Tawa/Linden Playcentre

Education institution number:
60051
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

1 Ranui Terrace, Linden, Wellington

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Tawa/Linden Playcentre - 30/06/2017

1 Evaluation of Tawa/Linden Playcentre

How well placed is Tawa/Linden 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

Tawa/Linden 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 30 children five mornings a week. This includes provision for 18 children up to the age of two at any one time.

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.

Planning and implementing the curriculum 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.

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 Tawa/Linden Playcentre at their 2016 annual general meetings.

The association and Tawa/Linden Playcentre have a positive reporting history with ERO. The June 2014 ERO evaluation found centre leaders would benefit from improved association support to assist members to identify priorities for development and ensure the development needs of centre-based employees working with children, are met. ERO also identified leadership should continue to build members' understandings of success for Māori as Māori to sustain and improve the culturally responsive curriculum. 

Both the association and the playcentre responded positively to the areas identified for improvement. 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. Ongoing improvement is evident and sustained in the playcentre.

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 ten in the Wellington Playcentre Association.

The Review Findings

All children's wellbeing and learning is supported by their engagement in very well-considered, childinitiated, play-based sessions. They form strong relationships with their peers and play amicably, exploring and engaging in a range of appropriate learning activities. Attentive adults know the children and their preferences well. The services youngest children are well-supported to actively explore play spaces and learning activities. Children’s developing social skills are nurtured. A positive tone and inclusive practice is highly evident.

The principles, strands and goals of Te Whāriki and the playcentre philosophy underpin centre practice well. Families learn and grow together, they have a shared understanding of what they want children to experience at playcentre and planning assists in achieving this. Children's interests, strengths and needs are continually discussed and shared. This contributes positively to continuity of learning for all children. Individual learning portfolios celebrate and demonstrate children's developing skills, knowledge and learning progress well.

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. Tawa/Linden Playcentre participated in this process and carried out a further evaluation in late 2016. Strategies in place support members to build their knowledge, understanding and cultural competencies. Te ao Māori is meaningfully woven through learning experiences, rituals and activities and is an integral part of Māori, and all, children's early education.

Well-considered literacy, mathematics, science activities and excursions in the wider community are a core component of the curriculum. Members plan to carry out an internal evaluation this year to ascertain how the curriculum reflects Pacific learner's cultures and languages within the curriculum. ERO's evaluation affirms this focus.

The outdoor environment has had a major upgrade since ERO last visited. Members carried out an extensive inquiry into provision of effective outdoor spaces, and planning and work was undertaken. An internal evaluation of the effectiveness of the outdoor initiative was carried out in February 2017. Adults have increased confidence in using spaces and equipment to their potential. Opportunities abound for children to lead their own learning, be physically active, join in group experiences or retreat to quiet spaces in the highly functional learning environment. 

Tawa/Linden Playcentre families and whānau bring varied and valuable skills and knowledge to their roles. The high levels of involvement of the centre's community and a sense of collective responsibility for children, provides a very positive platform for learning. Well-developed systems and practices support the smooth day-to-day running of the playcentre.

The association is an improvement-focused organisation. The 2014 ERO reviews found the assistance 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 leadership and guidance is provided for its member centres.

The dual purpose of self review for accountability and improvement is very well understood and informs ongoing decision-making. The centre's internal evaluation effectively guides development. Planned priorities are aligned to the association vision and clearly positioned in improving teaching and learning outcomes for children.

Key Next Steps

Association and centre leaders should continue to improve outcomes for children and families by using internal evaluation effectively 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 Tawa/Linden 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 Tawa/Linden Playcentre will be in four years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

30 June 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

Wellington

Ministry of Education profile number

60051

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 18 aged under 2

Service roll

32

Gender composition

Girls 18, Boys 14

Ethnic composition

Māori
Pākehā
Pacific
South East Asian
Other ethnic groups

3
16
2
3
8

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

May 2017

Date of this report

30 June 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.

Tawa/Linden Playcentre - 05/06/2014

Evaluation of Tawa/Linden Playcentre

How well placed is Tawa/Linden 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

Tawa Linden Playcentre is one of 20 parent-led early childhood centres administered by the Wellington Playcentre Association (the association). A council oversees operation at governance level and an executive committee provides the adult education programme, guidance and support for members. Two centre supporters are employed by the executive to visit playcentres and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders. Parents share the duties associated with implementing the programme.

Playcentre philosophy recognises parents as the best first teachers of their children and emphasises the importance of child-initiated play in mixed-age sessions. Acknowledging Te Tiriti o Waitangi is an integral part of this philosophy.

Tawa Linden Playcentre is one of many early childhood centres in the area. It serves a diverse community. Members place high value on the centre’s links with its community, using the local, natural environment, cooperative decision making and positive relationships to support operation and children’s learning. Five mixed-age sessions are held each week.

Since the October 2010 ERO report, this service has been relicensed under the Education (Early Childhood Services) Regulations 2008. The licensing process was a focus for development for some time. The centre has a positive reporting history with ERO.

This review was part of a cluster of 20 reviews of centres in the Wellington Playcentre Association.

The Review Findings

Children learn in a very supportive environment where adults are well attuned to their interests. Key philosophical values shared by playcentre as an organisation are reflected in practice. A genuine sense of family and community is evident. There is an ongoing focus on fostering positive and enduring relationships in the centre and beyond.

Overall the playcentre is a friendly, well organised space. Children are settled, cooperative and happy learners. They have free access to a wide range of suitable learning materials. A calm tone prevails.

Members are responsive, allowing children to take the lead in what they do. Educators support them to explore, extend their ideas and persevere in their play. Literacy and numeracy are well integrated into the programme in meaningful, playbased ways. Much sustained and cooperative play is evident.

Parents assess, plan and evaluate learning using close observations and photographs to determine next steps for individuals and groups of children. Collective decision-making underpins an environment of child-initiated play. A specific strategy to focus learning for children is an all-parent meeting at the end of each session when the duty team share and celebrate the learning of the day. This is prior to the post-session planning by the daily team. This practice is useful for ongoing assessment and planning decisions.

The programme is strongly child led with adults playing a supporting role. There is a strong emphasis on identifying children's significant learning linked to Te Whāriki, the early childhood curriculum. Termly session planning meetings enable parents to share their aspirations for, and the developing interests and strengths of, their children.

Centre members review their programmes, operations and plans for improvement. The implementation of review processes is well embedded and useful. It is timely now for reviews to be more evaluative to determine the effectiveness of changes.

Strong, long-established links with local primary schools are valued and actively maintained. These provide good support for families making the transition from playcentre to school.

There is good provision for infants and toddlers. They are well supported and encouraged to explore the play spaces and full range of learning materials. Effective communication and language strategies support nonverbal children to participate in sessions. These youngest playcentre members show confidence in making choices and leading their learning.

Māori children are well catered for. Members' understanding and implementation of Te Tiriti o Waitangi principles assists all to appreciate and value Māori. Children benefit from an environment that supports te reo me ngā tikanga Maori. There are high expectations that te ao Māori is embraced. Adults are actively engaged through their own learning in this area.

Children with special needs are celebrated as successful learners. The specific needs of children and their families are well considered. Adults who provide external support are highly responsive and demonstrate inclusive practices.

Leadership is effectively distributed among the membership. All contribute to decisions made. Playcentre education qualifications are highly valued as a way to enhance the development and learning of children. All sessions now have qualified adults in team leader roles. Members are reflective and committed in their roles.

The association provides good support and training for members. The centre supporter gives regular, valued feedback and aid as needed. Comprehensive, up-to-date written policies and procedures guide office holders in their management roles, and members in planning and implementing an appropriate programme. The association is both improvement and future focused. The systematic review of and plan to restructure governance and management are being carefully worked through. These should support a new and more sustainable future for the organisation and individual centres.

Key Next Steps

Members should continue exploring and implementing their multifaceted approach to success for Māori as Māori within the playcentre.

The association should:

  • continue to develop centre support processes based on identified needs and priorities

  • provide leadership to members to help them define their understanding of success for Māori as Māori

  • redevelop the appraisal process to ensure the development needs of centre based employees working with children, are met.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tawa/Linden 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 Tawa/Linden Playcentre will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

5 June 2014

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

Tawa

Ministry of Education profile number

60051

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 18 aged up to 2

Service roll

46

Gender composition

Boys 23, Girls 23

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

9

28

6

3

Reported ratios of adults to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:4

Better than minimum requirements

Review team on site

February 2014

Date of this report

5 June 2014

Most recent ERO report(s)

 

Education Review

October 2010

 

Education Review

December 2007

 

Education Review

December 2004

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.