Paekakariki Playcentre - 29/05/2017

1 Evaluation of Paekākāriki Playcentre

How well placed is Paekākāriki 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

Paekākāriki Playcentre is one of 19 parent-led early childhood centres governed and administered by the Wellington Playcentre Association (the association). The Playcentre is licensed to provide mixed age sessional education and care for 27 children four mornings a week. This includes provision for 18 children up to the age of two, at any one time. The Friday session is bilingual in te reo Māori and English. A Kaiarahi Mātauranga Māori is employed to enrich the quality of te ao Māori and te reo Māori in the curriculum and act as a role model for adults and children.

A council, of elected volunteer representatives from each of the association's member centres, oversees the association at the governance level. This work is assisted by an operations manager and general manager. An executive committee administers the adult education programme. A centre support worker is employed to visit the centre and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for the day-to-day operation is undertaken by centre-elected office holders.

Curriculum planning and implementation is a shared responsibility. Each session is supported by a duty team of parent educators who hold Playcentre training certificates. A good proportion of centre members are involved in the association's training programme, many holding Course Two or above. Since ERO’s previous visit a number of experienced members have moved on as their children start their schooling experience.

The association philosophy, Whānau tupu ngātahi – families growing together, is articulated as empowering parents and children to learn, grow and play together. This underpins practice and was reaffirmed by the association and Paekākāriki Playcentre at their 2016 annual general meetings.

The service and the association responded positively to the areas identified for improvement in the 2014 ERO reviews. Internal evaluation and strategic planning were undertaken by association personnel to bring about changes to both the structural and organisational culture of the organisation. Clear boundaries between governance and management were expressed and changes made to improve support to individual centres. 

The June 2014 ERO evaluation found centre leaders would benefit from improved association support to assist members to identify priorities for development and improve internal evaluation practices. ERO also identified strengthening assessment, planning and evaluation practices to provide a more culturally responsive curriculum as next steps.

The New Zealand Playcentre Federation, which the Wellington Association is part of, is planning a significant restructure for 2017 that includes amalgamating associations. Playcentres will become part of a regional hub, supported by a regional manager and support persons.

This review was part of a cluster of nine in the Wellington Playcentre Association.

The Review Findings

Children's holistic development is successfully supported through their engagement in child-initiated play-based learning. They play amicably together, exploring and engaging in a range of appropriate learning activities. Centre employees and parent educators know the children well. They support children's play choices, provoke their curiosity and encourage their sustained involvement in learning. Children's social skills and developing relationships are nurtured. A positive tone and inclusive practice is highly evident throughout the centre.

The playcentre philosophy and the principles, strands and goals of Te Whāriki guide centre practice well. Session duty teams have shared understanding of what they want children and families to experience during their time at playcentre and planning achieves this. Children's interests, strengths and parents' aspirations are continually discussed and this contributes positively to continuity of learning between sessions.

Assessment, curriculum planning and evaluation practices effectively support adults to provide learning experiences highly responsive to children’s interests. Individual learning portfolios celebrate children's progress and capture their developing skills, knowledge and attributes well.

Children's development and learning is enhanced as a result of collective responsibility for their early educational experiences. Induction of, and support for, newer parents is well managed. This contributes positively to the centre sustaining good numbers of members taking advantage of playcentre training.

Māori, and all children, have many opportunities to experience te ao Māori through rich and meaningful contexts and experiences. A comprehensive internal evaluation was undertaken, during 2014, to discover how well the association and centres included te reo and tikanga Māori as part of a culturally responsive curriculum. Paekākāriki Playcentre participated in this process and carried out a further evaluation of its performance in this area in late 2016. Te ao Māori and the inclusion of te reo and tikanga Māori is highly evident in assessment and planning for the Friday bilingual session.

Bicultural practices are evident in the other sessions offered. Strategies in place support centre members to build their knowledge, understanding and cultural competencies. Children's daily experience of te ao Māori has improved as a result of ongoing internal evaluation. 

Reflecting the cultures, languages and identities of all children and families is a current focus of development. Assessment practice and planning to support the inclusion of Samoan language in the curriculum is in the early stages. ERO's evaluation affirms and encourages this developing practice.

Meaningful and appropriate literacy, mathematics and natural science activities are a core component of children’s daily experiences. The youngest children are embraced and nurtured within a culture of care.

Members at Paekākāriki Playcentre are a diverse group of enthusiastic parents and whānau, who bring valuable skills and knowledge to their roles. The high levels of involvement of the centre's community and a sense of collective responsibility to children, provides a positive platform for learning. Welldeveloped systems support the smooth day-to-day running of the playcentre.

The association is an improvement focused organisation. The 2014 ERO reviews found the support provided at the centre level by association support workers was appreciated and supportive. ERO also recognised that formalising this arrangement to provide a more effective approach to responding to the needs of individual centres was a next step for development. The association, as part of reviewing their structural organisation, reviewed the position of centre support workers and made improvements to human resource management. Timely and relevant support is provided for its member centres.

Well-developed self review contributes to positive outcomes for children. Centre members use review to appropriately inform ongoing decision-making. Planning priorities are aligned to the service and association vision and focus on improving teaching and learning.

The centre support person and duty teams provide effective leadership that contributes positively to children’s early learning experience. Helpful strategies are in place to support newer members to the centre to document children's learning and progress.

Key Next Steps

Association and centre leaders should continue to improve outcomes for children and families by using effective internal evaluation to ensure the very good practice occurring is sustained and prioritised developments are achieved.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paekākāriki 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Paekākāriki Playcentre will be in four years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

29 May 2017 

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

Paekākāriki

Ministry of Education profile number

60047

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, including up to 18 aged under 2

Service roll

23

Gender composition

Boys 12, Girls 11

Ethnic composition

Māori
Pākehā
Samoan

4
17
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

March 2017

Date of this report

29 May 2017

Most recent ERO report(s)

 

Education Review

June 2014

Education Review

October 2010

Education Review

December 2007

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.