop social and physical skills, connections with the community and extend the in home curriculum.

Programme tutors are in the early stages of implementing Treaty of Waitangi based practices. The regional coach has identified building these practices into programmes and practices as a priority.

Programme tutors work positively alongside educators to provide nurturing environments for infant and toddler's wellbeing and learning. This includes supporting educators to be more responsive to young children by establishing continuity and consistency of care routines. Children with additional learning needs benefit from the low child-to-adult ratios.

Educators are well supported to provide education and care for children through useful systems and processes, trained personnel, resources and on-going training. They receive regular visits and communication with programme tutors who have oversight that expectations and compliance matters are met. Some streamlining and refinement to policies and processes is needed to ensure that practices are consistently implemented, in particular, the risk management assessment for excursions.

Planning and assessment for children's learning is variable across the network. Educators regularly record day-to-day activities and children's involvement in the programme. Best examples of records of learning show how programme tutors and educators recognise and foster children's learning including intentionally building social competence, oral language and physical skills. It is timely to undertake further work to identify priorities for children's learning aligned to Te Whāriki, the early childhood curriculum and to strengthen key aspects of assessment, planning and evaluation.

An appropriate appraisal process encourages programme tutor's professional growth.

The organisation values self-review as a tool to promote improvement. Coaches and programme tutors carry out regular reviews to help improve aspects of programmes and practices. When the philosophy is next reviewed it should be influenced by the aspirations parents, families and whānau have for their children.

Leaders and programme tutors should continue to develop the understanding and use of robust internal evaluation for improvement through building evaluative thinking and reasoning capability at all levels of the organisation.

Key Next Steps

The key next steps for PORSE leaders are to:

  • continue to build Treaty of Waitangi based practice in systems and processes

  • continue to work with Te Whāriki to develop curriculum priorities and desired outcomes for children’s learning

  • ensure that ongoing revision of the service philosophy is influenced by the aspirations parents, families and whānau have for their children

  • develop evaluative thinking and reasoning capability to effectively use internal evaluation throughout all systems and processes to improve outcomes for children.

The key next step for network leaders and programme tutors is to develop effective planning and assessment processes and practices that support educators and show how:

  • the curriculum reflects identified priorities for learning

  • parents ‘ aspirations for their children’s learning are responded to

  • children’s language, culture and identity are valued

  • they identify children’s capabilities and where additional support may be needed

  • children’s next steps for learning lead to progress over time.

Leaders and programme tutors need to work with educators to evaluate the effectiveness of planned strategies and experiences in supporting desired outcomes for learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Canterbury Q1 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.

ERO identified an area of non-compliance in health and safety. The service provider must:

  • ensure that documentation shows that whenever children leave the premises on an excursion assessment and management of risk is undertaken.

Licensing Criteria for Home-based Education and Care Services 2008, HS14.

To improve current practice, the early childhood service management should improve monitoring of health and safety systems in each home, in particular sleep, medication and evacuation records.

Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

20 August 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

65010

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

98

Standard or Quality Funded

Quality

Gender composition

Boys 52, Girls 46

Ethnic composition

Māori
NZ European/Pākehā

9
77

Number of qualified coordinators in the network

Five

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

June 2019

Date of this report

20 August 2019

Most recent ERO report(s)

Education Review

February 2015

Education Review

September 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

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 Addington Q1

How well placed is PORSE Addington Q1 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 Addington Q1 is a network operating under national 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 inhome' is anchored with a mission statement, 'to have all people in New Zealand schooled in nurturing and educating children in their care.'

There are two models that PORSE offers as 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 96 children enrolled in the network at the time of this review, six 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 support programme tutors, reporting to national coaches.

PORSE provided a range of support to educators, families and staff following the Canterbury earthquakes in 2011 and 2012.

This review was part of a cluster of five home-based networks in the PORSE umbrella organisation.

The Review Findings

Children's wellbeing and sense of belonging are promoted within the small group size that enables them to develop close, caring relationship with their educator. Qualified and registered programme tutors regularly visit and support educators to plan and implement a curriculum that provides a range of learning experiences and activities for children.

Children's portfolios indicate that they are involved in a wide range of interesting curriculum activities that are linked to literacy, music, art, dramatic play and physical activity. Mathematical learning occurs mainly incidentally within daily, real life, experiences around the home and in the community.

Although there is some variation in assessment practices, there is evidence of good quality assessment that recognises children’s learning. These examples also provide practical next steps to extend children’s learning interests. Programme tutors use a range of ways to help all educators to work towards better quality assessment.

The service leaders and programme tutors place a strong emphasis on providing appropriate support for children up to two years old. Educators are guided to follow home routines and focus on caring and nurturing interactions within a home setting. Specific matching of educators with children and families helps to ensure each child’s specific interests and needs are well considered.

Children and families, with English as a second language, and those who have special education needs are provided with specific support from programme tutors and educators. They also work closely with specialist agencies where appropriate.

Programme tutors and educators are developing an increasing focus on providing children with opportunities to become more aware of the bicultural heritage of Aotearoa New Zealand. Educators can access a range of resources, and programme tutors have undertaken professional development. Programme tutors should use this new knowledge to inform all aspects of service operation, including the curriculum and success for Māori as Māori. This continues to be an area for development.

There are some robust appraisal and performance management systems in place. Educators are annually appraised by programme tutors who set and monitor goals. Parents' views are part of this process. The programme tutors appraisal is of good quality but requires further development to ensure that they are appraised against all the Registered Teacher Criteria annually.

Self review is an area for development. The service’s self review includes both planned and spontaneous reviews. Using a more evaluative approach to review, that focuses on the quality or effectiveness of practice and the impact on outcomes for children, should strengthen current practice. The community coach and programme tutors are currently undergoing further training to strengthen their understanding of self review.

Key Next Steps

The leaders and ERO agree that in order to continue to provide for the needs of all children, the programme tutors should strengthen:

  • curriculum planning and review to increase specific learning opportunities, for example in mathematics
  • the service’s bicultural curriculum
  • self-review processes to sustain high quality practices that benefit learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of PORSE Addington Q1 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 national and community coaches have recently placed a strong focus on developing and implementing effective health and safety procedures for each home-care and playschool setting.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of PORSE Addington Q1 will be in three years.Image removed.

Joyce Gebbie,

National Manager Review Services Central Region,

18 February 2015

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

65010

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

96

Standard or Quality Funded

Quality funded

Gender composition

Girls 48, Boys 48

Ethnic composition

Māori

Pākehā

Other ethnic groups

6

83

7

Number of qualified coordinators in the network

1

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

18 February 2015

Most recent ERO report(s) 

Education Review

September 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.