- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Amberley Playcentre is well placed to provide positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Amberley Playcentre operates under the guidance of the Canterbury Playcentre Association. The playcentre is a parent cooperative, where parents are encouraged to be involved in all aspects of the programme and centre operation. A centre support worker works with the parent group to support the curriculum, relationships, parent education and good health and safety practices. A centre administration team has been appointed to assist centres with administration, including health and safety.
The playcentre philosophy gives emphasis to parents as first and best teachers, and the provision of a play-based curriculum. Parents are encouraged to participate in playcentre education training to support them in their role as a parent-led early learning service.
Amberley playcentre operates three morning sessions a week. The parent-led service provides early childhood education for children aged from birth-to-school age. Infants, toddlers and young children play and learn in a mixed age-group setting.
Since the July 2014 ERO review, the parent group has made some good progress in encouraging parent involvement in documenting children's interests. They have extended internal evaluation processes to more clearly focus on improving outcomes for children. The development of bicultural understandings and practices is a current strategic focus for the parent group. The appraisal process for coordinators remains an area to further develop and fully implement.
At the time of this ERO review, the playcentre was being led by two experienced coordinators who share responsibility for supporting the parent group. The coordinators and parent group have worked collaboratively to promote the playcentre and increase the roll. Parents have been empowered to take on the office bearing positions on the committee, including shared responsibility for the president's role.
This review was part of a cluster of four playcentre reviews within national organisation of the Canterbury Playcentre Association.
The playcentre philosophy is highly evident in practice. Parents are valued as first and best teachers of their children. Parents actively participate in playcentre professional development to build understandings and skills to support the effective operation of the playcentre. They have a strong focus on children's wellbeing and promote children's learning through play.
The coordinators and parent group foster positive and respectful relationships. They warmly welcome children and their families into an inclusive and supportive learning environment.
Adults are well supported by centre leaders who model a collaborative, sensitive and caring approach to working with children and families. Parents are empowered to grow and learn with their children and become valued partners in their children's learning. This includes noticing, responding to and documenting children's learning interests.
Children are actively involved in a wide range of interesting learning experiences, including creative, sensory and physical play. They are well supported to develop social skills and to care for others. Infants and toddlers play and learn with and alongside older children. Excursions into the local community enhance the learning programme offered to children.
The parent group demonstrates a commitment to developing understandings of bicultural perspectives and growing practices that are respectful of the Māori culture.
The parent group are reflective and are making increasingly good use of strategic planning and internal evaluation to support ongoing improvement and positive outcomes for children. Parent group leaders use a range of effective communication strategies to ensure that processes are collaborative and inclusive of the views of all of their valued members.
The parent group has identified, and ERO's evaluation has confirmed, that the key next steps are to continue to:
The Canterbury Playcentre is undertaking major restructuring, including the amalgamation of some regions and improving systems and processes. The centre support team now has more defined roles. The centre support person provides guidance with strategic direction, internal evaluation and curriculum. The centre administration role has been developed to provide centres with administration support, including the oversight of health and safety. The centre support team provides a vital link between the parent group and Playcentre Aotearoa.
The Canterbury Playcentre Association is undertaking major restructuring, including the amalgamation of some regions and improving systems and processes.
The key next steps are to:
Before the review, the staff and management of Amberley 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 Amberley Playcentre will be in three years.
Dr Lesley Patterson Deputy Chief Review Officer
Te Waipounamu - Southern Region
27 June 2018
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 |
Amberley, North Canterbury |
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Ministry of Education profile number |
70014 |
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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 |
21 children, including up to 10 aged under 2 years old |
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Service roll |
19 |
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Gender composition |
Boys: 14 Girls: 5 |
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Ethnic composition |
Māori Pākehā |
2 17 |
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Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
27 June 2018 |
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Most recent ERO reports |
Education Review Education Review |
July 2014 May 2010 |
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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.