19 Sinclair Street, Greerton, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Greenpark Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Greenpark Playcentre is a parent-led education and care service located in Tauranga. It caters for children from birth to school age and operates three mixed-age morning sessions per week. The playcentre is licensed for 30 children including up to 15 under the age of two years. The current roll of 33 children includes 13 who identify as Māori.
During 2018 the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central North Island six associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island Region that now includes 95 playcentres over a large geographic area. During this transition there is some overlap between associations and the new national regional systems and processes. At Greenpark Playcentre the two co-presidents are supported by a committee of parent members. A session supervisor and a centre administrator are provided by governance.
Through their national philosophy the playcentre places emphasis on whānau tupu ngātahi – families growing together. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
Greenpark Playcentre has a positive reporting history with ERO. Since the last ERO review in 2015, there has been improved understanding and use of te reo Māori and the bicultural curriculum has been implemented. Children’s voice is more visible through the programme, however assessment and internal evaluation remain areas to work on.
This review was part of a cluster of five playcentre reviews in the Central North Island Region.
Effective and respectful learning partnerships are promoted to build on children’s interests and strengths. Children experience positive and meaningful learning interactions with their parents and other adults. Learning opportunities are promoted through sustained and uninterrupted play. Children experience many choices in their play and are confident to make their own decisions. Children under the age of two years enjoy calm and responsive learning. The environment has been deliberately set to allow for the very young to follow their interests and explore at their own pace. It is age appropriate and allows for free movement, fostering curiosity and independence. Children are seen as confident, independent learners and explorers.
Children effectively lead their own learning through a curriculum that is inclusive and accessible for all learners. Their learning is supported through an extensively equipped and attractive environment that is child focused and responsive to their knowledge and skills. Rich opportunities for problem solving, risk taking and challenge are highly promoted. Literacy and mathematics are effectively and authentically woven throughout the programme. Planning is a collaborative process, discussed and evaluated at the end of each session. Assessment for learning follows children’s participation in the programme. A next step is to strengthen assessment by reflecting individual children's language, culture and identity and capture progress over time. Children experience a curriculum where their interests and strengths are followed and celebrated.
The bicultural curriculum has been developed to promote aspects of te reo Māori, waiata and karakia which is heard throughout the programme. Tuakana teina relationships are promoted through authentic interactions and intentions. Places of local significance are valued and Māori myths and legends promoted. Children experience the unique bicultural heritage of Aotearoa New Zealand.
Experienced and knowledgeable leaders are providing effective support for new members with a focus on building capability and succession planning. They have established a positive culture for learning through the philosophy and vision. Recent elections have seen two co-presidents elected and all roles and responsibilities are filled within the playcentre. A session supervisor is employed to support and model good practice to members and is a strong advocate for the playcentre. A collaborative approach to leadership is promoted through a commitment to sustainability within the playcentre committee. An internal evaluation framework has been implemented. There is a need to embed the process of self review to further promote change and improvement. Children benefit from leaders who advocate for the playcentre and are focused on positive learning outcomes.
The Playcentre Aotearoa overarching strategic plan and individual annual plans guide the playcentre direction and focus on building capability through parent education programmes. There has been regular communication and support between the association and regions through the restructure. Existing policies and systems support centre operations until new systems developed by Playcentre Aotearoa are implemented. The playcentre philosophy and vision are clearly documented and strategic goals set, now there is a need to measure the impact and outcomes for children.
Leaders need to ensure:
there is a shared understanding and knowledge of the early childhood curriculum, Te Whāriki. This will further support the assessment of children’s learning, making their progress visible over time
the visibility of individual children’s language culture and identity throughout assessment and the programme
internal evaluation is documented and embedded to further promote change and improvement.
Before the review, the staff and management of Greenpark 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 Greenpark Playcentre will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
28 February 2019
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 |
Tauranga |
|
|
Ministry of Education profile number |
40018 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 15 aged under 2 |
|
|
Service roll |
33 |
|
|
Gender composition |
Boys 20 Girls 13 |
|
|
Ethnic composition |
Māori |
13 |
|
Review team on site |
December 2018 |
|
|
Date of this report |
28 February 2019 |
|
|
Most recent ERO report(s) |
Education Review |
April 2015 |
|
Education Review |
November 2011 |
|
|
Education Review |
September 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Greenpark Playcentre is a parent-led co-operative that provides sessional education and care for children from birth to school age in a mixed-age environment. It is situated adjacent to Greenpark School in south Tauranga and is licensed for 30 children including up to 15 under two years old. Within the current roll of 44, seven children identify as Māori. Infants and toddlers have a designated sleep and safe play area when needed. The playcentre operates under the umbrella of Western Bay of Plenty Playcentre Association (WBOPPA).
Adults at this playcentre have responded proactively to the 2011 ERO report. During this time, the number of parents undertaking playcentre courses has increased. Professional development has resulted in improved assessment practices and more emphasis on te reo and tikanga Māori. In 2014, significant property upgrades included re-roofing, repainting, renovating the kitchen and installing wash basins on the veranda for painting and other art activities.
The playcentre’s philosophy, developed with the association, places strong emphases on adults learning alongside one another, child-initiated play, recognition of Aotearoa/New Zealand’s bicultural heritage, and empowering families to make informed decisions about how to best provide for their children/tamariki. This ERO review finds that these focuses are continually reflected in the centre’s programme and practices. A warm, welcoming family-like atmosphere supports children to become confident, capable learners.
Parents benefit from the responsive support and guidance of a centre liaison officer and a centre administration officer provided by the association. WBOPPA also provides useful documentation and frameworks to guide centre operations. These guidelines are underpinned by the association’s philosophy.
This review was part of a cluster of five reviews in the Western Bay of Plenty Playcentre Association.
Children benefit from respectful, responsive interactions with adults. Affirming, collaborative relationships among parents are reflected in children’s sharing and caring for each other. Older children take pride in helping infants and toddlers. Children demonstrate a strong sense of belonging at the playcentre and are confident about taking supervised risks. Children from different backgrounds are welcome and included in the playcentre culture. Parents as first teachers know children and families well.
Infants and toddlers are deliberately included in the programme. They have opportunities to explore and to develop skills and confidence as capable learners. Playcentre members have plans to develop a designated safe-play area for children under two. Parents are well supported in their care of new-born babies.
The programme is continually based on children’s emerging interests and strengths which are extended through increasingly complex play opportunities. Literacy, mathematics and science are naturally integrated into discussions and areas of play. Te reo and tikanga Māori are increasingly evident in conversations and displays. There is a focus on ensuring that older children are engaged and challenged. End-of-session evaluations provide a basis for continuing to extend children’s emerging interests.
Both indoor and outdoor learning environments are spacious and attractively presented. A wide range of well-considered resources is easily accessed by children. Children’s learning is increasingly visible on wall displays. The environment is organised to promote creative expression, physical challenge and social dramatic play.
Assessment has been an area of continuing development and progress. Good models of assessment practice include succinct, pertinent learning stories which demonstrate progress over time. Multiple adult voices are evident. Children enjoy revisiting their learning by sharing their attractive portfolios with parents and friends.
Parents work collaboratively to lead and manage the centre. They bring a range of skills and experiences to their roles and responsibilities and these also enhance children’s learning. New parents are made welcome and included in the life of the centre. Members have developed an annual plan to guide centre operations. Spontaneous self review results in positive change.
Playcentre members and ERO agree that key next steps are to:
Before the review, the staff and management of Greenpark 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 Greenpark Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
29 April 2015
|
Location |
Tauranga |
|
|
Ministry of Education profile number |
40018 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 15 aged under 2 |
|
|
Service roll |
44 |
|
|
Gender composition |
Girls 25 Boys 19 |
|
|
Ethnic composition |
Māori Pākehā Samoan Korean Other groups |
7 31 1 1 4 |
|
Review team on site |
February 2015 |
|
|
Date of this report |
29 April 2015 |
|
|
Most recent ERO report(s) |
Education Review |
November 2011 |
|
Education Review |
August 2008 |
|
|
Education Review |
September 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.