42 North Street, Feilding
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.
Community Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). The centre is licensed to provide sessional education and care for 25 children, two sessions a week, in a mixed-aged setting. This includes provision for 15 children up to the age of two. At the time of this review there were 18 children enrolled and two identify as Māori.
The New Zealand Playcentre Federation of which Central Districts Association is part, is undergoing a significant restructure that includes amalgamating associations. Playcentres will become part of a regional hub, supported by a regional manager and others.
The federation philosophy, 'whānau tupu ngātahi – families growing together', is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy fosters an emergent, child-led curriculum.
Whānau and families are valued as the primary educators of their children. Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold Playcentre training certificates.
Centre support people regularly visit playcentres to provide professional advice and support to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders.
The February 2015 ERO report of Community Playcentre identified areas for development for the association and the playcentre. These included: assessment, planning and evaluation practices; effective support from management; internal evaluation and implementing te ao Māori through the curriculum. Progress is evident.
The review was part of a cluster of 11 reviews in the Central Districts Playcentre Association.
Community Playcentre operates under group supervision. Members support and encourage each other to build their skills and capability. The highly collaborative team encourages and promotes children's learning.
Children engage enthusiastically in a programme that reflects the playcentre philosophy and Te Whāriki, the early childhood curriculum. They are seen as confident and capable communicators. Opportunities for children to be leaders and take responsibility are encouraged. Learning experiences foster independence, exploration, persistence and challenge. Warm, responsive relationships and interactions support infants' and toddlers' participation in the programme.
Literacy and mathematics activities are evident through each child's playcentre experience. Te ao Māori perspectives in the programme are well considered and continue to develop. Te reo Māori is visible in the environment.
Assessment and planning practices are in the early stages of development. Review of aspects of the planning processes has taken place. The centre support worker should assist members to continue to develop and embed these new processes.
A next step is to make more evident children's culture, language and identity in their portfolios. Records of learning contain information about children's engagement and enjoyment in a wide range of experiences. There are some examples that show children's progress over time.
Members are aware of the need to further extend their practice and use of evaluation. The centre requires guidance from the association to deepen their understanding of the purpose and use of evaluation for improvement.
Well-considered transition processes into the centre are in place. Members identify that developing relationships with local schools is an area that requires a stronger focus.
Planning priorities and objectives for Community Playcentre are incorporated in the strategic and annual planning. These include an appropriate focus on growing membership and on ensuring the curriculum effectively meets children's learning needs.
At playcentre level, priorities are to:
make visible children's culture, language and identity through documentation
further develop understanding and use of effective internal evaluation
fully implement all aspects of assessment, planning and evaluation.
At the association/federation level, priorities are to continue to strengthen:
centre support that is consistently effective in identifying and responding to playcentre needs
understanding and implementation of effective internal evaluation
members understanding of assessment, planning and evaluation practice.
ERO recommends that the new regional team actively monitor and evaluate the quality of support provided to playcentres.
Before the review, the staff and management of Community 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 Community Playcentre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 April 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 |
Feilding |
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Ministry of Education profile number |
52012 |
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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 |
25 children, including up to 15 aged under 2 |
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|
Service roll |
18 |
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|
Gender composition |
Girls 12, Boys 6 |
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Ethnic composition |
Māori |
2 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
February 2018 |
||
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Date of this report |
30 April 2018 |
||
|
Most recent ERO report(s) |
Education Review |
February 2015 |
|
|
Education Review |
May 2012 |
||
|
Education Review |
August 2008 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Community Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). This review is one of ten undertaken by ERO in the association’s playcentres during Term 4, 2014.
The centre is open for five mornings per week and caters for children from birth to six years of age. Responsibility for day-to-day operations is undertaken by centre-elected office holders. A paid supervisor supports parents and whānau to develop and implement the daily programme. Professional advice and feedback to strengthen members’ practice is provided by a liaison officer employed by the association.
Playcentres' philosophy statement, 'whānau tupu ngātahi – families growing together’, encapsulates the value this organisation places on families and whānau working collectively to support children’s learning.
Since the May 2012 ERO report, centre members have made significant improvements to the learning environment. This playcentre has a positive reporting history with ERO. At the time of this review, all parents at this centre are undertaking Playcentre training.
The New Zealand Playcentre Federation is currently reviewing the organisational structure of Playcentre across New Zealand. The outcomes of this review may result in changes to operation at centre level.
Parents encourage children’s learning through following their initiated activities. Children’s play is well supported by adults who frequently set up activities to further engage individuals’ interest and participation. ERO observed cooperative play and tuakana teina relationships where older children support and play with those who are younger. Infants and toddlers are well supported to explore, interact and play with attentive adults and each other. Children are encouraged to become capable and independent explorers.
A strong family atmosphere pervades the centre. The tone is very positive and relaxed. Children are settled and demonstrate a strong sense of belonging. Parents are nurturing and cooperative, they attend to each others' children, who are comfortable relating to adults who are not their parents. Members are empowered and support each other. They share ideas about positive parenting.
Programme planning is in the early stages of development. It is informed by children’s interests, parents’ ideas and session evaluations. Adults are beginning to capture the observed interests of their own children and those of others through learning stories and photographs. Participation in playcentre-run courses should further build members’ consistency of practice in assessment, planning and evaluation of children’s learning.
Centre members communicate with each other about centre events and children’s development using information and communication technologies. Parents enjoy making contributions. Portfolios provide a record of children’s enjoyment and involvement in playcentre experiences and excursions into the wider community.
Inclusive practice is highly evident. Adults recognise and respect children’s different personalities, abilities, needs and interests. There is good knowledge of local agencies and suitable strategies that promote children’s and their families’ active participation at playcentre. Routines are enjoyable, unobtrusive and child-centred.
Centre members are beginning to provide children with experiences that assist them to become confident in Aotearoa New Zealand’s dual cultural heritage. This area is an ongoing focus for development and improvement. Pacific children have a strong sense of belonging at the centre.
Centre members work collaboratively to put systems in place to guide centre practices and operations. Self review is in the early stages of development. It is responsive and beginning to be understood by parents. They should continue to develop self review practice to enable ongoing improvement.
Useful support is provided by the association. This includes written guidelines and systems for managing finance and legislative obligations. Work is being completed to improve employment practices. Regular visits from the liaison officer assist members in their management and teaching roles. A review of the liaison officer role is being undertaken to support an improved approach.
The appraisal process, particularly for those employed as team leaders and liaison officers, needs further development. The provision of ongoing professional, constructive feedback based on observations of practice, and linked to identified needs and goals, should add rigour.
At association level, priorities are the further development of:
At centre level, the priorities are:
Before the review, the staff and management of Community 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 Community Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region
16 February 2015
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 |
Feilding |
||
|
Ministry of Education profile number |
52012 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 16 aged under 2 |
||
|
Service roll |
15 |
||
|
Gender composition |
Boys 11, Girls 4 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
16 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
August 2008 |
||
|
Education Review |
March 2005 |
||
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.