29 Tasman Road, Te Rapa, Hamilton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Play To Learn Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Play to Learn Early Learning Centre is one of two education and care services under the same ownership. A newly appointed centre manager is responsible for curriculum delivery, administration, and providing leadership for the teaching team. Approximately half of the children enrolled are identified as Māori, and a third are Pacific.
Children have opportunities to explore and lead their own learning in a supportive play-based environment. Teachers aid children to develop their problem solving and literacy skills. Children with additional needs participate alongside their peers. External agencies are used to enhance ongoing development. Children’s social and emotional competencies are fostered. Children benefit from an environment that respects their choices and promotes independence.
Children’s experience of the bicultural curriculum varies across the service. Younger children engage in a curriculum that consistently promotes English and te reo Māori. Teachers respond to their individual care routines with thoughtfulness and at a calm pace. Older Māori children have aspects of their culture acknowledged through tikanga practices, waiata and some te ao Māori resourcing. Leaders have identified that a focus on all children's cultures and languages is needed.
Children and their whānau have positive relationships with teachers. Parents’ aspirations are sought, and these are beginning to influence individual plans for children. Assessment and planning practices have undergone change and are now being embedded. Teachers are at the early stages of intentionally using the valued learning outcomes from Te Whāriki, the early childhood curriculum.
The service’s organisational conditions are beginning to foster children’s learning. Teachers and leaders complete professional learning and are establishing a new growth cycle. Evaluation systems are in their infancy, and leaders have acknowledged this is an area of growth. Those responsible for governance continue to use external supports to grow the service’s capabilities, systems and processes. These organisational conditions are working towards enhancing and progressing children's continual learning.
Play To Learn Early Learning Centre will include the following actions in its Quality Improvement Planning:
Strengthen how teachers recognise, respond to and document the home languages, cultures and identity of children and their whānau.
Embed the recently-established assessment and planning processes so that these intentionally report and evaluate against the valued learning outcomes from Te Whāriki.
Increase a shared understanding of evaluation and its use in promoting ongoing positive improvement for children over time.
Before the review, the staff and management of Play To Learn Early Learning Centre completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
30 October 2023
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Early Childhood Service Name |
Play To Learn Early Learning Centre |
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Profile Number |
45687 |
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Location |
Te Rapa, Hamilton |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 12 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
32 |
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Review team on site |
August 2023 |
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Date of this report |
30 October 2023 |
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Most recent ERO report(s) |
Education Review, May 2020; Education Review, April 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Play To Learn Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Play To Learn Early Learning Centre is a privately-owned education and care service located in Te Rapa, Hamilton. The centre is licensed for 40 children, including 12 up to the age of two years. At the time of this ERO review there were 37 children enrolled, including 20 Māori children.
The centre has a separate area for children up to the age of two. There are daily opportunities for mixed-age play. The centre's owners are new since the previous April 2017 ERO report. They provide governance leadership and are supported by a centre manager who oversees daily operation. All teachers at the centre have a teaching qualification.
The centre's philosophy prioritises 'authentic respect for all diverse cultural backgrounds connecting as one people through shared whakapapa'.
The centre has responded very well to the key next steps identified in the previous ERO report, and is strongly focused on recognising children's identity, learning and progress in their portfolios.
The centre's philosophy is highly evident in the curriculum. Leaders and teachers are developing an authentic, localised curriculum and learning opportunities for children. There is a strong bi-cultural focus, and tikanga and te reo Māori are naturally integrated in daily routines. Inclusive strategies support children's cultural heritage. Parents' aspirations for their children are well considered in programme planning and whānau are encouraged to contribute to children's learning. Children are well supported in their sense of identity and belonging.
Effective teaching practices support children's learning. The environment is settled and interactions between teachers and children are warm and respectful. Children, including those up to two years of age, are encouraged to self manage and follow their interests. Leaders and teachers provide individualised support in response to children with additional learning or behaviour needs. Teachers model oral literacy and use a variety of strategies to support non-verbal and verbal communication. Consistent assessment, planning and evaluation practices support and recognise continuity of children's learning. Children develop as competent and confident learners.
Leadership has developed a professional learning culture. The centre manager encourages emergent leadership and teachers benefit from targeted coaching and mentoring. There is a consistent framework for internal self review and teacher inquiries. Teachers access a range of professional learning opportunities to continue to develop their capability. They work collegially to share their practice. Children benefit from a centre culture that is underpinned by positive relationships for learning.
Leaders and teachers should further strengthen internal evaluation by including in the centre's self-review process an analysis of the impact of changes on outcomes for children.
Before the review, the staff and management of Play To Learn Early Learning Centre 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.
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
27 May 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 |
Te Rapa, Hamilton |
||
|
Ministry of Education profile number |
45687 |
||
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
40 children, including up to 12 aged under 2 |
||
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Service roll |
37 |
||
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Gender composition |
Males 19 Females 18 |
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Ethnic composition |
Māori |
20 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
February 2020 |
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Date of this report |
27 May 2020 |
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Most recent ERO report(s)
|
Education Review |
April 2017 |
|
|
Education Review |
June 2015 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Play to Learn Education Learning Centre is privately owned and operated. It provides all-day education and care for children from birth to school age. The service is licensed for 40 children, including up to 10 under two years of age. There are 18 children who identify as Māori and four children are from other cultures. Since the 2015 ERO review a new centre manager has been appointed and there has been a complete change in the teaching team and other staff.
With support from ERO and the Ministry of Education, an action plan was developed and documented to address the following concerns identified in the 2015 ERO report. These relate to:
assessment, planning for and evaluation of children’s learning
identifying children’s emerging ideas, learning and interests and responding to these in ways that empower children
incorporating te reo Māori and other children’s languages, cultures and identities in the programme, environment and assessment portfolios
providing professional learning and development for teachers, and mentoring provisionally certificated teachers.
The centre has responded positively to the issues identified in the 2015 ERO report. There is now clear evidence of significant improvements to the 2015 ERO key next steps. These include:
regular integration of te reo and tikanga Māori and other children’s cultures and identities into the programme, environment and portfolios
a language rich environment and meaningful interactions with children
a curriculum informed by assessment, planning, and evaluation that demonstrates an understanding of individual children’s learning
staff receiving ongoing professional learning and development support and mentoring for teachers, particularly provisionally certificated teachers.
The centre is well led by an experienced centre manager. All teachers are qualified with current practising certificates. Together with the centre owner, they have established a collaborative approach to centre development. Leaders, teachers, parents and whānau worked together to develop the centre vision and philosophy. This meaningful partnership reflects the centre’s commitment to whakawhanaungatanga and the principles of te Tiriti o Waitangi. Together they are building a bicultural and multicultural learning environment that celebrates the identity and sense of belonging for all children.
Parents and their children are warmly welcomed into the centre. They enjoy a strong sense of belonging and they are supported by the respectful, caring relationships they experience with staff and peers. Māori culture, language and identity are valued through positive and affirming interactions. Children and their parents/whānau benefit from a holistic, caring and supportive environment.
Babies and toddlers experience relationships that are nurturing and supportive. Teachers are respectful of each child’s individual rhythms and preferences. Key teachers work with parents and whānau to create a settled environment for these very young children. Babies and toddlers are well catered for, free to explore, and learn in meaningful social and cultural contexts.
Children are confident learners. They trust adults to nurture their sense of self worth and be responsive to their needs, interests and strengths. The mixed-age group setting promotes tuakana-teina relationships and reciprocal learning. These positive relationships empower children to share their knowledge and strengths with others.
Staff have a wide range of skills, expertise, knowledge and experience, which they bring to the centre. Professional learning and development has strengthened teachers approach to children’s learning. They have good knowledge of current theory and development. Teachers effectively notice, recognise and respond to children’s interests, monitor their progress and evaluate their learning overtime. This process contributes to children enjoying a learning environment that values their ideas and interests.
Teachers are increasing their capability in te reo and tikanga Māori. Ongoing support and guidance is provided by teachers who are Maori and are fluent in te reo Maori.
The centre has a holistic approach to self review in relation to the development of babies, toddlers and young children. Teachers should now consider the purpose of portfolios and how they contribute to, and celebrate children’s identity, learning and progress.
Before the review, the staff and management of Play To Learn Early Learning Centre 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.
The next ERO review of Play To Learn Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
7 April 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 |
Hamilton |
||
|
Ministry of Education profile number |
45687 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
36 |
||
|
Gender composition |
Boys 23 Girls 13 |
||
|
Ethnic composition |
Māori Pākehā Other |
18 14 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2017 |
||
|
Date of this report |
7 April 2017 |
||
|
Most recent ERO report(s) |
Education Review |
June 2015 |
|
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.