Papamoa Playcentre

Education institution number:
40013
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
94
Telephone:
Address:

301 Dickson Road, Papamoa, Tauranga

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Papamoa Playcentre - 29/06/2018

1 Evaluation of Papamoa Playcentre

How well placed is Papamoa 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

Papamoa Playcentre is located in Papamoa, near Tauranga. It is licensed to cater for 30 children including 15 up to the age of two years. The roll at the time of this ERO review was 68 children, including 16 who identify as Māori.

The centre provides four, mixed-age sessions each week, as well as two extension sessions with paid kaiako that older children can attend without their parents. The Supporting Parents Alongside Children’s Education (SPACE) initiative provides three sessions each week to support mothers and babies up to one year of age.

During 2018 playcentres are transitioning from operating as The New Zealand Playcentre Federation (NZPF) with 32 regional associations to a national organisation with six offices. In the central North Island eight associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island. This region includes 95 playcentres spread over a large geographic area. During the organisation transition there is some overlap between association systems and new national approaches. At the time of this ERO review there is some uncertainty as new processes become established.

The governance management structure consists of a regional manager and a centre support coordinator who provide guidance and management for the playcentres. A centre administrator and centre support worker were appointed in early 2018 to provide support and guidance for centre operations. A national professional learning and development team is in the early stages of planning for additional learning support to build members’ capability as first teachers of their children. Responsibility for centre leadership is shared across centre members. A high proportion of members is in training, and a number hold higher level playcentre qualifications.

The centre aims to recognise Te Tiriti o Waitangi and share tikanga and te reo Māori with tamariki. Members value child-initiated free play in a mixed-age setting where adults guide and model positive social interactions. The playcentre supports children and adults to learn alongside and with each other.

The centre has a positive ERO reporting history. Significant progress has been made with areas for development identified in the 2015 ERO report. These related to strengthening strategic planning and self review, improving the place of te reo and tikanga Māori and using observations as the basis to further inform planning for children.

This review was part of a cluster of six playcentres in the Western Bay of Plenty under the governance of Playcentre Aotearoa Central North Island.

The Review Findings

A shared approach is resulting in effective leadership. In the centre there are clearly documented roles and responsibilities. Succession planning is well managed and contributes to ongoing, sustainable centre operations. Members set clear strategic direction for the centre. Effective internal evaluation processes lead to ongoing development and improvement. Members have established and maintained a culture where children and whānau are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning.

Children experience a curriculum that strongly links to their home experiences, and responds to their strengths and interests. The local curriculum is well designed and integrates the knowledge, skills and aspirations of adults to enrich outcomes for children. The centre responds to older children through extension sessions led by suitably qualified kaiako. Babies benefit from being in the presence of their primary caregivers at all times. Diverse learners benefit from the partnership of kaiako and parents with a focus on their particular needs.

The curriculum is regularly planned, assessed and evaluated and maximises the potential of the local environment. Members should now consider ways to further document and celebrate the language, culture and identity of all children attending this centre. Parents have established a richly resourced, well presented and maintained, stimulating learning environment for children.

Māori children and their whānau are affirmed in their culture and empowered to make decisions that promote positive outcomes for their learning. Māori members expressed appreciation for the way te ao Māori is naturally included in the programme. There are knowledgeable role models in the centre who are responsive to Māori children’s wellbeing and belonging, and build the understanding of other members. These positive apsects are promoting equity, excellence and success for Māori as Māori at Papamoa Playcentre.

Positive transitions contribute to a strong sense of belonging and wellbeing for children and their families. Communication systems and displays keep members well informed about centre operations and events and celebrate the success of members in training. Whānau reported that children going on to school experience success as confident learners.

Affirming relationships and responsive interactions with adults are contributing to positive learning outcomes for children. Adults are actively involved, playing with and alongside children and supporting them to develop their early understanding of literacy, mathematics and science concepts. Children at the centre benefit from teaching practices implemented by adults who know them well and have their best interests at heart.

Playcentre Aotearoa Central North Island is in the early stages of providing support for centres during a time of transition. Existing polices and systems are supporting centre operations until new systems developed by Playcentre Aotearoa are implemented. The strategic and annual plans are yet to consistently guide regional and centre direction. A particular strength of the playcentre is the two-house model initiative for governance. Te Whare Tikanga Māori promotes self-determination for Māori members through regular hui and targeted funding, and enacts the partnership aspect of Te Tiriti o Waitangi.

Key Next Steps

ERO has identified the need for Playcentre Aotearoa Central North Island management to develop:

  • more robust quality assurance processes for internal evaluation practice and reporting systems to inform priorities, future direction and provide targeted support for its playcentres
  • a strategic approach to professional development in relation to Te Whāriki2017.

Playcentre members' next steps for ongoing development are to:

  • strengthen internal evaluation by more clearly documenting evidence of the outcomes of strategic and annual planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papamoa 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 related to appraisal.

The current appraisal process of employed staff does not meet Ministry of Education regulatory requirements. Governance needs to ensure suitable human resource management practices are developed, documented and implemented.

[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 Papamoa Playcentre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

29 June 2018

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

Papamoa

Ministry of Education profile number

40013

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

68

Gender composition

Boys 41 Girls 27

Ethnic composition

Māori

Pākehā

Japanese

16

49

3

Review team on site

May 2018

Date of this report

29 June 2018

Most recent ERO report(s)

Education Review

February 2015

Education Review

August 2011

Education Review

September 2008

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.

Papamoa Playcentre - 25/02/2015

1 Evaluation of Papamoa Playcentre

How well placed is Papamoa 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

Papamoa Playcentre is located in Papamoa, near Tauranga. It is licensed to provide education and care for 30 children, including up to 15 children under two years of age at any one time. At the time of this ERO review, the roll of 91, included 21 children of Māori descent. The centre currently operates four general sessions a week that children attend with their parents, and two extension sessions that older children may attend without their parents. The centre also hosts an initiative to support mothers and babies, [Supporting Parents Alongside Children’s Education (SPACE)], for two sessions a week.

The centre operates under the umbrella of the Western Bay of Plenty Playcentre Association (WBOPPA). The parent cooperative benefits from the ongoing support and guidance of a centre liaison officer and centre administration officer provided by the association. The WBOPPA also provide useful documentation and frameworks to guide centre training workshops and operations. These guidelines are underpinned by the association’s philosophy, which is well implemented by centre leaders.

The cooperative has made significant progress in addressing issues identified in the 2011 ERO report. Leaders have made effective use of self review to create a more welcoming, inclusive and supportive environment for families. They have strengthened biculturalism and systems to share good practices. Other improvements include parents attending more than one session a week, the introduction of extension sessions and re-development of the outdoor area. Leaders have also significantly increased the number of parents enrolled in higher levels of playcentre training.

The centre employs one very experienced playcentre member to support one general session and one extended session. ERO attended this general session and an extension session that is regularly supported by two parents with course three training.

The centre supports parents to learn with their children, and to facilitate and respond to child-led play in a manner that extends children’s interests. Members want their children to be competent and confident, learners, communicators and problem solvers, who are secure in their sense of belonging. In addition, they want children to develop relationships with other children and adults.

This review was part of a cluster of six playcentre reviews in the Western Bay of Plenty Playcentre Association.

The Review Findings

Children are capable and competent learners. They play well with and alongside others and form positive and trusting relationships with a variety of children and adults, including session leaders. They confidently communicate with adults and peers.

Parents cater well for the diverse needs and abilities of infants, toddlers and young children. They carefully set up the environment so that toddlers, as well as older children, can independently access resources and equipment, make choices, and direct their own learning. The centre also includes a spacious and inviting area where babies and young toddlers can safely practise physical skills without interference from older children.

Parents’ interactions with children are respectful, responsive and caring. They skilfully foster development of social and language skills. Parents also make effective use of questions, suggestions and modelling to support children’s learning. They incorporate a high level of mathematical language in general sessions through waiata and incidental conversations with children about their play. Recently there has been an increased emphasis on including aspects of te reo, tikanga and te ao Māori in the programme, learning environment and centre celebrations. Children also learn about nature, caring for the environment and frequently travel to places of interest in the community.

Extension sessions provide more opportunities for sustained exploration of literacy and science concepts, and mathematical learning through process cooking, shopping and measurement activities. Older children demonstrate well-developed social skills and frequently participate in complex process and other group activities during extension sessions. Session leaders make good use of wall displays to share assessment practices and children’s diverse learning experiences.

Parents demonstrate a strong commitment to the playcentre philosophy of collective leadership and consensus decision making. They have well-developed strategies to encourage and support parents to take on new leadership roles. The recent emphasis on truly valuing and acknowledging each person’s contribution has significantly increased parents’ sense of belonging and level of involvement. The centre also funds in-session modelling of good practice and support for less experienced members to complete training modules.

Key Next Steps

Centre members have identified, and ERO agrees, that their next steps are to work with the association to systematically build parents’ overall confidence and ability to:

  • use strategic plans and self review to provide clear direction for ongoing improvement
  • further develop the implementation of te reo, tikanga and te ao Māori in meaningful ways with children
  • use written observations to clearly identify and plan for children’s emerging learning and interests.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papamoa 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.

To improve current practice, parents should complete the daily hazard checklist at all sessions.

Next ERO Review

When is ERO likely to review the service again?

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

Dale Bailey

Deputy Chief Review Officer-Northern Northern Region

25 February 2015

2 Information about the Early Childhood Service

Location

Tauranga

Ministry of Education profile number

40013

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

91

Gender composition

Boys 49

Girls 42

Ethnic composition

Māori

Pākehā

Chinese

Other

21

56

3

11

Review team on site

November 2014

Date of this report

25 February 2015

Most recent ERO report(s)

Education Review

August 2011

 

Education Review

September 2008

 

Education Review

June 2005

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.