179 College Road, Edgecumbe
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Edgecumbe Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Edgecumbe Playcentre is a parent-led education and care service located in the town of Edgecumbe in the Eastern Bay of Plenty. It caters for children from birth to school age and operates two mixed- age morning sessions per week. The playcentre is licensed for 30 children including up to 15 children under the age of two years. The current roll of 14 children includes four who identify as Māori.
During 2018, the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central North Island six associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island Region that now includes 95 playcentres over a large geographic area. During this transition there is some overlap between associations and the new national regional systems and processes. At Edgecumbe Playcentre the president is supported by a committee of parent members. A role model, centre administrator and support worker are provided by the federation.
Through their national philosophy, the playcentre places emphasis on whānau tupu ngātahi – families growing together. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
Edgecumbe Playcentre has a positive reporting history with ERO. Since the last ERO review in 2015, members have had training in internal evaluation and assessment, however this remains an area for development.
This review was part of a cluster of four playcentres in the Playcentre Aotearoa Central North Island region.
Children experience positive and meaningful interactions with parents and other adults as their first teachers. Their rights are clearly evident and learning is fostered by a range of teaching strategies. Positive relationships are promoted and support children's wellbeing and belonging. Children benefit from partnerships with parents that value and affirm their learning experiences.
A well-resourced and attractive environment is deliberately set with provocations that invite learning. Oral language is well supported through open ended questions, which promotes thinking and reasoning. Children lead their own learning and are confident to make choices and decisions through risk-taking and challenge. Children under the age of two years enjoy a calm and responsive learning space. The area is age appropriate and allows for free movement, fostering curiosity and independence. Members are responding appropriately to very young children’s non-verbal cues. Children are seen as confident, competent learners and explorers.
Intentional planning guides session design which is responsive to children’s needs. Planning is discussed and identified at the end of sessions during evaluations and reflections. Literacy, mathematics and science are woven authentically through play. Trips and excursions into the community support meaningful and authentic learning. Assessment practice is developing. To further strengthen consistency in assessment, language, culture and identity needs to be more visible in children's portfolios. A strong culture of support for all members is in place, and long-serving members role model good practice and this supports positive outcomes for children.
Te reo and te ao Māori are visible in resources, the environment and heard throughout the learning programme. Tuakana teina relationships are encouraged and promoted in play. Visits to local marae and places of significance supports children's understanding of the bicultural heritage of New Zealand.
Leadership has effectively established a positive culture for learning. There is a collaborative approach to leadership. A long-serving qualified president provides continuity for members and an employed role model, promotes good practice to members. Office holder's roles are filled within the playcentre and an informal succession plan is in place to build the capacity and capability of members. The vision, mission and philosophy are well designed and effectively promoted. An internal evaluation framework guides change and improvement. Children benefit from experienced leaders who are focused on positive learning outcomes.
The Playcentre Aotearoa overarching strategic plan, philosophy, vision and individual annual plans have been implemented and guide the playcentre direction. There is a focus on building capability through recently reviewed and improved parent education programmes. Regular communication between the Playcentre Aotearoa and regions through the restructure support business as usual. Existing policies and systems guide centre operations until all new systems developed by Playcentre Aotearoa are implemented nationally. The federation is committed to offering more accessible localised training to respond to the needs of the community.
To support the many new members there is now a need for leaders to offer mentoring and guidance to ensure:
Ongoing support for members to increase their knowledge of the early childhood curriculum Te Whariki and assessment and planning of children’s learning.
Before the review, the staff and management of Edgecumbe 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 Edgecumbe Playcentre will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
20 February 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 |
Edgecumbe |
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Ministry of Education profile number |
40019 |
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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 |
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|
Ethnic composition |
Māori |
4 |
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Review team on site |
November 2018 |
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Date of this report |
20 February 2019 |
|
|
Most recent ERO report(s) |
Education Review |
May 2015 |
|
Education Review |
March 2012 |
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|
Education Review |
March 2009 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Edgecumbe Playcentre is a well-established, parent-led education and care service located in Edgecumbe. It caters for children from birth to school age and operates two mixed-age, family sessions each week. The centre is licensed for 30 children including 15 under two. The current roll of nine includes three children who identify as Māori.
Under new leadership, and assisted by an experienced association supervisor, the playcentre has been able to increase its roll, following a period of low numbers. There is now improved centre organisation and greater engagement of families.
Parent members have responded positively to the areas for review and development identified in the 2012 ERO review. They have organised and enhanced the outdoor and indoor play areas, improved assessment, planning and evaluation processes, and encouraged more parents to engage in course work. The centre has a positive ERO reporting history.
Families and visitors are warmly welcomed to the centre and become quickly engaged in the friendly and supportive culture established by centre leaders and parents.
The New Zealand Playcentre Association provides overall guidance, support and strategic direction for the local association and centres. The playcentre philosophy, 'whānau tupu ngatahi – families growing together', is strong in this centre and links the umbrella organisation with each centre, empowering parents to lead the education for their children.
This review was part of a cluster of eight playcentre reviews in the Eastern Bay of Plenty Playcentre Association.
Children and parents enjoy their time at Edgecumbe Playcentre. The positive, friendly atmosphere supports them to develop friendships. Children are learning positive social skills and are involved in play and exploration, often for extended periods of time. They are learning self-managing skills through centre routines. Meal and snack times encourage responsible self-care and allow children to choose when to participate.
Active physical, creative and dramatic play is a strong feature of the programme. It is sustained by the well-structured outdoor environment, which offers opportunities for safe challenge and risk taking. Children can access equipment to support their activities from a range of good quality equipment and resources.
Parents act as educators, and as nurturing adults committed to children’s wellbeing. Most are undertaking playcentre adult education programmes to enhance their understanding of early childhood learning and development. Parents support one another to supervise the play areas and share responsibility for each other’s children. ERO observed examples of parents extending play through their interactions as they participated responsively alongside children. Parents could further extend children’s learning by adding greater complexity to their play.
Centre members promote and display resources that reflect links to Māori culture. Many resources encourage children to revisit their earlier experiences, fostering their oral and visual language. Literacy is also fostered through readily available books. Children’s mathematics skills are promoted through puzzles, and a variety of activities involving measurement and quantity.
The programme is planned to respond to children’s choice of activities. The sessions are evaluated daily to identify children’s interests, make links to the Te Whāriki, the early childhood curriculum, and to note further possibilities for extending activities or learning. Children’s individual portfolios contain photographs and learning stories written by more experienced parents, to show children’s engagement in activities.
Strong and well-informed leadership is offered by an experienced parent role model. Aspects of leadership are shared among centre members new to the centre. This allows parents to grow in their understanding of the requirements for successful centre operation, and assists them in managing changes of membership. Centre members are committed to sustaining the service for the benefit of the local community. They have been proactive in addressing recent property maintenance issues, and are improving the comfort and security of the centre for children and adults.
The Eastern Bay of Plenty Playcentre Association effectively supports and promotes parent membership and is proactive in participating in local events and activities. There are clear policies and procedures that guide centre operations and practices. Guidelines for self review, assessment, planning and evaluation, and playcentre workshops help parents establish strategies and practices that ensure positive educational outcomes for children.
At the time of this ERO review the national association was in the process of considering changes to its organisation. This is likely to present both challenges and opportunities for further development and centre-based improvement.
Parents are increasing their understanding and use of self review as a way of making improvements to the quality of education and care for children. They recognise that a next step is to strengthen and deepen the quality of self review in order to build more sustainable improvement. Consideration should be given to:
Before the review, the staff and management of Edgecumbe 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 Edgecumbe Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
26 May 2015
|
Location |
Edgecumbe, Bay of Plenty |
|
|
Ministry of Education profile number |
40019 |
|
|
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 |
9 |
|
|
Gender composition |
Girls 6 Boys 3 |
|
|
Ethnic composition |
Māori Pākeha |
3 6 |
|
Review team on site |
March 2015 |
|
|
Date of this report |
26 May 2015 |
|
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
Education Review |
March 2009 |
|
|
Education Review |
January 2006 |
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.