6 Drome View Place, Beach Haven, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Beach Haven Playcentre is an early learning service governed and managed cooperatively by centre members, who support each other in their parenting and educator roles. Centre members offer three parent-led sessions per week for up to 26 children, including 15 under two years of age.
Members also provide a weekly Big Kids Club for older children to support their transition to school. In addition, the SPACE NZ Trust (Supporting Parents Alongside Children's Education), offers one session each week at the centre for a group of parents and their infants.
Beach Haven Playcentre is a well-established centre. There is strong commitment to the Playcentre philosophy of learning through play that supports positive outcomes for all children. The sessions are led by a duty team of parents who have appropriate Playcentre qualifications.
While roll numbers and qualification levels fluctuate, a number of families have had extended involvement with the Playcentre over many years. Parents support one another and make new members very welcome. They have a clear commitment to promoting bicultural learning experiences and value their community's cultural diversity.
The centre's strengths identified in ERO's 2014 review have been sustained. Further improvements have resulted from members' shared priorities, parent education and ongoing internal evaluation. Key goals are to encourage family involvement, support the holistic wellbeing of parents and children, and provide programmes that engage and challenge all children.
The centre is part of the newly established Northern North Island Playcentre Region. Regional systems support centre members to manage their centres and to provide educational programmes for their children. Playcentre personnel also provide training programmes for parents/whānau to achieve Playcentre qualifications.
This review was part of a cluster of nine Playcentre reviews in the Northern North Island Playcentre Region.
The Playcentre philosophy of learning through play is highly evident. Members support each other and their children well. Children engage in the programme and are able to lead their learning. Members provide a wide range of enjoyable learning opportunities that encourage children to be confident, creative, and physically active. Respectful relations between parents and children support problem solving, curiosity and oral language development.
The parent-led mixed-age sessions benefit the development of tuakana/teina relationships. Infants and toddlers can join in with older children who include them in most areas of play. Quiet areas and sleeping spaces are available when needed. The centre is well resourced to support learning for all ages, although further consideration could be given to extending construction and imaginative play, particularly for older children.
Members are positive about the weekly Big Kids Club session. They appreciate the skills of the paid supervisor to motivate and engage four year olds, and support their transition to school. Children from other local Playcentres are able to attend these sessions, in which they are encouraged to negotiate with others and contribute to planning the programme.
Systems for leadership are well established and understood. All members are able to take on roles and responsibilities, and are valued for their willingness to contribute. New information is shared and communication has been strengthened though the use of social media. Members valued the support of the Centre Support Worker during their recent review of the curriculum.
Parents take pride in documenting children's learning journey. They display well written narratives for individual children that inform their planning meetings. These personalised learning stories add considerable relevance to children's own portfolios. Members are enthusiastic about these recent initiatives, and the potential for exploring more complex challenges in the programme.
Positive partnerships with parents and whānau are important to members. An holistic wellbeing approach is central to how outcomes for both children and parents are evaluated. Caring and considerate decision making ensures that the individual needs of all children, and their physical and emotional wellbeing, are understood and prioritised.
Regional leaders have a strong commitment to Te Tiriti o Waitangi. They are building links with local kaumatua and promote bicultural partnerships. Whānau Māori are invited to join Te Roopu Ngātahi o Puāwai. The inclusion of te reo and tikanga Māori is an integral part of centre practices that affirm Māori children’s cultural identity. Members value the support of whānau from the nearby marae for strengthening their commitment to bicultural partnership.
The regional structure is replacing individual Playcentre Associations. Newly appointed regional personnel are making good progress building on existing systems and establishing effective regional management structures for supporting centres. Centre support workers are guided by regional centre support coordinators. Systems are being developed for monitoring the quality of programmes for children, adult education levels, and health and safety requirements.
ERO and Playcentre members agree that further developments could include:
continuing to broaden and refine the new planning and assessment model aligning it, where appropriate, with children's dispositional learning outcomes
reviewing, in a planned and consultative manner, the centre philosophy in relation to the revised early childhood curriculum, Te Whāriki 2017.
Before the review, the staff and management of Beach Haven Playcentre 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:
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 next ERO review of Beach Haven Playcentre will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
8 June 2018
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.
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Location |
Beach Haven, Auckland |
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Ministry of Education profile number |
45405 |
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Licence type |
Playcentre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
26 children, including up to 15 aged under 2 |
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Service roll |
28 |
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Gender composition |
Boys 15 Girls 13 |
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Ethnic composition |
Māori |
2 |
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Reported ratios of staff to children |
Under 2 |
1:1 |
Playcentre requirements |
|
Over 2 |
1:4 |
Playcentre requirements |
|
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Review team on site |
March 2018 |
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Date of this report |
8 June 2018 |
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Most recent ERO report(s) |
Education Review |
October 2014 |
|
|
Education Review |
February 2011 |
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Education Review |
August 2007 |
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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:
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 ERO’s Approach to Review in Early Childhood Services.
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Beach Haven Playcentre operates under the umbrella of the North Shore Playcentre Association, which provides a management framework for centre operations and a comprehensive parent education programme. Parents/whānau of the children enrolled manage the centre and, with the support of Association personnel, provide three sessions per week for the children.
The centre is licensed for 26 children and is located next to the local Plunket rooms. Links between the two organisations continue to be strengthened. Since the 2011 ERO review, there has been a significant growth in the number of families who use the centre. It is a very community focused centre with good levels of involvement in parent education.
The centre’s philosophy values relationships as the essential bond to empower children and affirm them as individuals. Parents support each other in their roles as parents and educators.
Parents have reviewed and improved the layout of the centre to provide more purposefully planned areas for children’s play. Children play alongside adults exploring the range of activities provided and play together cooperatively. A well maintained outdoor area provides children with opportunities to be physically active. Children have a strong sense of belonging in the centre.
New families are welcomed into the centre, which caters for a diverse community. Adults know children well and share in warm positive relationships. Some families have been encouraged by the local Plunket to use the centre. The centre is a positive learning environment for young children and their families.
Children under two years of age are happy, confident and highly engaged in their learning. Parents support these children to take learning risks and to make decisions about their play. There is a separate area where infants and toddlers can play undisturbed. Children are encouraged to be independent explorers and to make discoveries from a good range of readily accessible resources.
Older children enjoy learning through play. Parents are developing their skills in recognising and responding to children’s learning. Centre leaders agree that an appropriate next step could be to further improve the way they show growth overtime within a narrative by referring back to previous learning stories.
Centre members attend workshops and courses to inform them about good practice in supporting their children’s learning. They continue to develop the skill of asking questions to ensure that conversations with children are about children’s interests and help to extend their thinking and problem solving abilities.
There is a strong commitment to promoting a bicultural partnership with Māori whānau and to using te reo Māori in the centre. Centre leaders encourage parents to attend association workshops that have a specific focus on te reo and tikanga. This has added to parents’ confidence to use te reo more regularly.
The centre is very well managed. Parents have a commitment to a shared responsibility for all aspects of the centre operations to support children’s learning. Strong leadership is intentionally developed over time. Self review is detailed and informs centre direction. There are effective governance and management practices, with systems in place for sustaining good practice.
Regular meetings allow centre leaders and other parents to identify areas for development to improve learning outcomes for children and their families.
Centre members agree that the key next steps for the Playcentre should include:
Before the review, the staff and management of Beach Haven Playcentre 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Beach Haven Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
15 October 2014
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.
|
Location |
Beach Haven, Auckland |
||
|
Ministry of Education profile number |
45405 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 15 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 15 Girls 15 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Korean |
3 21 4 2 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
August 2014 |
||
|
Date of this report |
15 October 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
August 2007 |
||
|
Education Review |
June 2004 |
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:
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 ERO’s Approach to Review in Early Childhood Services.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.