655 Atawhai Drive, Atawhai, Nelson
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Atawhai Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Atawhai Playcentre is one of 13 early childhood services set up by the Nelson Playcentre Association (the association). It operates five morning sessions and one afternoon session each week and is licensed for 30 children, including up to 15 aged under two years. At the time of this review 70 children were enrolled.
The New Zealand Playcentre Federation (the federation) is undergoing a significant restructure that includes amalgamating the 32 associations nationwide into one organisation, Playcentre Aotearoa. To date the legal amalgamation of the associations has not been completed so centres continue to operate in accordance with original association policies. Nelson playcentres are now managed from a regional office based in Christchurch.
A centre support worker (CSW) visits the centre to provide professional advice and feedback to strengthen the programme for children. Support for compliance with regulations is the responsibility of a centre administrator (CA). Both the CSW and CA are employed by the federation. Day-to-day management is the role of centre-elected office holders. A paid session facilitator and supporter, lead each session and provide ongoing support for parents' participation in the learning programme.
The May 2015 ERO report identified the need to sustain and build Māori children's and their family's bicultural language, knowledge and leadership and self- review processes and practices. In addition, several key next steps were identified for improvement at association level.
Playcentre philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning.
This review was one of eight in Nelson and Marlborough playcentres.
Children's needs and emerging interests form the basis of the learning programme. Adults encourage them to investigate, socialise, make their own choices and have fun. Creativity and self-expression are fostered. Aspects of literacy and mathematics are introduced in play-based ways. Provision for infants and toddlers is well developed. Children are settled, cooperative, confident and independent learners.
Children have access to a wide range of learning materials. The outdoor play space is well equipped to promote adventure and challenge. Children enjoy the opportunities provided. Many sustain their play for long periods.
The programme is largely child initiated with activities provided, linked to children's interests. Assessment-for-learning is led by session facilitators. However, a core group of members strongly encourage, and provide tools to support, all parents' active involvement. This focus should continue alongside the emphasis on assisting with understanding of the Early Childhood Curriculum, Te Whāriki (2017). To strengthen practice, the CSW and session facilitators should give further consideration to:
making programme planning and evaluation increasingly learning focused rather than activity-based
focusing more on facilitating and recording children's progress over time
strengthening acknowledgement of te ao Māori in children's profile books
increasing the importance of, and response to, parents' aspirations for their children's learning
developing introductory information pages in profile books to support new members' understanding of their function.
Guidelines are in place to help playcentre members successfully support children's transitions to primary school. Some reciprocal visiting has occurred. This should be a continued focus for development if the centre is seeking to retain learners up until school age.
The association's and federation's acknowledgement of the importance of bicultural partnership is starting to be reflected in aspects of centre practice. The recent appointment of a Māori development officer at federation level, and regionally-based field worker, should assist with this work.
A core group of members and the CSW are providing strong support for this parent collective. A real sense of community and highly inclusive practice are evident. ERO's evaluation concurs with the regional centre support coordinator's findings, that CSW support should be increasingly focused on centre needs and improvement. A more evaluative approach linked to strategic priorities, and aimed at growing practice, is likely to further promote and sustain improvement over time.
A new appraisal process is in place to support the CSW, CA and session facilitators in their roles which promotes reflection on practice. This process should be reviewed after its first cycle to ensure sufficient rigour in relation to goal setting, observations of practice and feedback to effectively support development.
A comprehensive range of association policies is in place to support members' shared understanding of Playcentre expectations. Many of these are past their review date. Some no longer reflect up-to-date legislation at association level. While the legal amalgamation of the associations is imminent, in the interim, the centre should have access to a full range of up-to-date guidelines for practice.
A range of tools is being developed to assist with the implementation of internal evaluation at all levels. In this centre, understanding and use of this improvement-focused approach is being actively supported by the regional manager. A new framework has been adopted. The format of the annual plan should be further developed, including strengthening links to ongoing internal evaluation.
The restructure of playcentre operation is being carefully worked through to support a new and more sustainable future for the organisation. The regional office provides a range of support for centres. This includes new roles designed to redistribute the management of compliance and administration, and improved assistance to members for curriculum, teaching and learning, internal evaluation, adult education, marketing and property. Leaders report that the strategic focus on growing a sense of community, and increased membership and parent involvement, is already resulting in increased collaboration across centres and interest in Playcentre philosophy. Detailed action plans should contribute to progress in meeting goals.
ERO and regional leaders agree that the federation should prioritise:
support for the CSW and session facilitators to further promote playcentre members' understanding of programme planning and evaluation, internal evaluation, te ao Māori and implementation of a bicultural curriculum
further development of CSW support and reporting
review and further development of the appraisal process for CSWs and session facilitators.
The continuing focus on strengthening leadership, growing a sense of community, parent participation and collaboration between playcentres should continue.
Before the review, the staff and management of Atawhai 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.
In order to improve current practice the service provider should ensure:
the centre has a complete set of up-to-date policy guidelines
the hazard register is updated
risk assessment for excursions is sufficiently comprehensive
guidelines to support provision for sleeping children are clarified.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
6 June 2019
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 |
Nelson |
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Ministry of Education profile number |
65102 |
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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 15 aged under 2 |
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Service roll |
70 |
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Gender composition |
Boys 43, Girls 27 |
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Ethnic composition |
NZ European/Pākehā |
59 |
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Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:1 |
Better than minimum requirements |
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Review team on site |
March 2019 |
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Date of this report |
6 June 2019 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Education Review |
March 2012 |
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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:
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.
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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Atawhai Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Atawhai Playcentre operates under the guidance of the Nelson Playcentre Association. The playcentre is a parent cooperative. Parents are encouraged to be involved in all aspects of the programme and centre operation. A feature of Nelson Playcentres is the provision of a whānau room. These rooms are well used by parents to rest, socialise, care for very young children and participate in training.
The playcentre operates five morning sessions and an afternoon session on Mondays. The supervisors have worked in the centre for a number of years and continue to improve their playcentre qualifications. Many of the parents have also completed a number of the playcentre parent-training courses.
Since the 2012 ERO review, the centre staff and parents have made good progress in meeting the recommendations in the report to improve child assessment and programme planning, and the centre’s financial position.
This review was part of a cluster of 14 reviews in the Nelson Playcentre Association.
Children are highly engaged in the programme and their own learning. The supervisors know each child’s interests and maintain close relationships with each family. They make appropriate use of this information to help children develop their ideas, thinking and problem-solving skills.
Supervisors and parents model the consultative and inclusive relationships that they want their children to develop with others. They ensure babies and younger children are safe to explore the centre and well supported in their play. Older children regularly help care for younger children and accept that their level of participation is different to their own.
The centre and the local school have a good relationship. The centre children regularly visit the school and the new-entrant teachers visit the centre to spend time with children before they begin school.
Parents are well supported in their role. Many parents take advantage of the parent-training programme to help them in their parenting and participation in the programme. Parents' interests are well used within the programme and the operation of the centre. The wealth of knowledge and understanding that parents share with one another is a feature of the playcentre.
Children enjoy te reo Māori and finding out about their heritage. Children regularly ask staff and parents for Māori words and to count in te reo Māori. Some families have shared their iwi connections and are learning about their Māori heritage through their children’s interest and involvement with the playcentre.
Self review has been appropriately used to identify and increase the range of bicultural practices in the centre. The indoor and outdoor environments provide interesting, natural, well-resourced and accessible learning spaces for children as a result of regular self review and centre fund raising.
Child assessment and planning is useful and provides good direction for children’s learning. Parents and children, along with the supervisors actively identify learning, what they like and what needs to happen next to extend learning. Learning stories often show in-depth analysis of learning for the child and next learning steps. Programme evaluations usually clearly identify the ways that adults have extended children’s learning and the learning outcomes for children.
The centre and association identified, and ERO agrees, that the key next steps for improving children’s learning include:
The playcentres, with support from the association are increasing their interest in te reo Māori and tikanga Māori, and getting to know Māori parents and their aspirations better. The re-establishment of Te Rōpū, a special group for Māori parents, is beginning to grow Māori parents’ confidence and pride in being Māori.
Playcentre environments are inviting, attractively presented, well resourced and spacious. Good use is made of self review to ensure the wide range of equipment and resources are regularly updated and build children’s creativity, confidence and resourcefulness. Centres often have a strong focus on literacy, mathematics and science.
Families are valued and provided with considerable support in their parenting role. Parent-education courses are held during playcentre sessions and the majority of parents attend. A high percentage of parents are progressing quickly through the education courses.
Children and parents are well supported by experienced and long-serving supervision team members, who have also been or still are playcentre parents. Supervision team members provide considerable support to parents to understand and put into practice:
Individual centres are well supported by the association executive and the liaison officers who have a good knowledge of children’s wellbeing and learning, and playcentre operation. They are committed to making playcentres work well for families.
The association and centres have a good range of policies and procedures to guide the day-to-day operation of individual playcentres. The liaison officers use their extensive knowledge of playcentre to ensure the centres provide high standards of health and safety, are well maintained and activities are well presented and interesting for children.
There continues to be significant change occurring in the structure of governance and management at association and federation levels.
The association executive and ERO agree that the key next steps for the association to continue to provide positive outcomes for all children include:
Before the review, the staff and management of Atawhai 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 Atawhai Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer
Southern Region
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.
|
Location |
Nelson |
||
|
Ministry of Education profile number |
65102 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 15 aged under two |
||
|
Service roll |
67 |
||
|
Gender composition |
Boys 39; Girls 28 |
||
|
Ethnic composition |
Māori Pākehā |
2 65 |
|
|
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 |
February 2015 |
||
|
Date of this report |
8 May 2015 |
||
|
Most recent ERO reports |
Education Review |
December 2012 |
|
|
Education Review |
August 2007 |
||
|
Education Review |
December 2004 |
||
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.
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.