Wilton Playcentre

Education institution number:
60054
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
28
Telephone:
Address:

3A Gloucester Street, Wilton, Wellington

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Wilton Playcentre - 19/05/2017

1 Evaluation of Wilton Playcentre

How well placed is Wilton 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

Wilton 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 26 children four mornings a week. This includes provision for 15 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. Three sessions are supported by a duty team of parent educators who hold playcentre training certificates. A centre member is employed for the fourth session. 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 Wilton Playcentre in 2016.

The service and the association responded positively to the areas identified for improvement in the 2014 ERO review. 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 further develop assessment, programme planning and the provision of a bicultural curriculum through improved self-review practices.

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 nine in the Wellington Playcentre Association.

The Review Findings

The association philosophy and Te Whāriki effectively underpin centre practice. A culture that values, celebrates and affirms children is highly evident. Positive relationships are established among all adults involved in the service. Parent educators work collaboratively. They enthusiastically involve themselves in the learning and wellbeing of all children.

Centre initiatives are effectively increasing parents’ involvement in assessment, planning and evaluation of children’s learning. Adults have clear shared expectations and processes for responding to children’s interests and ideas. Centre members successfully contribute their views to programme planning. Leadership is encouraged and distributed amongst parents.  A range of professional development provides support for leaders and parents, aligned to their needs and aspirations.

Children are purposefully engaged in learning and confidently make decisions about their involvement and participation. Early literacy and numeracy learning experiences are well integrated into the programme and environment. Indoor and outdoor spaces encourage children to learn, investigate, develop their physical skills and engage in imaginative, creative play. Infants and toddlers are encouraged and nurtured to explore their surroundings. Parent educators play and work alongside children, supporting their developing skills and extending their thinking and language.

Parent educators demonstrate highly inclusive practices and positively involve children with identified learning needs in the programme.

Well-considered, clear strategies support children and their families’ induction into the centre. Parent educators continue to develop increasingly supportive processes for children as they move to school.

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. At Wilton Playcentre te ao Māori continues to develop as 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 developing their practice to continue to support Māori children to achieve success as Māori. Children’s cultural identity is acknowledged and celebrated.

Wilton 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. Well-developed 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, 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.  

Self review is very well used for accountability and improvement. Centre members have a good understanding of evaluation and use it to guide ongoing decision-making and improvement. Planning priorities are aligned to the service and association vision and focused on improving teaching and learning. 

The centre support person and duty teams provide effective leadership that contributes positively to children’s early learning experience. The inclusion of te ao Māori, as an integral part of children's daily experience continues to strengthen through ongoing internal evaluation. Helpful strategies are in place to support newer members to the centre to document and record children's learning and progress.

Key Next Steps

Association and centre leaders should continue to improve outcomes for children and families by using effective internal evaluation 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 Wilton 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 Wilton Playcentre will be in four years. 

Patricia Davey
Deputy Chief Review Officer Central (Acting)

19 May 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

Wilton

Ministry of Education profile number

60054

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 16 aged under 2

Service roll

29

Gender composition

Boys 19, Girls 10

Ethnic composition

Māori
Pākehā
Asian
Latin American

  6
13
  6
  4

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

March 2017

Date of this report

19 May 2017

Most recent ERO report(s)

 

Education Review

May 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. 

Wilton Playcentre - 30/05/2014

1 Evaluation of Wilton Playcentre

How well placed is Wilton 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

Wilton 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 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.

Wilton Playcentre 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 management, and positive relationships to support operation and children’s learning. Four mixed-age sessions are held each week.

Since the October 2010 ERO review 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 is part of a cluster review of 20 centres in the Wellington Playcentre Association.

The Review Findings

Children are settled, cooperative and happy learners. Key play centre philosophical values are reflected in practice. A sense of family and community is evident. There is an ongoing focus on building and maintaining positive and sustained relationships in the centre and beyond. Members are friendly and welcoming. A calm tone prevails.

Children maintain good levels of purposeful interaction with adults. Children take the lead and are supported to explore and extend their ideas. Literacy and numeracy are well integrated into the programme in meaningful ways. Children’s language development is fostered by the ongoing opportunities presented in conversation. High ratios of adults to children promote opportunities for one-to-one conversation.

Children have access to a suitable variety of learning materials. A focus on sustainable living, through gardening, and use of natural materials, continues to develop. The curriculum is extended through trips into the community and nearby bush. ERO affirms the centre's plan to further develop some areas of play to better promote children's interest and participation.

Centre leaders, in consultation with the association, are committed to strengthening Te Tiriti o Waitangi partnerships and further developing the bicultural practices in the centre.

There is good provision for infants and toddlers. They are well supported and encouraged to explore play spaces and wide range of learning materials. These youngest playcentre members show confidence in making choices and leading their learning.

There is an emphasis on members identifying children's significant learning linked to Te Whāriki, the early childhood curriculum. Assessment, planning and evaluations are well considered. Session planning meetings enable parents to share their aspirations for developing the interests and strengths of children.

Previously, under ‘the centre of innovation project’, members explored the use of schema, as a way of thinking about children learning. This continues to be used to assist members' understanding of children’s learning and to inform programme planning.

The friendly playcentre culture and mutual support fosters parents’ confidence and involvement. The deliberate, planned and well-considered ways families support each other is a centre strength. Members are reflective and committed in their roles.

Members use formal self review to better support decisions about improvement and priorities for development. Reviews are purposeful and well managed within appropriate timeframes so all members can participate in decision making.

The association provides good support and a range of training for members. The centre supporter provides regular and valued face-to-face feedback and help 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 of and plan to restructure governance and management are being carefully worked through to support a new and more sustainable future for the organisation and individual centres.

Key Next Steps

Members should:

  • continue to develop their understanding of success for Māori children as Māori.
  • consider children’s leadership roles within the sessions.

The association should:

  • develop a more evaluative centre support process based on centre needs and priorities
  • continue to support members to develop their understanding of Te Tiriti o Waitangi partnership and practices.
  • provide leadership to members to help them define their understanding of success for Māori as Māori
  • redevelop the appraisal process to ensure the paid team leader’s development needs are suitably identified and addressed.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wilton 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 Wilton Playcentre will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

30 May 2014

2 Information about the Early Childhood Service

Location

Wilton, Wellington

Ministry of Education profile number

60054

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 15 aged under 2

Service roll

26

Gender composition

Girls 13,

Boys 13

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

4

15

2

5

Reported ratios of adults to children

Under 2

1:1

Meets minimum requirements

 

Over 2

1:5

Meets minimum requirements

Review team on site

February 2014

Date of this report

30 May 2014

Most recent ERO report(s)

 

Education Review

October 2010

 

Education Review

December 2007

 

Education Review

January 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.