Korokoro Playcentre - 01/06/2016

1 Evaluation of Korokoro Playcentre

How well placed is Korokoro Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Korokoro Playcentre is one of 17 centres administered by the Hutt Playcentre Association (the association). The association is made up of elected volunteer representatives from its member centres. It provides governance and management support for the parent committee at Korokoro Playcentre. A kaitautoko, a centre support person is employed by the association to provide guidance.

The playcentre is licensed to provide mixed-age sessional education and care for 30 children three days a week. This includes 15 children up to the age of two. The playcentre has a range of spaces for children to play and learn.

Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold playcentre training certificates. When necessary they employ a supervisor with the level of training that meets legislative requirements for group supervision.

The service and the association have a positive reporting history with ERO. Effective centre practice identified in the August 2013 ERO report has been sustained.

This review was part of a cluster of eight in the Hutt Playcentre Association.

The Review Findings

Children's active exploration through play and engagement in their learning is supported by attentive parent educators. They participate enthusiastically in a varied range of planned and spontaneous activities. The child-initiated programme is responsive to their current and emerging interests. Children direct their own learning and create their own goals. A positive tone is evident.

The service’s philosophy is an expression of what families want for their children. It reflects the playcentre philosophy of parent-led education, learning through play and the principles and strands of Te Whāriki, the early childhood curriculum.

Children have opportunities to learn about healthy eating, active movement and sustainable practices. The outdoor learning space provides a range of positive physical activities. Frequent trips into the local community and beyond, enrich children's experiences and extend the curriculum.

There has been a strong focus on strengthening assessment, planning and evaluation. A learning goal is identified for each child and reviewed regularly. Programme planning provides useful guidance for adults. This enables them to plan and provide programmes that respond to children's interests, strengths and next steps in learning. Continuing to strengthen planning and assessment practices to show how adults have extended children's learning should assist them to better show children's progress.

Literacy and science activities, and concept learning are integral parts of children's early childhood experience. There is a good range of books available to children.

Biculturalism is well understood. A next step is for adults to strengthen their use of tikanga Māori.

There is a deliberate commitment to improving self review. Spontaneous review is used to reflect on aspects of practice. There has been significant development in the understanding of planned review. It is now timely for members to implement this learning and use review and evaluation to identify how well their practices improve outcomes for children.

The association is an improvement-focused organisation committed to providing timely and relevant support for its member centres. The 2013 ERO reviews found the support provided at the centre level by kaitautoko was appreciated and supportive. ERO also recognised that formalising this arrangement to promote a more effective approach for responding to the needs of individual centres was a next step for development. An evaluation of the effectiveness of changes to kaitautoko practice in improving outcomes for centre members and children is planned for.

Key Next Steps

The association:

  • must implement rigorous annual appraisal for the kaitautoko and supervisor, and identify professional development to support them in their leadership roles

  • should build kaitautoko knowledge and capability to undertake effective internal evaluation. This should include a focus on providing centre members with evaluative feedback that assists them to further develop aspects of the curriculum and centre practice

The association should assist playcentre members to:

  • implement planned internal evaluation practices

  • strengthen understanding of te ao Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Korokoro 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.

Action for compliance

ERO identified an area of non-compliance relating to governance and management practices. To meet requirements the service needs to improve its performance in the following area:

  • fully implement a system of regular appraisal.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Korokoro Playcentre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

1 June 2016

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Lower Hutt

Ministry of Education profile number

60055

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

29

Gender composition

Girls 15, Boys 14

Ethnic composition

Māori

Pākehā

Other Ethnic Groups

1

26

2

Reported ratios of adults to children

Under 2

1:3

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

April 2016

Date of this report

1 June 2016

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

August 2013

Education Review

August 2009

Education Review

June 2006

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.