Eltham Road, Kaponga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Awatuna & Districts Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Awatuna & Districts Playcentre is licensed to provide mixed-age sessional education and care for 30 children one day of the week. This includes 15 children up to the age of two. At the time of this review, there are 14 children enrolled.
The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy emphasises the significance of children's opportunities to be self-managing and to lead their own learning.
Since the February 2017 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Awatuna & Districts Playcentre is part of the Lower North Island Region and is supported by a regional manager and support persons.
Whānau and families share responsibility for the curriculum. Day-to-day operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.
The previous report identified Association priorities for improvement in relation to: internal evaluation; assessment, planning and evaluation; appraisal to strengthen centre support staff capability; management systems documenting children's excursions; Treaty of Waitangi practices; and practices that support sustainability of operation. Members continue to progress these areas.
This review was part of a cluster of six playcentre reviews in the Lower North Island region.
A well-resourced environment successfully supports children as confident, capable learners. An inclusive learning approach promotes collaborative, respectful relationships between children and adults.
Children up to two years of age benefit from one-to-one adult input. They are nurtured and supported to learn at their own pace. Secure family relationships are evident as infants and toddlers learn from their older siblings and friends.
A purposeful framework is in place for assessment, planning and evaluation. The curriculum is deliberately focused on promoting positive learning outcomes for children. Adults know individual children well and use a range of strategies to foster children's learning. They engage in a range of learning opportunities which include literacy, mathematics, science and local community experiences.
Te reo Māori me ngā tikanga Māori implementation are areas for improvement. Including Māori place-based narratives to build knowledge and understanding of the area should support this process. This is identified as a next step in the centre's annual plan. ERO's evaluation affirms this direction.
The revised parent education programme is becoming more accessible to centre members. At this playcentre there are experienced support members and centre educators. Ongoing educator participation in Playcentre Aotearoa Education programmes to build sustainable centre practices is improving centre systems and processes.
Appraisal processes for session support staff have recently been strengthened and implemented to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs and focus on achievement of goals. A next step is to continue to strengthen capability building for these centre support leaders.
The national restructuring process continues to require some attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements. National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Targeted support to embed policies and procedures will further benefit parents and centres.
A recent evaluation of how well the restructure has met the needs of the Playcentre community has resulted in further proposed changes. These are yet to be implemented.
Members engage in ongoing internal evaluation that is responsive to playcentre priorities. This has led to improvements in centre programmes and teaching practice. Maintaining a focus on positive teaching and learning goals for children should further develop and strengthen internal evaluation.
Playcentre Aotearoa should support centre members to:
Playcentre Aotearoa should continue to:
Before the review, the staff and management of Awatuna & Districts 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.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
7 April 2020
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 |
Awatuna |
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Ministry of Education profile number |
50017 |
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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 |
14 |
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Gender composition |
Girls 8 Boys 6 |
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Ethnic composition |
NZ European/Pākehā |
14 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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Reported ratios of adults to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
February 2020 |
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Date of this report |
7 April 2020 |
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Most recent ERO report(s) |
Education Review |
February 2017 |
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|
Education Review |
March 2017 |
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Education Review |
October 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Awatuna & Districts Playcentre is one of 17 parent-led early childhood centres administered by the Taranaki Playcentre Association (the association). A management team of elected volunteers oversees operation at governance level and provides the adult education programme, guidance and support for members.
The playcentre is licensed to provide mixed-age sessional education and care for 30 children two days a week. This includes 15 children up to the age of two.
Centre supporters are employed by the association to regularly visit playcentres. Their role is to 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.
The New Zealand Playcentre Federation is planning a significant restructure for 2017 that includes amalgamating all playcentre associations. Playcentres will become part of a regional hub, supported by a regional manager and support persons.
The association and centre philosophies support parent-led education and child-initiated play. These beliefs are valued by centre members and reflected in practice. The principles and strands of Te Whāriki, the early childhood curriculum underpin practice to promote positive outcomes for children.
The March 2014 ERO report for the playcentre identified that improvement was needed in self-review processes, assessment for learning and programme planning and giving increased significance to te ao Māori. Progress is evident to varying degrees in all areas. Assessment, programme planning and internal evaluation continue to require strengthening.
This review was part of a cluster of eight reviews in the Taranaki Playcentre Association.
Centre members work collaboratively to provide a welcoming, inclusive learning environment for children, families and caregivers. Adults recognise the importance of developing positive relationships with each other and knowing all children well.
Programmes for children are clearly aligned to Te Whāriki, the early childhood curriculum and are responsive to child-led initiatives. Portfolios highlight children’s interests and experiences. Their creative art work, pictures and descriptive narratives increasingly enhance these records. Some inclusion of parent and child voice provides collaboration and continuity between the centre and home.
Indoor and outdoor spaces encourage children to learn, explore, develop their physical skills and engage in imaginative, creative play. The thoughtfully organised environment successfully provides for the physical and emotional wellbeing of very young children. Early literacy and numeracy learning opportunities are effectively integrated in the programme and environment.
Children engage in learning confidently and make decisions about their involvement and participation. Flexible routines support children's sustained and purposeful play. Learners' are well supported by adults who engage in conversations that promote language development, exploration, thinking and problem-solving.
Thoughtfully considered strategies support children and their families’ induction into the centre. Children’s transitions to school are acknowledged and celebrated. Centre members consider ways to share information so that children’s confidence and capability at playcentre transfers to the new entrant classrooms.
There is a deliberate commitment to improving internal evaluation. Spontaneous review is used to reflect on aspects of practice. There has been significant development in the understanding of planned review.
Following professional training key centre members are in the early stages of leading internal evaluation that is improvement focused and informs decision-making. Strategic and annual planning identifies the service’s priorities and associated actions for achieving objectives. Members should continue to implement this learning and use internal evaluation to identify how well their practices improve outcomes for children.
The association Māori representative of Puriri Whakamaru o Taranaki supports centre members to gain further understandings of te ao Māori. This is developing well as an integral part of the curriculum. Association and centre leaders should use strategic planning and internal evaluation to ensure the good practice occurring is sustained and continues to be built on.
Centre support persons provide written reports that generally affirm environmental developments and programme practices. These reports should more deliberately focus on outcomes for children and next steps for centre members to improve teaching and learning. This should include a focus on providing centre members with evaluative feedback that assists them to sustain and further enhance the good practice already occurring.
Appraisal for centre supporters requires strengthening. The process should include: more focused goals that build their capability; and more regular and targeted feedback and feed forward about practices that enhance outcomes for children and their families.
The association should continue to support centre members to:
strengthen developing assessment and planning practices and evaluation of children’s progress over time.
The association should:
improve appraisal for the centre support people to support individual needs and identify professional development to support them in their leadership roles
build centre support staff knowledge and capability to undertake effective internal evaluation.
Before the review, the staff and management of Awatuna & Districts 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.
To improve current practice the association should support centre members to strengthen systems in documenting:
management for children's excursions.
The next ERO review of Awatuna & Districts Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
8 February 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.
|
Location |
Kaponga |
||
|
Ministry of Education profile number |
50017 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 15 aged under 2 |
||
|
Service roll |
17 |
||
|
Gender composition |
Girls 9, Boys 8 |
||
|
Ethnic composition |
Pākehā Welsh |
16 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
November 2016 |
||
|
Date of this report |
8 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2014 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
August 2007 |
||
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.