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PARENTS AS FIRST TEACHERS

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									        PARENTS AS FIRST TEACHERS

                   PRACTICE GUIDELINES




                                     July 2011




Parents As First Teachers Practice Guidelines July 2011   1
Contents
1.         About these guidelines ............................................................................................ 4
Who are these guidelines for?........................................................................................................... 4
How did these guidelines come about? ............................................................................................. 4
What is the purpose of these guidelines? .......................................................................................... 4
How should these guidelines be used? ............................................................................................. 4
Will these guidelines be revised? ...................................................................................................... 4
Where can you go for further information? ........................................................................................ 4

2.         About the PAFT programme .................................................................................... 5
What is the history of the PAFT programme? .................................................................................... 5
What is the PAFT programme about? ............................................................................................... 5
Who is the client group of the PAFT programme? ............................................................................. 5
What is the PAFT programme seeking to achieve? ........................................................................... 6
What are the PAFT programme core principles?............................................................................... 6

3.         The people involved ................................................................................................. 8
Where do PAFT providers fit in the big picture? ................................................................................ 8
What are the main roles of the groups involved in the PAFT programme? ........................................ 8
What are the Principles underpinning the relationship between the Ministry and the PAFT
provider? ........................................................................................................................................... 8

4.         Service delivery ........................................................................................................ 9
What activities does the PAFT programme focus on? ....................................................................... 9
4A. Programme delivery .................................................................................................................... 9
4B. Recruitment of PAFT families ................................................................................................... 10
PAFT personal visits ....................................................................................................................... 13
4C. Āhuru Mōwai and Born to Learn curriculum .............................................................................. 14
4D. PAFT group meetings ............................................................................................................... 17
4E. Health checks ........................................................................................................................... 17
4F. Referral to other support agencies ............................................................................................ 18
4G. Professional service delivery .................................................................................................... 18
4H. Feedback from PAFT families................................................................................................... 19
4I. Complaints process.................................................................................................................... 19
4J. Code of conduct, child abuse and safety issues ........................................................................ 19
4K. Training .................................................................................................................................... 21
4L. PAFT professional development ............................................................................................... 21

Parents As First Teachers Practice Guidelines July 2011                                                                                  2
4M. Supervision of parent educators ............................................................................................... 21
4N. Forms and recordkeeping ......................................................................................................... 21
Cultural awareness ......................................................................................................................... 25

5.        Measuring results and reporting ........................................................................... 27
How do we know if the PAFT programme is working?..................................................................... 27
What data needs to be collected for reporting? ............................................................................... 27
What reports are required by the Ministry? ...................................................................................... 27

6.        Appendix 1 – Individual Service Specifications ................................................... 29

7.        Appendix 2 – PAFT programme operational financial information reports....... 30




Parents As First Teachers Practice Guidelines – July 2011                                                                         3
1. About these guidelines
Who are these guidelines for?
These guidelines are for the organisations funded by the Ministry of Social Development (the
Ministry) to provide the Parents As First Teachers (PAFT) programme.


How did these guidelines come about?
These guidelines replace the previous service specifications, which were part of the PAFT
Agreements. These guidelines are now legally part of the Agreements with PAFT providers.


What is the purpose of these guidelines?
The guidelines provide:
      a set of commonly agreed practice principles and values to guide PAFT programme
       work
      detailed information about service delivery and practice
      a resource tool to help you deliver the PAFT programme consistently and in line with
       the national goals.


How should these guidelines be used?
These guidelines set the minimum standard, from which each PAFT provider can develop a
service that reflects their organisation‟s philosophical base, and incorporates local need and
the culture within which it works. It is expected that you will use them to assist you to
competently deliver the service according to the contract requirements.


Will these guidelines be revised?
This document is intended to be a living document and will be updated as required. Family
and Community Services (FACS) Āhuru Mōwai team staff will keep you informed of any
further revisions as it forms part of the Agreement.


Where can you go for further information?
For further information on these guidelines please contact your designated Āhuru Mōwai
team advisor at FACS.




Parents As First Teachers Practice Guidelines July 2011                                      4
2.       About the PAFT programme
What is the history of the PAFT programme?
The PAFT programme was established in 1992 to provide a support and development
programme for parents from before the birth of their child until their child is three years of
age. The PAFT programme originates from the PAT (Parents As Teachers) programme in
Missouri, USA. FACS has an agreement with PAT that enables PAFT to be provided in this
country.


What is the PAFT programme about?
The PAFT programme has been developed in the belief that parents are their child‟s first and
most important teachers. Although children are born to learn, they don‟t come with a set of
directions. PAFT provides research-based information on how children grow and develop,
and how parents can foster learning and nurture development. PAFT is delivered through
the Āhuru Mōwai and Born to Learn™ curriculum.

There are four core elements to the PAFT programme:
        personal visits by trained parent educators mainly as home visits
        group meetings of parents in the same locality
        milestones and health checks – regular observations and checking of the child‟s
         development milestones and regular monitoring and reminders of Tamariki Ora –
         Well Child Health Checks and Immunisations
        referrals and resources – helping families to connect with support services and
         community resources that are appropriate for their needs.


Who is the client group of the PAFT programme?
The PAFT programme is delivered to over 6,000 families in 60 areas across New Zealand.
PAFT is targeted at families who may fit into any of the following criteria:
        Low income of family/whānau, e.g. in receipt of income support or low wages
        Young age of parents – under 20 years, or between 20 and 25 years
        Family/whānau structure – parenting alone, or parenting without a supportive partner
        Lack of family, whānau or community support
        Lack of parenting information.
The recruitment criteria targets are individually negotiated between each PAFT provider and
FACS.




Parents As First Teachers Practice Guidelines – July 2011                                        5
What is the PAFT programme seeking to achieve?
The PAFT programme is seeking to achieve the following vision, long-term outcomes and
results for families/whānau.


Vision

The PAFT programme vision is that all children will learn, grow and develop to realise their
full potential.


Long-term outcomes

The PAFT programme has four general long-term outcomes related to children, parents and
the community:
       Increase parent knowledge of early childhood development and improve parenting
        practices.
       Provide early detection of developmental delays and health issues.
       Prevent child abuse and neglect.
       Increase children‟s dispositions for learning, participation in quality early childhood
        education and positive transitions to school.


Results

Families who participate in the PAFT programme have improved outcomes:
       Parents and whānau increase their knowledge and education about child
        development and parenting and are confident in their roles.
       Children feel secure and are nurtured and treasured by their parents and whānau.
       Parents, whānau and children are strongly and richly connected with their
        communities.


What are the PAFT programme core principles?
PAFT is designed to support and encourage parents, and was developed with the following
core principles that underpin practice:
       All parents want to be good parents.
       All families have strengths.
       Parents know their children best.
       The home is the first and most important learning environment.




Parents As First Teachers Practice Guidelines – July 2011                                         6
      Support in the first few years of life provides the foundation for successful life-long
       learning.
      Relevant information and practical support on child development assists parents in
       their parenting role.
      Family involvement in PAFT is most effective when support is individualised for each
       family and positive feedback is provided for parents.
      The family is part of the community and the family is able to access community
       services.
      Support programmes increase the family‟s ability to cope and manage independently.




Parents As First Teachers Practice Guidelines – July 2011                                        7
3. The people involved
Where do PAFT providers fit in the big picture?
PAFT providers are key contributors to the PAFT programme big picture. The Ministry funds
non-government organisations to manage the delivery of PAFT programmes within their
local communities.


What are the main roles of the groups involved in the PAFT
programme?
The three key groups of people involved in the delivery of the PAFT programme in
Aotearoa/New Zealand are:
       PAFT families – families who participate in the PAFT programme
       PAFT providers – organisations that employ the parent educators and implement the
        PAFT programme
       Family and Community Services (FACS) – the service line of the Ministry that
        manages the funding and contracting for PAFT, and training of parent educators.


What are the Principles underpinning the relationship between the
Ministry and the PAFT provider?
For a programme to be effective, it is essential that all parties collaborate to ensure the
services are effective and accessible. The following principles guide all dealings under this
Agreement. The parties agree to:
       act honestly and in good faith
       communicate openly and in a timely manner
       work in a collaborative and constructive manner
       recognise each other‟s responsibilities
       encourage quality and innovation to achieve positive outcomes
       support the principles of the Code of Funding Practice1
This Agreement does not constitute a partnership in the legal sense nor does it mean that
the PAFT provider is an employee or agent of the Ministry.




1
 For more detailed information about the Code of Funding Practice, or to download copies, go to:
http://www.msd.govt.nz/what-we-can-do/community/good-practice-funding/index.html




Parents As First Teachers Practice Guidelines – July 2011                                          8
4. Service delivery
What activities does the PAFT programme focus on?
In order to achieve the aims of this programme it is important that you as the PAFT provider
and all the other parties associated with the PAFT programme get involved and carry out a
number of actions and functions.


4A. Programme delivery
PAFT providers will ensure the programme delivery2 includes:
         Visiting families an average of 25 times over a three-year period at a mutually agreed
          place.
         Providing families with access to group meetings and other collaboratively organised
          community activities.
         Providing families with individualised support that focuses on child development and
          how to foster learning, by sharing information and appropriate parent–child activities.
         Monitoring enrolled child‟s developmental progress and undertaking milestone
          reviews annually.
         Providing families with information on health and developmental needs of the
          enrolled children and the Well Child Tamariki Ora services available in their area.
         Monitoring uptake of health checks and immunisations for enrolled children.
         Providing families with information about resources available in their community.
         Providing all enrolled families with the opportunity to complete a PAFT survey form
          each year and ensuring that that 95% of families indicate satisfaction with the PAFT
          services delivered.
         Having a quality assurance programme in place to ensure best practice, and that
          parent handouts are produced to a high standard for use with families.
         Having a clear process in place to include members from the community, including
          local groups, iwi and other cultural groups in governance structures.
         PAFT providers are also responsible for the administration and financial
          management of the PAFT programme.
Parent educators are a key element to the successful delivery of the PAFT programme, by
supporting PAFT families through one-on-one contact over a three-year period.




2
    Please refer to Appendix 1 for your programme‟s individual delivery specifications.



Parents As First Teachers Practice Guidelines – July 2011                                        9
Each PAFT provider is responsible for employing the appropriate number of parent
educators (full-time and/or part-time) for their site. A full-time parent educator position is
based on a caseload of 63 families.

The parent educator‟s role is to provide parents with the information and support they need
to become more confident in their parenting role, making effective use of family, whānau and
wider networks. The educators encourage positive parenting skills, and identify the parent‟s
strengths primarily through delivering the Āhuru Mōwai and Born to LearnTM curriculum.

In order to help families connect to relevant support services, parent educators need to
network regularly to build and maintain relationships so that they are knowledgeable about
the community services available in their area.


4B. Recruitment of PAFT families

Sources of PAFT referrals

A PAFT provider accepts referrals to PAFT from:
      self-referrals direct from families
      referrals from other agencies in the local community.

It is more likely that recruitments will come from networking with local agencies, than from
high-need families who are less likely to have the knowledge, resources or confidence to
seek assistance directly.


Recruitment guidelines

Providers will plan promotional work to recruit families, in anticipation of PAFT families
graduating, transferring or otherwise exiting the programme.

The general guidelines for recruitment are:
      Families can be enrolled before a child is born and up to four (4) months of age at the
       time of enrolment. Approval needs to be obtained from FACS for enrolments over
       this age before enrolment takes place.
      Families can be enrolled on the PAFT programme for one child only until the age of
       three (3) years, unless special circumstances apply.
      Priority is given to PAFT families transferring to another PAFT programme.
      Priority is given to families exiting from Family Start (a family coming to PAFT from
       Family Start is enrolled as a new family to PAFT and not as a transfer).



Parents As First Teachers Practice Guidelines – July 2011                                        10
Pre-natal recruitment

An expectant mother may be enrolled in the PAFT programme during pregnancy. There is
no restriction on what point of pregnancy must be reached before enrolling. The curriculum
materials include four pre-natal visit plans.


Recruitment resources

The Parents As First Teachers pamphlet may assist in recruiting families to enrol in the
PAFT programme.

PAFT providers are able to use the PAFT or Āhuru Mōwai logos on organisation resources
to promote the services that they provide. It is likely that promotional resources will include
brochures, posters, letterhead, building sites etc.

You may want to discuss your promotional ideas with your FACS contract manager if you
are unsure of the suitability of logo usage or would like to hear about how other
organisations are using the logos.

Electronic versions of the logos can be requested from your FACS contract manager.


Enquiry list

An enquiry list can be kept for families that have transferred from another PAFT programme,
or who have exited from Family Start. These families are considered to have a priority status.

Referrals and other enquiries from families can also be recorded on the enquiry list. Full
contact information and other relevant information will also need to be recorded e.g. child‟s
date of birth or expected due date, recruitment criteria that apply for each family, and any
special circumstances.

It is important that families on the enquiry list understand that being on the list does not
guarantee them a place on the programme.


Assistance for non-PAFT families

Families wishing to join the PAFT programme may find they are ineligible or there is no
available space for them. If this happens, parent educators can offer non-PAFT families:
      access to PAFT group meetings and information about other parenting activities or
       events




Parents As First Teachers Practice Guidelines – July 2011                                         11
      links to the Family and Community Services and SKIP websites with parenting
       information and a range of resources: www.familyservices.govt.nz, www.skip.org.nz.


Transfer or exit of PAFT families

A family transfers or exits from the PAFT programme in the following situations:
      the PAFT family completes the PAFT programme when the child turns three years
       old
      the PAFT family chooses to withdraw from the PAFT programme
      the Parent Educator loses contact with the PAFT family
      the PAFT family shifts away from the area
      the PAFT family shifts to another area and transfers to a PAFT programme
       somewhere else in Aotearoa/New Zealand
      the family enrols in Family Start
      the PAFT child dies
      the child no longer lives with the family, and the new carers do not choose to
       participate in the PAFT programme.


Transfer to another PAFT provider

When a family is moving out of the area and wants to continue with PAFT:
      Check availability of the PAFT programme in the new area.
      Clarify the transfer process with the PAFT provider in the new area and discuss with
       the family, i.e. will the family need to contact the new PAFT provider when they have
       completed their move, or will the new PAFT provider contact the family to arrange a
       visit when a space is available.
      The original PAFT provider completes the relevant exit/transfer forms, and the new
       PAFT provider fills in the completed transfer form as required.
      The new PAFT provider will be able to request the family file from the previous PAFT
       provider once a visit has been arranged.
      If the transfer process has not been completed within three months then the family
       may need to be exited by the original PAFT provider.


Replacement of exiting families

A PAFT team must replace families who exit from the local PAFT programme in order to
maintain enrolment numbers above the 95% level of the contracted target.




Parents As First Teachers Practice Guidelines – July 2011                                   12
An analysis of when three-year exits are due (on completion of the PAFT programme) will
mean that each team is able to advise their community networks of when vacancies are due
to become available.


Graduation from PAFT after three years

A PAFT family graduates from the PAFT programme when their child reaches three years of
age. Upon graduation, the family receives a PAFT certificate, and may keep the parent
handouts they received over the previous three years. There may also be a ceremony for
graduating families in the local area.

Parent educators may refer graduating families to further early childhood education services,
and provide families with parenting website addresses for more information.


PAFT personal visits
Parent educators visit each family monthly, on average, to provide two key functions:
        provide one-on-one support and learning for child development, using the Āhuru
         Mōwai and Born to LearnTM Curriculum
        provide regular checks on a child‟s overall development.

Parent educators provide individualised support through a structured learning series on child
development and how to foster early learning. They also share developmental information,
practical ideas, and model appropriate parent–child learning activities during the visit.


Location of personal visits

Personal visits are usually held in the PAFT participant‟s home. However, they may occur in
other locations as long as a parent or main caregiver is involved, such as: Te Kōhanga Reo,
Early Childhood Centre, Plunket rooms, someone‟s home or any safe place.


Number of personal visits

Each PAFT programme is required to maintain an average of 25 visits per family over a
three-year period.

The format of the Āhuru Mōwai and Born to LearnTM Curriculum enhances the flexibility and
responsiveness of the PAFT programme. Five personal visit plans are available for each
month.




Parents As First Teachers Practice Guidelines – July 2011                                   13
Special circumstances

Personal visits will vary from family to family. Some special circumstances to consider
include:
      multiples
      older or younger siblings
      including fathers
      separated parents
      children in daycare
      teen parents
      children with special needs

It is noted that visits may be missed due to situations such as holidays, illness, and other
unplanned events.

If contact has not been made with the family for up to three months, the provider should
send a letter to the family inviting them to contact the parent educator by a given date,
otherwise it is understood that the family no longer wish to participate in the PAFT
programme.


Families difficult to contact or retain

Families may face many crises in their lives, and have other priorities. They may move from
place to place for various reasons.

Families facing critical issues may be more difficult to recruit or retain, and they may have a
higher percentage of non-attendance. Each PAFT team is required to develop reasonable
and realistic procedures for when a parent is repeatedly not at home for the agreed home
visits. Individual circumstances of a family need to be taken into consideration.


4C. Āhuru Mōwai and Born to Learn curriculum
The Āhuru Mōwai and Born to LearnTM Curriculum is delivered to families on the PAFT
programme. It has evolved over years of practice and development of PAFT in
Aotearoa/New Zealand.

Āhuru Mōwai is the name given to the Māori overlay of the Born to LearnTM Curriculum. The
term Āhuru Mōwai refers to a "warm and sheltered haven". In this respect, it describes the
nurturing aspects advocated by the PAFT programme. Āhuru Mōwai draws on traditional



Parents As First Teachers Practice Guidelines – July 2011                                      14
Māori knowledge related to childbearing and rearing, and seeks a deeper link to Te Whāriki
(New Zealand‟s Early Childhood Curriculum).

The Born to LearnTM component embodies a number of unique developments, the most
striking is making neuroscience information readily accessible to parents.


Using the Āhuru Mōwai and Born to Learn curriculum manuals

The Curriculum manuals are provided in two ringbinders. The material is divided into
sections for each month of a child‟s life from conception to three years of age. Each section
provides the following information:
      personal visit plan – how a parent educator will plan each home visit (option of five
       visit plans per month)
      parent educator resources – background developmental or health information for a
       parent educator to read in preparation for a home visit
      parent handouts – handouts to photocopy for the PAFT family, to suit a range of
       reading levels e.g., simplified Your Baby and more detailed Your Child handouts
      language translations – the Your Baby parent handouts are available in English, Te
       Reo Māori, Cook Island Māori, Samoan, Tongan, Niue, Tokelau, Tuvalu and Fijian.


Curriculum resources

The curriculum manuals provide the following resources:
      background information and introduction to PAFT, Āhuru Mōwai and working with
       PAFT families
      milestones forms, summaries and health checklists
      handouts on special topics, rhymes and songs, etc
      information on group meetings
      index for cross-reference to information and handouts on health topics, etc.


Important copyright issue

The Āhuru Mōwai and Born to LearnTM curriculum is copyrighted.

PAFT providers are required by FACS to comply with the copyright restrictions, to ensure
that FACS does not breach its agreement with Parents As Teachers (PAT) Missouri. Only
PAFT and Family Start staff may photocopy the parent handouts.




Parents As First Teachers Practice Guidelines – July 2011                                      15
The Born to LearnTM DVDs/videos may be used only by PAFT parent educators and Family
Start whānau workers, as part of a personal visit in a family‟s home or in group settings.

Any requests to use PAFT materials outside these conditions must be referred to FACS.


Care of curriculum manuals

Parent handouts in the curriculum manuals are master copies.

The master copies are not available electronically. Special care must be taken not to remove
or lose the master copies, as they are expensive to replace and are subject to copyright
restrictions.


No changes to handouts

The parent handouts may not be changed or added to in any way. Suggestions for changes
to the parent handouts should be referred to FACS.


Personal visit plans

The curriculum manuals set out monthly and weekly plans for each personal visit from birth
to three years (36 months), and four pre-natal plans. The materials refer to personal visit
plans as “personal visits”. Manual 1 is divided into plans from pre-natal to 13 months and
Manual 2 contains plans from 14 months to three years of age.


Components of personal visits

Each plan sets out the following five components for each personal visit:
       Rapport-building.
       Developmental abilities in a child‟s progress to observe and check for.
       A list of parent handouts that would be relevant to a discussion with the parent/s.
       Suggested parent–child activities and materials to make toys.
       Summary.
These components are referred to as: RODAS – Rapport / Observation / Discussion /
Activity / Summary.


Developmental checks and milestones

Any review of a child‟s development is based on the following:
       parent‟s reported observations



Parents As First Teachers Practice Guidelines – July 2011                                     16
      parent educator‟s written observations
      age-appropriate milestone forms.
The PAFT family and parent educator observe and discuss a child‟s developmental progress
and this is recorded on a home visit form.

Achievement of child development milestones are monitored by the parent educator and
recorded on a milestone checklist. A milestone summary is completed at the 12-month and
24-month visits in place of a home visit form.

These checks measure progress in language, intellectual, social emotional, and motor
development.


4D. PAFT group meetings
Regular group meetings are held for PAFT parents to share experiences, their achievements
and common concerns, and to discuss topics that are appropriate to their child‟s stage of
development.

Parent educators, guest speakers and specialist facilitators deliver workshops and
presentations on a range of topics that are of interest to parents of young children.

Parents who are unable to enrol with the PAFT programme and other non-PAFT families can
be invited to attend group meetings.

The number of group meetings hours to be delivered to families will vary according to each
PAFT provider‟s contract. Please refer to appendix 1 for your organisation‟s service
specifications.


4E. Health checks
The PAFT programme assists families to access health information and services through the
following components of the curriculum and programme:
      Health information is provided through parent handouts at home visits or during
       milestone reviews.
      Health referrals can check out a potential health problem that may be impacting on
       the observed behaviour or delayed development of a PAFT child.
      Group meetings may deal with important health topics.
      Monitoring the number of health checks and immunisations a PAFT family completes
       may alert a PAFT family about the need for an immunisation.




Parents As First Teachers Practice Guidelines – July 2011                                   17
4F. Referral to other support agencies
The PAFT programme takes a holistic approach to family support, but providers are only
funded to provide the four core components of the programme. Extra funding is not provided
for additional support in areas such as budgeting, adult literacy, food banks, or special health
needs.

If PAFT families have needs that are beyond the scope of the PAFT programme, Parent
Educators need to refer them to other support services or agencies. If a family has multiple
high needs, a PAFT provider may wish to investigate the possibility of transferring them to
Family Start.


4G. Professional service delivery

PAFT is a strengths model

The PAFT programme is designed on a strengths model, which focuses on helping people
clarify their goals and work towards achieving them.

A strengths model places Parent Educators in a facilitative, rather than directive role, to
encourage the PAFT family to take control of the process of early parenting.

The guiding philosophy underpinning the PAFT programme makes it unique. Some of the
key characteristics include the following:
        A belief that family/whānau and parents are a child‟s first and most important
         teachers.
        A focus on primary prevention and early intervention.
        Offering a sustained, culturally relevant, home-based service to families provided by
         a parent educator.
        Working in partnership with family/whānau to help each child reach her or his
         potential for learning.
        Being child-centred within the context of their family/whānau.
        Making maximum use of available support within the family/whānau and accessing
         complementary community-based services.

Parent educators must be very clear about their role and the boundaries of their job. Parent
educators are:
        facilitators, enablers for PAFT family
        consultants for PAFT family



Parents As First Teachers Practice Guidelines – July 2011                                     18
      suppliers of information through curriculum delivery.

Parent educators are not:
      a substitute for family, whānau or other community support
      directors, leaders, „experts‟ to define the family/whānau needs and take charge over
       the family/whānau situation
      Family Start whānau workers.


4H. Feedback from PAFT families
PAFT providers must seek feedback from PAFT families about whether the programme is
meeting their needs and how it could be improved.

There are a number of ways to collect feedback:
      parent comments during personal visits or group meetings
      anecdotes/stories of PAFT‟s effect based on parent educator observations (e.g.
       “success stories”)
      informal feedback from referral agencies
      complaints from PAFT families
      PAFT survey forms: a 25% sample of participants submitted with each biannual
       report
      family exit survey forms, filled in upon exit or completion of the programme.


4I. Complaints process
Situations may arise where a PAFT family wishes to raise informal concerns or make a
formal complaint about an aspect of the programme.

Each PAFT provider is required to set up processes to deal with complaints by PAFT
families, as well as staff and management.


4J. Code of conduct, child abuse and safety issues

Code of conduct

Each PAFT provider organisation will have a code of conduct document, which provides
guidance to parent educators and other employees on the standards of behaviour that are
required and expected.




Parents As First Teachers Practice Guidelines – July 2011                                 19
Each parent educator needs to take personal responsibility for reading the code of conduct
and avoiding situations that could compromise their integrity, or otherwise lead to conflicts of
interest.


Safety issues

PAFT provider organisations have policies regarding a variety of safety issues, including the
following:
       child protection
       parent educator safety
       anti-harassment
Parent educators need to familiarise themselves with these policies and procedures.


Child protection: Reporting abuse

Parent educators may witness, be told about or observe the effects of physical, emotional or
sexual abuse. As frontline staff, a PAFT provider must have a policy and procedures in place
for parent educators to report suspected child abuse, usually to Child, Youth and Family
Services (CYFS) or the Police.

Refer to the Privacy Act 1993.


Parent educator safety

As frontline staff, parent educators may need to consider their own personal safety when
delivering the PAFT programme. PAFT providers should have policies and procedures in
place for the protection and safety of parent educators from safety concerns such as
threatening dogs, harassing or intimidating PAFT family members, and car break-downs in
isolated areas. It is important that parent educators read and follow their organisation‟s
policies and procedures on safety.


Anti-harassment policy

To protect everyone involved in the PAFT programme, providers should establish an anti-
harassment policy that PAFT staff and families are aware of. It should include clear steps
about how to prevent harassment, how to deal with a complaint informally or formally, who to
contact, the confidentiality policy, and how a formal complaint will be investigated.




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4K. Training
FACS provides initial training for all new PAFT parent educators and Family Start whānau
workers.

Initial training includes a full introduction to the Āhuru Mōwai and Born to LearnTM manuals,
instruction in the use of the home visit plans, child development milestones, warning signs,
developmental delays and an introduction to neuroscience concepts.

An orientation package is also available to assist PAFT Providers and new Parent Educators
to prepare and get underway with delivery before initial training


4L. PAFT professional development
FACS-funded ongoing professional development opportunities are reviewed annually by
FACS in consultation with PAFT providers.


4M. Supervision of parent educators

Supervision

Supervision must take place on a regular basis with an experienced supervisor. Supervision
helps parent educators with support strategies and time management and self-care, and
identify any additional training or development that is required.


Peer supervision

Peer supervision between parent educators is encouraged, to build confidence, support and
best practice standards across all PAFT staff.


4N. Forms and recordkeeping

Overview and use of forms

This chapter sets out the forms and records that are required to be filled in, stored and used
for reports on delivery of the PAFT programme.

There are four broad types of forms and records:
   1. Administrative forms are one-off forms that are used to record a PAFT family‟s entry
       into the PAFT programme, their profile, and their transfer or exit.




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    2. Regular records are forms that are used regularly in the day-to-day delivery of PAFT,
        to record home visits, the progress of a child‟s development, and uptake of Well Child
        checks.

    3. Performance appraisal records are forms and guidelines that are used for the
        evaluation of parent educators.

    4. Monitoring records are records that are used for the overall feedback and
        management of the PAFT programme.

These forms hold personal information about families. The PAFT provider must ensure that
they comply with the Privacy Act and that confidential information is stored securely.


4N1. Administrative forms

A copy of each of the forms below must be sent to FACS. The information provided in these
administration forms is collected in the national PAFT database and contributes to the PAFT
progress report.

Section/type of admin form             When to complete
Enrolment Form Part 1                  At the first visit (including prenatal enrolments).

Enrolment Form Part 2                  At the first visit or after the birth of the child.
Over 4 Months Special Request          When a PAFT family with a child over four months old is
Form                                   referred. This process is to be completed before enrolling the
                                       family.
Exit/Transfer Form                     1. If a PAFT family shifts and transfers to another PAFT
(a copy of the Progress Form from      programme; or
the family file needs to be attached   2. When a PAFT child reaches three years old and completes
to this form)                          the PAFT programme; or
                                       3. When a PAFT family exits the programme for any other
                                       reason.
Exit Verification Form                 Confirms details regarding a family‟s file on exit signed by the
                                       team manager or delegated person.
Exit Survey Form                       When a PAFT family exits the PAFT programme. It is
                                       returned directly to FACS in the reply-paid envelope
                                       provided.
PAFT Certificate                       When a PAFT child reaches three years old and completes
                                       the PAFT programme.
Completed Transfer Form                When a PAFT family has moved to a new PAFT location and
                                       transfers to a new PAFT programme, in place of an
                                       enrolment form.
Resource Order Form                    To order PAFT forms and resources.




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4N2. Regular forms

These forms are kept in the PAFT providers‟ family files.
Type of regular forms                 When to complete the forms
Personal Home Visit Record            Before and during every personal visit.
Progress Form                         Every time a personal visit, group meeting or Well Child
                                      check is completed (including if it is missed).
Well Child Checklist                  At the first personal home visit after a Well Child check or
                                      immunisation (tick boxes).
Family Details / Additional           As relevant information becomes available.
Information
Parent Handout Checklist              During or after each personal visit (tick boxes and insert
                                      date).
Milestone Checklist Forms             After each personal visit.
Annual Milestones Summary Form.       At the time of the visit nearest to the child‟s 12 month and 24
                                      months visits.
Group Meeting Record and              After each group meeting, and during three-year PAFT
Summary                               programme.


FACS provides the following documents and resources for PAFT providers, on an annual
basis:
        forms and checklists
        family files
        family folders
        pamphlets.
PAFT Providers are responsible for managing the supply of resources by ordering the forms
when needed. Regular stock takes should reduce the need for urgent orders when stocks
run out.


Ordering PAFT forms and resources

A resource order form is made available to all PAFT providers. The form lists the type of
resources that can be ordered, including the pack size (quantity), and has a space for
delivery information for the ordered resources.


4N3. Performance appraisal records

Overview of performance appraisal process

PAFT provider managers are responsible for monitoring the quality performance of Parent
Educators in the delivery of the PAFT programme. This involves conducting a regular
performance appraisal of all parent educators.




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FACS provides some suggested steps for carrying out a performance appraisal:
      observation of a parent educator‟s personal visits
      self-evaluation by a parent educator of their strengths and areas for improvement
      performance appraisal meeting between the manager and parent educator to review
       performance, and draw up a list of agreed developmental goals for future
       performance.

The following appraisal forms may also be used for the following purposes:
      peer supervision and support between parent educators
      professional supervision and support, by the manager
      during FACS on-site monitoring visits to review quality of service delivery.


Performance appraisal forms

The table below sets out what performance appraisal forms or records are available to fill in
and use:
Type of performance         Who to fill in            When to complete
appraisal form
Personal Visit              Designated person or      Review before performance appraisal and
Observation Guidelines      PAFT provider manager     complete after personal visit is observed.
                            (or peer educator)
Personal Visit              Designated person or      Review before performance appraisal and
Observation Form            PAFT provider manager     discuss after personal visit is observed.
                            (or peer educator)
Parent Educator Self-       Parent educator           Before performance appraisal meeting,
Evaluation                                            and/or as part of the debrief session after
                                                      a personal visit has been observed.
Summary and                 Parent educator and       During/after performance appraisal
Development Plan            designated person or      meeting.
                            PAFT provider manager

4N4. Monitoring records

National overview

FACS maintains a national overview of PAFT records, information and data, for statistical
and contract monitoring purposes. This national overview enables FACS to report to the
Minister of Social Development on delivery of the PAFT programme.


Monitoring of PAFT programme

PAFT is monitored in the following ways:
      site visits
      family file audits


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       biannual report (six-monthly)
       administration and statistical report (six-monthly)
       feedback surveys from PAFT families (six-monthly sample)
       audited financial accounts (annually).


Site visits

FACS contract managers will schedule site visits with the PAFT provider organisations. Site
visits must happen at least once a year. There may be more visits in the first year for a newly
established PAFT provider, to assist with the setting-up process.

A follow-up report provides feedback on the site visit, summarises discussion points, and
identifies any areas that require attention.


Audit of family files

During a FACS on-site visit, five family files per parent educator will be randomly selected
and checked for the following:
       progress form and home visit records match
       personal visit records are completed, and a child‟s development can be tracked
        through written comments
       milestones checklists are completed
       health checks and immunisations are recorded.

Parent educators need to ensure that their recordkeeping is up to date, accurate and legible.


Cultural awareness
In addition to the Āhuru Mōwai and Born to LearnTM curriculum being developed to reflect
Māori values and beliefs, each party recognises the need of all people, including Māori,
Pacific peoples, migrant communities and other communities, to have services provided in a
way that is consistent with their social, economic, political, cultural and spiritual values.


Accessibility

Each party recognises that increased participation is supported by enhanced accessibility
and recognises the diverse needs of all people, through:
       ease of communication
       flow of information




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      physical accessibility.
For example, when organising PAFT group meetings, venues are selected that ensure all

participants will be able to access the venue easily.




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5. Measuring results and reporting
How do we know if the PAFT programme is working?
We are all interested in being able to demonstrate that the PAFT programme achieves
outcomes (or results) for families/whānau. FACS does this through various reporting
requirements that are based on a Results-Based Accountability (RBA) framework, and are
reflected in the PAFT provider programme return reports


What data needs to be collected for reporting?
To tell us if the initiative is making a difference the Ministry requires the PAFT provider to
collect data that will tell us;
       how much we did
       how well did we did it
       if anyone was better off


What reports are required by the Ministry?
There is some reporting required to meet the contractual obligations set out in the
Agreement. Reporting is necessary to ensure accountability to Government for the funding
provided under the Agreement. The Ministry has agreed on the quantity and nature of the
services the funding supports, and we are required to report to Government that this has
been achieved

The following reports must be completed and sent to your designated Āhuru Mōwai team
advisor by the due dates set out in your PAFT Agreement. Report templates are provided as
separate documents and are also available electronically from the Āhuru Mōwai team at
FACS.


Biannual report

The biannual report enables FACS to check and support the individual PAFT provider‟s
progress and to be notified about any staff changes.

A PAFT provider must complete a biannual report every six months unless other
arrangements have been made with the FACS contract manager.

The biannual report template is available electronically and can be requested from your
FACS contract manager.



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Parent educators are required to maintain observation records to a high standard. Some of
the information for reports will be collected from parent educator observations and feedback
from families.

The data gathered from this report is used to produce the national PAFT progress report.


PAFT survey form (a 25% sample)

All PAFT families are to be given the opportunity to complete a PAFT survey form each year.
A 25% sample is to be attached to each biannual report.

The form records feedback from the PAFT family‟s perspective. Where possible they must
be filled in by the family.

These forms have carbon copies. The coloured copy remains with the PAFT provider and
white copy is to be sent to FACS with the biannual report.


Administration and statistical report

The administration and statistical report enables FACS to be notified of total enrolment
numbers and any staff changes. The report template is available electronically and can be
requested from your FACS contract manager.


Progress report

FACS uses the PAFT national database and PAFT provider biannual reports to produce the
PAFT progress report, which may also be used to respond to any other requests for
information.

The progress report contains information about PAFT‟s national performance, and is
produced twice a year. A copy of the progress report is sent to each PAFT provider and is
available to view on the Family Services website.


Annual review and financial audit

FACS contracts require an annual review with each PAFT provider.

FACS requires a copy of the PAFT providers‟ annual audited financial accounts. The PAFT
funding must be clearly visible in the financial report.

Please refer to Appendix 2 for details on the financial information required.



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6. Appendix 1 – Individual Service Specifications


Individual Service Specifications for (insert PAFT Provider name) PAFT Programme.

 Description of Service                                      Unit of Service    Quantity of
                                                             Measurement        Service
 Deliver the Āhuru Mōwai & Born To Learn (AMBTL)             Families/whānau    XXX
 curriculum to families/whānau in accordance with the
 philosophy, goals and core elements of the Parents As
 First Teachers (PAFT) programme.

 Enrol and maintain participating family/whānau within the   Family/whānau      Between
 range specified in the XXXXXXX TLA/ regional area                              XX - XX
 Appropriately manage enrolments in accordance with the      Family/whānau
 Site Specific Recruitment criteria by accepting referrals
 made by referral agencies or self-referrals from
 family/whānau

 Low income of family/whānau e.g. in receipt of income                          XX – XX %
 support or low wages

 Young age of parent/s
 Under 20                                                                       XX – XX%
 20–25                                                                          XX – XX%

 Family/whānau structure
 parenting alone                                                                XX – XX%
 parenting without a supportive partner                                         XX – XX%

 lack of family/whānau/community support                                        XX – XX%

 lack of parenting information                                                  XX – XX%
 Provide opportunities for family/whānau to participate in   Hours of group     Minimum of X
 group meetings and other collaboratively organised          meetings           hours each
 community activities                                                           year
 Appointment of staff to deliver the AMBTL curriculum to     Parent educators   X full-time
 family/whānau                                                                  Or
                                                                                Up to X part-
                                                                                time




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7. Appendix 2 – PAFT programme operational financial information reports


                                              OPERATIONAL FINANCIAL INFORMATION REPORT

             Criteria                             Report content standards                                   PAFT provider report
 Operational financial statements   Provide operational financial statements that          PAFT provider to attach year-to-date financial
                                    demonstrate funds are being utilised to provide the    statements to each biannual report and supply a copy of
                                    services in a timely manner.                           the audited annual financial report within one month of
                                                                                           the PAFT providers’ audit being finalised.
 Use of funds                       Provide evidence that funds provided for the service   A copy of the latest year-to-date financial statement
                                    are spent exclusively on the services as outlined in   must be provided to your Āhuru Mōwai team advisor
                                    this Agreement and that any general overheads          during monitoring visits.
                                    incurred in the performance of the service are
                                    properly and clearly accounted for.




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