Darfield Playcentre

Education institution number:
70042
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

Ross Street, Darfield

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1 Evaluation of Darfield Playcentre

How well placed is Darfield Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Darfield Playcentre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Darfield Playcentre operates as a parent cooperative under the governance and management of the Playcentre Federation, Upper South Island Region. It is licensed for 25 children, including 15 aged under two. The playcentre is open five mornings a week.

The playcentre employs a coordinator. Parents are rostered to help at each session. The Upper South Island Region employs a centre support person and administrator who regularly visit the centre to support the parents and coordinator.

The playcentre's philosophy emphasises the important role of parents in children's learning and wellbeing. It also states the significance of child-led learning in a safe and stimulating environment.

Playcentre parents have made good progress in addressing the recommendations of the last ERO report.

This review was part of a cluster of eight playcentre reviews in the Playcentre Federation, Upper South Island Region.

The Review Findings

Children of all ages are settled and confidently work and play in the playcentre environment. Adults foster positive, supportive and respectful relationships between adults and children. They model care and respect and learning for the children and one another. Families are warmly welcomed and well supported to engage in the programme which supports them to develop a sense of belonging.

Children are active learners and explorers. Adults support children well to follow their interests and to lead and extend their learning. A wide range of activities and resources are accessible to children of all ages. The programme aligns well with children's interests and home lives. Strong links to the community are actively pursued to provide rich learning experiences within and beyond the centre.

Children and adults value te reo and tikanga Māori. Reciprocal learning relationships with the local runanga, the local Kāhui Ako| Community of Learning, local schools and early learning centres help keep te reo and tikanga Māori active in the centre's programme.

Adults are reflective and make good use of strategic planning and internal evaluation to support ongoing improvement and positive learning and wellbeing outcomes for children and adults. They now need to document progress towards strategic goals and the impact of change made as a result internal evaluation and strategic planning, including outcomes for children.

Assessment and planning processes have improved due to a larger number of parents participating in the parent education programme. The playcentre now needs to strengthen the way children's learning is recorded by including children's home cultures and how their learning will be extended.

The parent group work well as a cooperative. It is timely for the playcentre to review and update its philosophy.

There continues to be significant change occurring with the playcentre's governance and management at regional and federation levels.

Key Next Steps

The Upper South Island Region, the playcentre and ERO agree that the key next steps for the centre are to:

  • strengthen strategic planning and internal evaluation by documenting progress towards strategic goals and the impact of change made as a result of these activities
  • include children's home cultures and how their learning will be extended in assessment records
  • review and update the centre philosophy to show the value that adults place on te ao Māori and current teaching and learning priorities, including valued outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Darfield 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.

To improve current practice, the Upper South Island Region service management should ensure:

  • equipment is suitably positioned to ensure children's safety
  • indoor spaces provide adequate protection for non-mobile children to move safely.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

19 August 2019

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

Darfield

Ministry of Education profile number

70042

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Service roll

55

Gender composition

Boys 28, Girls 27

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

3
44
8

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

June 2019

Date of this report

19 August 2019

Most recent ERO reports

Education Review

March 2013

Education Review

April 2009

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

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.

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.

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The centre is well placed to promote positive outcomes for children.

Context

Darfield Playcentre is one of 46 centres administered by the Canterbury Playcentre Association. The association’s education and support teams guide parents to operate the centre. The parents’ cooperative is responsible for the day-to-day operation of the centre. The centre operates for three morning sessions each week for children aged from birth-to-school age.

The centre is situated in a rural area where there is a growing population. Since the April 2009 ERO review, the centre has continued to make good progress in improving learning outcomes for children. A new centre support person has been recently appointed.

This review was conducted as part of a cluster approach to reviews in four early childhood education services within the Canterbury Playcentre Association umbrella organisation.

The Review Findings

The playcentre philosophy is strongly expressed in the quality of relationships at all levels of the centre. Children confidently engage with other children and adults. Tuakana teina relationships are clearly evident in the way older children help care for younger children. Parents have a shared vision and purpose for their involvement in the centre. They provide strong support for new parents and children and ensure they are quickly included in the programme.

Leadership is actively modelled and promoted to support children’s learning progress. Children and parents confidently use their initiative and skills to create and extend learning opportunities. The strong links between home and centre learning help to sustain and further develop children’s curiosity and problem-solving skills.

The coordinator and parents have made very good progress in their curriculum self-review practices to increase children’s engagement and enjoyment in the programme. Self-review processes are clear, systematic and well planned. This is leading to significant improvements in the programme including science, the integration of tikanga and te reo Māori and transition to school practices. The centre’s self review identifies, and ERO agrees, that bicultural practices are an area for continued development.

Children’s learning benefits from the way the coordinator uses a range of effective approaches to extend the complexity of children’s thinking. Parents make good use of the well-resourced environment to help children develop and expand their ideas. They also make appropriate use of networks and resources in the local community to build upon children’s interests.

Infants and toddlers are well catered for in the provision of resources and activities for their age group. Parents support each other to take an active interest in the learning and development of these younger children.

Children’s profile books provide a detailed record of children’s interests, learning and progress. Learning stories clearly identify the learning that is occurring for individual children and often include directions for next learning steps. In order to continue improvement in this area, the centre should consider providing a greater focus on evaluating on children’s learning and the extent to which the programme is contributing to their learning progress.

The association provides a well-developed organisational framework for centre operations. Many parents at the centre have participated in the association’s parent education programme. This is helping them to make an increasingly productive contribution to the effectiveness of the centre.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Darfield 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services

Southern Region

Information about the Early Childhood Service

Location

Darfield

Ministry of Education profile number

70042

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 8 aged under two

Service roll

29

Gender composition

Boys 17; Girls 12

Ethnic composition

NZ Pākehā/European

European

26

3

Review team on site

November 2012

Date of this report

8 March 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2009

December 2005

May 2003

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.