2 Hira Street, Waikanae
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waikanae 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.
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. Sessions are supported by a duty team of parent educators who hold playcentre training certificates. Many centre members are involved in the association's training programme. Parents come with a wide range of tertiary qualifications and are actively involved in their child's education.
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 Waikanae Playcentre in 2016.
The service and the association responded positively to the areas identified for improvement in the April 2014 ERO report. 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 previous ERO report also identified that centre leaders would benefit from association support to: deepen their understanding of learners with diverse needs; implement a more bicultural perspective in the learning programme; and strengthen their approach to assessment, planning and evaluation.
The New Zealand Playcentre Federation, of which the Wellington Association is part, 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 reviews in the Wellington Playcentre Association.
Programmes for children are clearly aligned to Te Whāriki and responsive to child-led initiatives. Parent educators work collaboratively to provide a welcoming, inclusive learning environment for children and families. Adults recognise the importance of developing positive relationships with each other and knowing all children well.
Parent educators' teamwork and collective responsiveness effectively supports children's learning and progress. Professional development has led to educators making assessment, planning and evaluation more visible for learners and adults. Wall displays and daily recording on a white board provide opportunities for parents to discuss and revisit children's progress.
Session and term evaluations further inform parents' understanding of children's strengths and interests. Individual learning portfolios celebrate and demonstrate their developing skills, knowledge, learning and development well. These processes contribute positively to continuity of learning for all children.
Children confidently engage in learning and make decisions about their involvement and participation. Aspects of literacy and mathematics are meaningfully incorporated in the curriculum. Flexible routines support children's sustained and purposeful play. Learners are well supported by adults who engage them in conversations that promote language development, exploration, thinking and problem solving.
Children with additional needs are very well supported and included in centre-wide programmes. Infants' and toddlers' independence, exploration, persistence and self-challenge are successfully encouraged. They are celebrated and affirmed.
Thoughtfully considered strategies support children and their families’ induction into the centre. Children’s transitions to school are acknowledged and celebrated. Parent educators continue to consider ways to share information so that children’s confidence and capability at playcentre transfers to the new entrant classrooms.
The redevelopment of the outdoor area has resulted in a challenging and inviting outdoor environment. Internal evaluation to measure the impact of the initiative continues. Adults have now increased their confidence in using the space and equipment to their potential. Children lead their own learning, group experiences or enjoy peaceful spaces in the thoughtfully organised learning environment.
A deliberate commitment to improving a shared understanding of internal evaluation amongst parent educators is evident. Spontaneous review is used to reflect on aspects of practice. The centre's internal evaluation effectively guides development. Planned evaluation priorities are aligned to the association's vision and clearly positioned to improve teaching and learning outcomes for children.
A comprehensive internal evaluation was undertaken, during 2014. This was to discover how well the association and centres included te reo me ngā tikanga Māori as part of a culturally responsive curriculum.
At Waikanae Playcentre, te ao Māori continues to be an integral part of children's early learning experience. Appropriate resources, displays and practices that reflect te ao Māori, support children to develop knowledge and understanding of their bicultural heritage. Parents are committed to further developing their practice to continue to support Māori children to achieve success as Māori. Children’s cultural identity is acknowledged and celebrated.
Waikanae Playcentre members 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, provide a positive platform for learning. Effective 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. 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 its structural organisation, looked at 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.
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.
Before the review, the management of Waikanae 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.
The next ERO review of Waikanae Playcentre will be in four years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
12 July 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.
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Location |
Waikanae |
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Ministry of Education profile number |
60053 |
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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 |
30 children, including up to 18 aged under 2 |
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Service roll |
28 |
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Gender composition |
Boys 16, Girls 12 |
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Ethnic composition |
Māori |
6 |
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Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
12 July 2017 |
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Most recent ERO report(s)
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Education Review |
April 2014 |
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Education Review |
November 2010 |
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Education Review |
November 2007 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waikanae 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.
Waikanae Playcentre members place high value on being part of a learning community where cooperative management and positive relationships support operation and children’s learning. Three mixed-age sessions are held each week. The majority of children attending the centre are aged over three years.
Since the November 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.
Key philosophical values are reflected in practice. A real sense of family and community is evident. There is an ongoing focus on building and maintaining positive relationships. Members are friendly and welcoming. They express a commitment to supporting families from all backgrounds and ethnic groups to become part of playcentre. Exploring ways to promote this would be a suitable development step.
Members maintain good levels of purposeful engagement with children. They are responsive, allowing children to take the lead and supporting them to explore, extend their ideas and persevere in their play. Literacy is integrated into the programme in meaningful, playbased ways. Investigation of science and nature is a particular strength, with adults planning learning experiences to extend children’s understanding of new ideas.
Children’s language development is fostered by the ongoing opportunities for discussion and conversation. High ratios of adults to children promote opportunities for one-to-one interaction. Positive guidance is used well to support children’s social learning. Much sustained and cooperative play is evident. Children are settled and happy learners.
Children have free access to a suitable variety of high quality learning materials. These are well organised to promote children’s interests and opportunities for investigation. The outdoor environment provides a range of challenges to support children’s physical development, exploration and creativity.
Centre leaders, in consultation with the association, are committed to strengthening members’ understanding of Te Tiriti o Waitangi partnership and establishing a more bicultural perspective in the centre. There is also interest in fostering links with the association’s Māori whānau support group and local iwi to strengthen this approach.
Parents are keen to provide appropriate support for families making the transition from playcentre to school. They are considering enriching links with the various schools in the area. Developing their thinking further about suitable learning experiences to support the older children, and parent understanding, are also agreed next steps.
There is good provision for infants and toddlers. They are well supported and encouraged to explore play spaces and a full range of learning materials. Activities are carefully planned to invite their participation and developmental needs. A suitably resourced area is specifically designated for those children who are not yet mobile. Children aged up to three years show confidence in making choices and leading their learning.
The programme is strongly child led. Since the previous ERO report, members have continued to develop their approach to planning for learning. Session planning meetings enable parents to share aspirations for extending the interests and strengths of their children and to collaboratively develop the programme. All adults are expected to contribute to children’s learning records. There is a strong emphasis on identifying how children's learning links to Te Whāriki, the early childhood curriculum. Ongoing planning and evaluation of sessions could be improved to better identify and promote the learning of individuals. Refining assessment records so children’s progress in learning is more of a focus, is a suitable development step.
Adults take pride in being part of a learning community alongside their children. Collaborative practice is highly valued. A core group of committed parents provide strong leadership for operation and programme development. They are determined to secure a sustainable future for the centre. Members are well supported to become familiar with roles and expectations. Although they regularly reflect on their practice, understanding and use of formal self review is at an early stage.
The association provides good support and a range of training for members. The centre supporter provides regular and valued face-to-face feedback and aid as needed. A more structured and evaluative approach based on centre and association-identified priorities, and growing members’ practice, should better promote and sustain improvement over time. Comprehensive and 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 and plan to restructure governance and management are being carefully worked through to support a more sustainable future for the organisation and individual centres.
Members should continue to:
The association should:
Before the review, the members and management of Waikanae 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:
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 Waikanae Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
30 April 2014
|
Location |
Waikanae |
||
|
Ministry of Education profile number |
60053 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including 18 aged up to 2 |
||
|
Service roll |
27 |
||
|
Gender composition |
Boys 16, Girls 11 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
2 25 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
February 2014 |
||
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Date of this report |
30 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
November 2007 |
||
|
Education Review |
February 2005 |
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:
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.