26 Ironside street, Johnsonville, Wellington
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.
Johnsonville Playcentre is one of 19 parent-led early childhood centres governed and administered by the Wellington Playcentre Association (the association). It is licensed to provide mixed-age, sessional education and care for 30 children, five mornings a week. This includes provision for 18 children up to the age of two at any one time.
A council, of elected volunteer representatives from each of the association's member centres oversees operation of the association at the governance level. Their work is assisted by an operations manager and general manager. An executive committee administers the adult education programme and tutors provide timely guidance and support for members.
A centre support worker is employed to visit the centre and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders. This strategic, well-considered organisational structure came about in response to the 2014 ERO review that identified the need for a more effective response to the needs of individual centres.
The association philosophy, Whānau tupu ngātahi – families growing together, is articulated as empowering parents and children to learn, grow and play together and underpins practice. This was reaffirmed by the association and Johnsonville Playcentre in 2016 and guides service provision and practice for their learning community.
Curriculum planning and implementation is a shared responsibility. Each session is supported by a duty team of parent educators who hold Playcentre training certificates. All centre members participate in the Playcentre courses and in the additional adult education programme provided by the association. The centre has sustained high numbers over time, enabling parents to be actively involved in their child's education.
The previous ERO report identified that centre leaders should use their well-developed self-review processes to continue to refine and develop their approach to assessment, planning and evaluation. Significant, useful processes that are accessible to the membership are in place.
The New Zealand Playcentre Federation, of which the Wellington Association is part, is planning a significant restructure for 2017. Playcentres will become part of a regional hub, supported by a regional manager and support persons.
The review was part of a cluster of nine in the Wellington Playcentre Association.
Children’s holistic development is enhanced through their engagement in child-initiated play-based learning. Te Whāriki and Playcentre philosophy underpin centre practice. The curriculum is highly responsive to children's interests, guided by adults' sense of when to extend learning or when to leave children to negotiate, problem solve and communicate with peers.
Assessment, curriculum planning and evaluation practices provide adults with timely and useful information that help them plan meaningful learning experiences for children. Their progress, developing skills, knowledge and attributes are celebrated in individual learning portfolios. Children's learning and family aspirations are clear to all.
Children’s early learning experience is well supported by strong, effective leadership from the centre support person and duty teams. Helpful strategies are in place assist newer members to the centre to document and record children's learning and progress.
High levels of involvement in the centre's community and a sense of collective responsibility to children are evident. Members are a diverse group of enthusiastic parents and whānau who collaboratively bring valuable skills and knowledge to their roles. Well-developed systems support the smooth day-to- day running of the playcentre. Children have a positive platform for learning.
Members are aware of the importance of maintaining the continuity of learning across all sessions to ensure that all children’s learning needs are recognised and met. Systems to collate and communicate observations about children’s developing interests and skills are effective and practical.
A comprehensive internal evaluation was undertaken during 2014, to determine the association's and centres' use of te reo me ngā tikanga Maori as part of a culturally rich, responsive curriculum. Johnsonville Playcentre engaged in this process and in late 2016 revisited the initial review. Since the 2014 ERO review, the centre’s bicultural journey has been planned and deliberate.
The inclusion of te ao Māori as an integral part of children's daily experience has strengthened through ongoing review. Well-considered strategic planning and deliberate member support has increased their confidence and use of te reo Māori. They bring their new knowledge and enthusiasm to the sessions with children.
The dual purpose of self-review for accountability and improvement is very well understood and guides ongoing decision-making. Planning priorities are aligned to the service and association vision and positioned to improve teaching and learning. Self-review practices have had a positive impact on children’s social development and learning. These practices are a centre strength.
Well-considered transition processes for children and parents new to the centre enable them to become part of the learning community. Parents are mentored by more experienced members who model an open collaborative approach. Well-chosen age-appropriate equipment and skilful arrangement of the environment enables and supports children of all ages to play and learn together. The centre is responsive to and provides well for children up to two years old and for all.
Association and centre leaders should continue to improve outcomes for children and families by using internal evaluation effectively to ensure the high quality practice occurring is sustained and prioritised developments are achieved.
Before the review, the staff and management of Johnsonville 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 Johnsonville Playcentre will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
19 April 2017
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 |
Wellington |
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Ministry of Education profile number |
60035 |
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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 |
30 children, including up to 18 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 24, Girls 21 |
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Ethnic composition |
Māori Pākehā Other ethnic groups |
4 26 15 |
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Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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|
Review team on site |
March 2017 |
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Date of this report |
19 April 2017 |
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Most recent ERO report(s)
|
Education Review |
June 2014 |
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|
Education Review |
October 2010 |
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Education Review |
January 2008 |
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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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to 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.
Johnsonville Playcentre is one of 20 parent-led early childhood centres administered by the Wellington Playcentre Association (the association). A council oversees operation at governance level and an executive committee provides the adult education programme, guidance and support for members. Two centre supporters are employed by the executive to visit playcentres and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders. Parents share the duties associated with implementing the programme.
Playcentre philosophy recognises parents as the best first teachers of their children and emphasises the importance of child-initiated play in mixed-age sessions. Acknowledging Te Tiriti o Waitangi is an integral part of this philosophy.
Since the October 2010 report centre members worked collaboratively to make significant improvements to the building and grounds to enhance the physical environment for children and families. Strengthening te ao Māori within the programmes for Māori and all children continues to be an area for review and development. Four morning and one afternoon mixed-age sessions are held each week. The Pikopiko session for up to two year olds operates one morning weekly.
This review was part of a cluster of 20 reviews of centres in the Wellington Playcentre Association.
Key philosophical values are reflected in practice. Centre members work collaboratively to provide a welcoming, inclusive learning environment for children and their families. Adults recognise the importance of developing positive relationships with each other and knowing all children well.
Programmes for children are clearly aligned to Te Whāriki, the early childhood curriculum and are responsive to child-led initiatives. Portfolios highlight children’s interests, experiences and learning progressions. Their creative artwork, pictures and descriptive narratives enhance these records. Inclusion of parent voice provides collaboration and continuity between the centre and home.
Indoor and outdoor spaces encourage children to learn, explore, develop their physical skills and engage in imaginative, creative play. The thoughtfully organised environment successfully provides for the physical and emotional wellbeing of very young children. Early literacy and numeracy learning opportunities are effectively integrated in the programme and environment.
Children engage in learning confidently and make decisions about their involvement and participation. Responsive, flexible routines support children's sustained and purposeful play. Infants and toddlers’ exploration is well supported by adults who engage in meaningful conversations that promote language development, exploration, thinking and problem-solving.
Te ao Māori is reflected through waiata, signage and modelling basic te reo Māori. Outcomes for all children could be enhanced through increasing members' capability in this area and through developing culturally responsive programmes which reflect family identity and heritage.
Thoughtfully considered, clear strategies support children and their families’ induction into the centre. Children’s transitions to school are acknowledged and celebrated. Centre members consider ways to share information so that children’s confidence and capability at playcentre transfers to the new entrant classrooms.
Key centre members lead self review that is improvement focused, informs decision-making and has positive outcomes for children and their families. Strategic planning clearly identifies the service’s priorities and associated actions for achieving objectives. Agreed next steps are identified and these are monitored against expected outcomes to measure progress.
The association provides good support and a range of training for members. The centre supporter gives regular, valued feedback and guidance as needed. Comprehensive, up-to-date written policies and procedures guide office holders in their management roles, and members in planning and implementing an appropriate programme. The association is both improvement and future-focused. The systematic review of, and plan to restructure governance and management, are being carefully worked through to support a new and more sustainable future for the organisation and individual centres.
Centre members should use their well developed self-review processes to continue to refine and develop their approach to assessment, planning and evaluation.
The association should:
continue to develop centre support processes in response to identified needs and priorities
redevelop the appraisal process to ensure the development needs of centre-based employees working with children, are met.
Before the review, the staff and management of Johnsonville 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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Johnsonville Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
9 June 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 |
Johnsonville |
||
|
Ministry of Education profile number |
60035 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including 18 aged up to 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 29, Girls 27 |
||
|
Ethnic composition |
Māori NZ European/Pākehā NZ European/Indian NZ European/Thai Samoan NZ European/South African NZ European/Japanese Other ethnic groups |
2 35 6 3 2 2 2 4 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
March 2014 |
||
|
Date of this report |
9 June 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2010 |
|
|
Education Review |
January 2008 |
||
|
Education Review |
October 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.