Forest Road, Pinehaven, Upper Hutt
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Pinehaven Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pinehaven Playcentre is one of 17 playcentres in the Hutt Valley region. The service operates for six sessions each week and is licensed for 28 children, including up to 15 aged up to two years. There has been a significant increase in new families in the past year. Families currently enrolled represent a diverse range of cultures. The development of the outdoor play space and environmental sustainability have been a recent focus.
At the time of its June 2016 ERO review, the centre was one of 17 administered by the Hutt Playcentre Association, under the umbrella of The New Zealand Playcentre Federation Inc. In June 2019, the 32 organisations nationwide amalgamated into one new entity, a charitable trust called Playcentre Aotearoa. Hutt playcentres are now managed as part of a regional hub (the organisation) within the new entity.
A centre support worker (CSW), employed by the organisation, regularly visits the playcentre and provides professional advice and feedback to strengthen the programme for children. A centre administrator (CA) works with parents and caregivers (members) to support compliance with regulations. Day-to-day management is the role of centre-elected office holders who are a mix of experienced and new members. Four session facilitators, with recognised levels of training, provide ongoing support for the implementation of the daily programme.
Playcentre philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning.
The previous ERO report identified areas for improvement. These included: assessment, planning and evaluation; appraisal and professional development for leadership; and internal evaluation. Good progress has been made in these areas.
This review was one of eight in Playcentre Aotearoa, Hutt Valley region.
Children are well supported to be independent and capable learners. Adults are highly responsive, to their ideas and interests. Sustained, focused play was evident. The interesting outdoor environment promotes children's exploration and discovery. Toddlers are supported as bold and capable learners. Infants benefit from the responsive, caring and calm approach of members.
A strong sense of community and belonging is evident. Members take collective responsibility for the learning and wellbeing of all children, including those with diverse learning needs.
Members acknowledge that the bicultural curriculum and culturally responsive practice are in the early stages of development. Growing understandings and strategies in these areas should improve outcomes for children.
Adults are highly supportive of children’s interests. Playcentre's child-led philosophy is strongly evident in practice. Members should now consider how they can use their knowledge of individual children's interests as a platform for extending their learning, through meaningful and challenging experiences.
Members know children well, and regularly record the engaging experiences they provide to support their interests and learning. Further exploring the goals of Te Whāriki, the early childhood curriculum, and considering how these could guide planning ‘where to next’ for children, would be a useful next step. The visibility of children's cultures, languages and identities and parents' aspirations should be strengthened in records of children's learning.
Collaborative internal evaluation processes are becoming embedded in centre practice, with organisation support and guidance. ERO and leaders agree that this is an area for ongoing development. The process would benefit from an increased focus on measurable success indicators, based on positive learning outcomes for children. This would better support members to know the impact of their practices.
Long-serving committed members appropriately focus on sustainability. In response to significant recent roll growth, strategies have been put in place to build collective understanding of Playcentre expectations. This should help to sustain effective centre operation over time.
The CSW works collaboratively to support centre members in their roles. Relational trust is prioritised. She offers useful guidance, support and encouragement to foster members’ understanding and engagement. At times, written feedback does not include sufficient detail about next steps to strengthen centre practices. The organisation should establish consistent reporting expectations, with a particular focus on promoting the next steps outlined in this ERO report and monitoring necessary improvements.
Across the organisation, children and their families would benefit from increased clarity around identifying and supporting children with diverse learning needs, including speech and language. This should involve proactive, timely information-sharing and guidance for all playcentres.
The restructure of playcentre operation is being carefully worked through to support a new and more sustainable future for the organisation. The regional office provides a range of support for centres. Regional leaders agree that priority next steps are to embed the recently reviewed policy framework and appraisal systems.
Organisation leaders should prioritise support for Pinehaven Playcentre members in the following areas:
continuing to grow culturally responsive practices
focusing assessment, planning and evaluation deliberately extending children's learning
using measurable, child-focused success indicators in internal evaluation
embedding new policies and procedures, including appraisal, in centre practice.
In addition, the organisation should:
establish clear and consistent practices for providing challenging feedback to centres, focusing on priority improvement areas
ensure that centres receive clear, useful and timely guidance around identification and support strategies for children with diverse learning needs.
Before the review, the staff and management of Pinehaven 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.
Guiding policies and procedures have been recently revised at national level by Playcentre Aotearoa, to reflect current legislation. To improve practice, members should:
build their understanding of these new documents and ensure they consistently guide centre practice
following Playcentre Aotearoa’s agreed guidelines for the monitoring of sleeping children.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
14 February 2020
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 |
Upper Hutt |
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Ministry of Education profile number |
60021 |
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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 |
28 children, including up to 15 aged under 2 |
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Service roll |
78 |
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Gender composition |
Female 40, Male 38 |
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Ethnic composition |
Māori |
2 |
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Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
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Review team on site |
November 2019 |
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Date of this report |
14 February 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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|
Education Review |
August 2013 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 |
Pinehaven Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pinehaven 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 Pinehaven Playcentre. A kaitautoko, a centre support person is employed by the association to provide guidance.
The playcentre is licensed to operate five mixed-age sessions for a maximum of 28 children five days a week. This includes 15 children up to the age of two.
Almost all playcentre members are involved in the adult education training programme provided by the association. A considerable number of parents take advantage of the opportunity to be actively involved in their child's education. These numbers have been sustained over time.
Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold playcentre training certificates.
This review was part of a cluster of eight in the Hutt Playcentre Association.
Children's active exploration through play and their learning is well supported by attentive parent educators who rove and notice children's immediate learning needs. Respectful relationships between all positively contribute to children's strong sense of belonging.
The service's philosophy reviewed at the end of 2015, is an expression of what children do and what families want for their children. It appropriately reflects the playcentre philosophy of parent led education, learning through play and the principles and strands of Te Whāriki, the early childhood curriculum. The philosophy is evident in practice. The inclusion of te ao Māori, and respect for the Treaty of Waitangi underpins the culturally responsive curriculum.
Children play well in groups. Members are skilled in knowing when to intervene and facilitate learning. Adults and children are valued for who they are and for how they contribute to the playcentre.
Adults have recently changed the environment to better cater for increasing numbers of infants. A designated area provides a safe and social space for these children and their families. Children aged up to two years old make choices about their play.
There are many opportunities for children to use a range of equipment that encourages physical movement. Movable equipment enables them to set their own challenges and achieve goals at their own pace. They participate in growing, tending and preparing fruit and vegetables to eat as an integral part of the programme.
Members welcome, engage with and support families from a range of ethnicities. All benefit from cultural practices that are deliberately woven into all aspects of the centre. Children's cultures, languages and identities are affirmed.
Children participate enthusiastically in a variety of planned and spontaneous activities. They are able to lead their own learning and benefit from the wide range of skills and interests of adults bring to the programme. Positive aspects of the programme and resulting activity are shared and recorded to support planning. Members continually encourage each other to guide and promote children's learning.
Assessment, curriculum planning and evaluation practices have improved. They provide adults with useful information to help them plan programmes responsive to children's interests, strengths and, if required, identified needs. Individual learning profile books celebrate children's progress, shows their developing skills, knowledge and attributes. Members have identified that strengthening the focus on extending children's learning is an area for ongoing development.
Centre members are actively involved in well-considered review and evaluation practices and processes. The outcomes support them to make evidence based improvements for children.
The association is improvement and focused and committed to providing timely and relevant support for its member centres. The August 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.
The August 2013 report identified that members should strengthen the approach to self review and assessment, planning and evaluation. Progress in these areas has been made.
The association should assist playcentre members to continue to:
The association:
must implement rigorous annual appraisal for the kaitautoko and identify professional development to support them in their leadership roles
should build kaitautoko knowledge and capablity 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.
Before the review, the staff and management of Pinehaven 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.
ERO identified areas of non-compliance relating to governance and management practices. To meet requirements the service needs to improve its performance in the following area:
fully implementing a system of regular appraisal.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]
The next ERO review of Pinehaven Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
3 June 2016
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 |
Upper Hutt |
||
|
Ministry of Education profile number |
60021 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children, including up to 15 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 30, Girls 26 |
||
|
Ethnic composition |
Pākehā Other ethnic groups |
49 7 |
|
|
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 |
April 2016 |
||
|
Date of this report |
3 June 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
August 2009 |
||
|
Education Review |
July 2006 |
||
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.