Days Bay Playcentre - 24/06/2016

1 Evaluation of Days Bay Playcentre

How well placed is Days Bay 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

Days Bay Playcentre is one of 17 centres administered by the Hutt Playcentre Association (the association). The association is made up of elected volunteer representatives from its member centres. It provides governance and management support for the parent committee at Days Bay Playcentre. A kaitautoko, a centre support person is employed by the association to provide guidance.

The playcentre is licensed to operate a mixed-age sessional education and care for 24 children, three mornings a week. This includes 15 children up to the age of two. Many long standing families have moved on, resulting in a large number of new enrolments. Members take advantage of the adult training programme provided by the association and are actively involved in their children's education.

Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold Playcentre training certificates. The centre employs two supervisors to assist the parent group, with the level of training required to meet legislative requirements for group supervision. An administrator is employed who also has responsibilities for personnel and finance.

The service and the association have a positive reporting history with the ERO.

This review was part of a cluster of eight reviews in the Hutt Playcentre Association.

The Review Findings

Children know routines well, have easy access to resources and contribute to decision making. This assists them to settle quickly and fosters a strong sense of belonging and independence. Adults actively engage with children, supporting child-led learning.

The service's philosophy strongly reflects the playcentre philosophy of children learning through play in a parent-led education service. The principles and strands of Te Whāriki, the early childhood curriculum. It is responsive to children's interests and developmental milestones.

The centre environment has flexible learning spaces and open ended resources that promote curiosity, inquiry and exploration. The individual needs of all children, including those up to the age of two years, are well supported. The outdoor environment encourages physical play.

Assessment, curriculum planning and evaluation practices provide adults with useful information to help them plan programmes responsive to children's interests, strengths and if required, identified needs. Children revisit their profile books to reflect on their learning and past experiences. Significant progress has been made in improving assessment, planning and evaluation practices. Members have identified the need to continue to strengthen planning and assessment of children's learning. Planned workshops for new members should continue to help their understanding of children's assessment.

Bicultural practice is developing. Members have identified they plan to increase their use of te reo Māori in the programme. The inclusion of te ao Māori and acknowledgement of children's cultures, languages and identities continues to develop. Centre members acknowledge the need to continue to explore ways to promote educational success for Māori children. ERO's evaluation affirms this development.

Parents and whānau are well supported in their role as new members including opportunities to participate in Playcentre training. They take time to build positive and respectful relationships with each other. This promotes an inclusive environment.

The association is an improvement focused organisation committed to providing timely and relevant support for its member centres. The August 2013 ERO report found the support provided at the centre level by kaitautoko was appreciated and supportive. ERO also recognised that formalising this arrangement to promote a more effective approach for responding to the needs of individual centres was a next step for development. An evaluation of the effectiveness of changes to kaitautoko practice in improving outcomes for centre members and children is planned for.

Considerable work has been undertaken to strengthen review and internal evaluation and this continues as a self-identified priority for development. Continuing to develop members' knowledge and understanding of self review with a focus on improving outcomes for children is a next step.

The August 2013 ERO report identified that members should strengthen the approach to assessment, planning and evaluation, self review and their bicultural practice. Progress in these areas is ongoing.

Key Next Steps

The association should assist playcentre members to:

strengthen the bicultural programme and further develop strategies to promote educational success for Māori children

improve their understanding of self review and evaluation.

The association:

  • must implement rigorous annual appraisal for kaitautoko and identify appropriate professional development to support them in their leadership roles.

  • should build kaitautoko knowledge and capability to undertake effective internal evaluation. This should include a focus on providing centre members with evaluative feedback that assists them to further develop aspects of the curriculum and centre practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Days Bay 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.

Actions for compliance:

ERO identified an area of non-compliance relating to governance and management practices. To meet requirements the service needs to improve its performance in the following area:

  • fully implementing a system of regular appraisal.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Days Bay Playcentre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

24 June 2016

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

Lower Hutt

Ministry of Education profile number

60014

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including up to 15 aged under 2

Service roll

25

Gender composition

Girls 15, Boys 10

Ethnic composition

Māori

Pākehā

Other Ethnic Groups

3

18

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

April 2016

Date of this report

24 June 2016

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

August 2009

Education Review

June 2006

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.