37 Farmers Road, Matamata
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.
Matamata Playcentre is located in the township of Matamata and provides education and care for children from birth to school age. The centre operates under the umbrella of the East Waikato Playcentre Association (EWPA) and is licensed for 30 children, including up to 15 under two years. There are 55 children enrolled, including 6 Māori. The centre is open five morning sessions, all of which are covered by a qualified supervisor. There has been significant roll growth since the 2013 ERO review, resulting in an extra session being provided.
The centre philosophy acknowledges parents as being privileged to be part of the centre, where they are valued as being children's first educators. They value a safe, stimulating learning environment, and the importance of learning through play and discovery.
There has been progress in some of the areas for review and development identified in the 2013 ERO report:
The EWPA has yet to put appraisal systems for supervisors into place as required.
The NZPF is currently undergoing restructuring and this has implications for EWPA governance actions in the future.
This review was part of a cluster of nine playcentre reviews in the East Waikato Playcentre Association.
Children enjoy warm, caring relationships with all parents. They play and learn in a mixed-age group, with beneficial tuakana-teina interactions, where older children support and learn alongside their younger peers. Social competency skills are encouraged, enabling children to interact constructively and develop strong friendships with one another.
Children are highly engaged and have fun learning and exploring in spacious, attractive indoor and outdoor environments. They are encouraged to be problem solvers and explorers, and have many opportunities for safe physical challenges. Children have the opportunity to participate in a wide range of experiences, either following their interests or participating in parent-led activities. Their learning is extended through effective teaching practices including scaffolding, questioning, support and encouragement, and developing appropriate dispositions. Infants and younger children benefit from participating in the programme where they are well supported by their parents. Children demonstrate high levels of belonging and wellbeing, are settled and confident learners.
Māori children and whānau benefit from the respectful, inclusive and welcoming culture for children and their families/whānau. There is some visibility of te reo Māori in wall displays and members are working to increase the everyday use of te reo Māori. They have identified the need to improve the way te reo and tikanga Māori are integrated throughout the curriculum.
Mathematics and literacy are naturally woven into the programme. Oral language skills are actively promoted through rich conversations with parents and other adults in the centre. Children are involved in growing fruits, vegetables and other plants, as they develop their understanding of the natural world.
The centre is well resourced with quality, age-appropriate equipment and activities. Parents collectively plan interesting activities for each term, based on the principles of Te Whāriki, the early childhood curriculum. Daily programme evaluations identify children's developing interests and some possible extensions. Planning needs to be strengthened by identifying parents' responses to the child-led curriculum.
Easily accessible individual profile books record individual and group activities and some developing dispositions. The recent introduction of learning story templates to support parents has the potential to identify children's learning more clearly. A more consistent approach to the quality and frequency of assessments would help to more successfully identify individual children's progress and development.
Parent education has continued and many members participate in playcentre courses. Useful information is available in each of the areas of play to provide parents with ideas about ways to extend children's learning. Members readily support each other and parents are actively involved as first educators.
A useful self-review system has been developed and professional development has been undertaken in this area. The recent carpentry review includes thorough research into suitable equipment and has had input from local community groups. To further strengthen the self-review process, there needs to be a stronger focus on learning outcomes for children.
The EWPA provides useful policies and procedures for centre management. The centre is well managed, with clear roles for committee members, who share leadership and responsibilities.
Important next steps to improve outcomes for children and families, and provide a programme that more effectively responds to the identified strengths and interests of all children, are to:
Before the review, the staff and management of Matamata 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.
ERO identified areas of non-compliance. To meet requirements EWPA must ensure that:
The next ERO review of Matamata Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato / Bay of Plenty
11 May 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.
|
Location |
Matamata |
|
|
Ministry of Education profile number |
30004 |
|
|
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 |
55 |
|
|
Gender composition |
Boys 33 |
|
|
Ethnic composition |
Māori |
6 |
|
Review team on site |
February 2017 |
|
|
Date of this report |
11 May 2017 |
|
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
Education Review |
June 2010 |
|
|
Education Review |
June 2007 |
|
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.
Matamata Playcentre is a family cooperative, early childhood education service where parents and children learn alongside one another. The centre is located in the township of Matamata and provides sessional education and care for children from birth to school age. The centre operates under the umbrella of the East Waikato Playcentre Association (EWPA) and provides four mixed-age group morning sessions per week. A paid supervisor is employed for three sessions and a fourth session is parent led.
Since the previous ERO review in June 2010 centre members have responded positively to the areas for development identified in the report. They have made significant improvements to the under-two play and sleep room areas, and improved the quality and consistency of how they document individual children’s learning. The size of the indoor play area has increased by enclosing the verandah to enable children to explore carpentry and creative play in all weathers.
The centre is licensed for 30 children including up to 15 under two years old. The current roll is 39 with 16 being under two.
The centre philosophy aims to provide a safe and stimulating environment where adults and children learn together and the bicultural heritage of Aotearoa/New Zealand is valued. There is an emphasis on child-initiated play with parents supporting and extending children’s interests. Parents have made a commitment to further their own knowledge and learning, and a high proportion of members have completed playcentre qualifications. The centre benefits from the advice, guidance and role modelling of two Māori members, who strengthen and build the knowledge and understanding of Māori cultural values in other members.
Children learn and play in a well-presented and well-equipped centre, surrounded by a spacious, natural outdoor environment.
This review was part of a cluster of 10 playcentre reviews in the East Waikato Playcentre Association.
Centre leaders and members embrace the playcentre philosophy that is highly evident and effective in promoting positive outcomes for children and their families. Parents have established a warm and vibrant culture of learning that includes all families. A planned approach to self review, annual planning and goal setting has led to significant improvements in the centre environment and aspects of programme planning.
High priority is given to fostering emergent leadership and involving parents as learners. Centre members have clearly defined and shared roles and responsibilities, and there are good levels of qualifications and enthusiasm for ongoing professional learning and development. Experienced parents model good practice and mentor members who are developing their understanding of the playcentre philosophy. Parents frequently reflect on their children’s learning together, share ideas and use their strengths to enhance outcomes for children in their care.
Adults work alongside children to promote and foster their confidence, learning, and a love of reading and early literacy skills. A knowledgeable and experienced supervisor guides centre planning and has brought greater consistency to the programme across the sessions. Parents use open questions and rich vocabulary to support children to develop their thinking and problem solving skills. Inclusive practices, based on genuine attitudes of caring and acceptance, benefit children and their families, particularly those with diverse needs.
Aspects of Māori culture are reflected in the programme and environment. During the review children and families celebrated Matariki by harvesting, preparing and sharing food together. The emphasis on a family cooperative is also in keeping with the Māori concept of whanaungatanga. Centre members and ERO agree that there is a need to further develop the confidence and competence of the supervisor and parents in using and integrating te reo Māori into the programme.
Children demonstrate leadership and confidence in initiating learning and play. A feature of the centre is the spacious and aesthetically presented indoor and outdoor environment. Children explore, investigate and use a wide variety of high-quality equipment and materials to extend their play. Babies and toddlers actively explore and investigate in thoughtfully designed, safe and secure surroundings. They receive affection and nurture from the adults and children around them. Breastfeeding mothers can choose from several comfortable environments in attending to their baby’s needs. Older children have the opportunity to learn and play positively with their friends in a mixed-age group setting. Celebrations, trips and milestones are woven into the programme throughout the year. Transitions into the centre and when children move on to school are well planned, and contribute to a calm and settled atmosphere. Attractive portfolios provide a record of children’s progress and learning, and are readily accessible for children to share and revisit learning with others.
The association provides support and guidance when requested, and implemented sound appointment procedures when employing the centre’s supervisor. The association also provides policies and procedures that contribute to the effective operation of the service. However, the association is not currently able to provide playcentre adult education courses, making engagement in course work difficult for members to access.
The next steps for the association are to:
Centre leaders and ERO agree that a next step is to strengthen self review by:
Before the review, the staff and management of Matamata 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 Matamata Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
16 September 2013
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 |
Matamata, Waikato |
|
|
Ministry of Education profile number |
30004 |
|
|
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 |
39 |
|
|
Gender composition |
Boys 24 Girls 15 |
|
|
Ethnic composition |
Māori NZ European/Pākehā Other |
1 35 3 |
|
Review team on site |
June 2013 |
|
|
Date of this report |
16 September 2013 |
|
|
Most recent ERO report(s) |
Education Review |
June 2010 |
|
Education Review |
June 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:
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.