13 Wayland Street, Gore
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Gore Playcentre is parent led and provides five sessions each week for children up to school age. One of these sessions is an Explorer programme focused on children learning in the outdoors environment.
At the time of the review there was 46 on the roll and three identify as Māori. The playcentre has recently extended its licence to respond to the increasing numbers of infants on the roll.
In 2016, Gore Playcentre moved into a purpose-built premise, part of Kids Hub. This facility also hosts the Parents' Centre and the Toy Library. The three groups raised funds for this community initiative.
Sessions are led by an experienced, paid educator with the help of members. Playcentre parents are gaining Playcentre qualifications by being involved in the adult-education training programme provided by the Southland Playcentre Association (SPA).
The SPA is experiencing a time of change as all playcentre associations throughout New Zealand merge with the New Zealand Playcentre Federation (NZPF) to reduce duplication and make cost savings. This restructure will mean significant changes at the local association level. An interim board has been established at SPA to support playcentres through this transitional period.
The April 2014 ERO report identified planning, assessment and evaluation, self review and strengthening the Māori dimension, as areas for development. Progress is evident and ongoing in these areas.
This review was part of a cluster of 13 in the Southland Playcentre Association.
The Gore Playcentre philosophy advocates for a stimulating environment, a range of experiences, a sense of belonging and parents taking an active role in supporting learning. This is reflected well in practice. A play-based curriculum is evident.
Members notice and respond to children's interests well. A range of strategies is used to engage children and for adults to gain an understanding of how to better support their emerging interests. Exploration of the environment is promoted. Parents play alongside their own and other children, promoting and engaging them in sustained play.
Infants are provided a safe space to explore. Members are mindful of and responsive to children's and adults' needs. Inclusive practice is apparent.
The bicultural curriculum is an area for continued development. A range of resources and practices are evident. Increased parent confidence in the knowledge and use of te reo me ngā tikanga Māori should enhance culturally responsive practice. Members agree they need to extend their knowledge and understanding of educational success for Māori learners in the playcentre.
Group planning is based on Te Whāriki, the early childhood curriculum and provides an appropriate shared direction. Regular, formal evaluation of the programme in action should enable members to know the impact of learning experiences over time.
Children's portfolios highlight the rich and varied curriculum provided for children. Individual learning goals are established and strategies identified to support success. These are evaluated over time. Members have identified, and ERO's evaluation affirms, a next step is to purposefully record narratives that link to the achievements in learning in relation to the child's goal.
Members have been proactive in accessing professional learning and development related to self review. A focused evaluative review was undertaken with support and guidance. This has provided members with a useful framework to support and guide ongoing improvements. Continuing to build on and embed this practice is a natural further step to improving practice and operation.
Leadership is actively promoted and emerging leaders are well supported to take on key roles and responsibilities. Considered and clear guidelines support members to fully understand Gore Playcentre expectations for parents in supporting children to learn.
The board has been proactive in developing processes to assist in the smooth transition for playcentres to work under the NZPF. Opportunities have been offered to playcentre members to engage with the SPA to consider how the board could best provide support to services through the impending restructure.
The board has identified a number of systems and processes have lapsed and need improvement. Immediate attention is required to review policies that guide the appointments procedure and health and safety practices. The appraisal process has also lapsed or not been robustly implemented. These improvements are a priority to meet licensing criteria, and for monitoring the quality of centre practices.
More consistent, timely and evaluative reporting should be provided to the board to assure them that accountabilities are met and to better inform their decision making.
The playcentre educator and members agree areas to strengthen include:
Key next steps for the association are to:
Before the review, the staff and management of Gore 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.
ERO also identified an area of non-compliance for the Southland Playcentre Association in relation to governance and management. To meet requirements the association needs to:
To improve practice the Southland Playcentre Association should:
The next ERO review of Gore Playcentre will be in three years.
Pat Davey
Deputy Chief Review Officer Central (Acting)
4 May 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.
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Location |
Gore |
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Ministry of Education profile number |
65179 |
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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 |
44 |
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Gender composition |
Boys 28, Girls 16 |
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Ethnic composition |
Māori |
3 |
|
|
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 |
March 2017 |
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Date of this report |
4 May 2017 |
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Most recent ERO report(s)
|
Education Review |
April 2014 |
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|
Education Review |
August 2011 |
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|
Education Review |
May 2007 |
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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 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.
Gore Playcentre is located in Gore close to nearby schools. An experienced educator with parent help provides four extended-morning sessions per week for up to 25 children aged from birth-to-five years.
In 2013, the number of children attending the centre has increased because of the way the parents have actively promoted the playcentre. They have established meaningful relationships with community groups. There is now a big group of infants and toddlers and an increasing number of children continuing to stay at the centre for some sessions until they start school. The centre has plans to provide an extension programme for these children. On turning 5, children have the choice of attending one of seven schools in and around Gore.
The playcentre has made good progress since the September 2010 review. This includes a greater focus on learning in the programme.
This review was part of a cluster of 17 reviews in the Southland Playcentre Association (SPA).
A key feature of Gore Playcentre is the supportive and friendly relationships between the children, educator and parents. Families of all backgrounds are made to feel very welcome. Adults know all the children well.
There is a sense of whanaungatanga and belonging in the centre. New parents, including families with babies are well supported. There has been a deliberate effort by the educator to involve fathers in the programme encouraging them to stay for parent help, leading playcentre excursions and maintaining the grounds.
ERO observed confident children who were settled and played well together in a calm, relaxed environment. Children benefit from the way the adults are attentive and immediately respond to their requests as they work alongside them. Adults have good conversations with children which help them develop skills, such as learning to use equipment independently. Adults celebrate children’s successes.
The very large outdoor area has a range of challenging equipment to support children’s physical development and skills. Children have easy access to resources that extend their play ideas. Some areas of play in the centre have been reviewed and improved to give children greater choice and opportunities for learning. For example, improvements have been made to the carpentry and family play areas.
Children enjoy a wide range of learning experiences. The group programme is developed by the educator and parents and reflects their priorities for children’s learning. For example, in 2013, children have learnt about the local community, skills for healthy living and keeping safe.
Through self review, the parents have improved the way they provide for children aged under two. New equipment and resources have been purchased. There is now a designated safe, comfortable place for babies and non-mobile infants.
The educator values and actively uses the skills and interests the parents bring to the playcentre. She supports parents and shares her expertise with them. Parents told ERO that they are now more confident to support their children’s learning. Before each session, parents discuss children’s goals and the strategies they will use to support children's learning.
The parents have developed their own playcentre philosophy in line with the SPA philosophy. This is evident in action, especially in the way adults follow the children’s lead and develop children's interests.
Parents have developed a useful strategic plan to guide their centre’s progress over the next two years. They are proactively looking at ways to ensure the sustainability of the playcentre and to be more visible in the community. A volunteer administrator in 2013 has enabled the parents to be more involved in their children’s learning.
The SPA provides strong support to the playcentre through:
The SPA provides strong leadership to guide the future direction and ongoing improvement of all its centres. This includes the way association team members foster emergent leadership. Currently there are high numbers of people participating in playcentre training. The association has identified, and ERO agrees, that its next step is to improve its knowledge and understanding of self review. It then needs to support playcentres to implement effective self review.
The educator and parents have identified, and ERO agrees, that the next steps for Gore Playcentre are to continue to:
Before the review, the management of Gore 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 playcentre acknowledges that they need to make risk management plans for outings more rigorous.
The next ERO review of Gore Playcentre will be in three years.
Graham Randell
National Manager Review Services Southern Region
4 April 2014
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 |
Gore |
|||
|
Ministry of Education profile number |
65179 |
|||
|
Licence type |
Playcentre |
|||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|||
|
Number licensed for |
25 children, including up to 10 aged under 2 |
|||
|
Service roll |
32 |
|||
|
Gender composition |
Boys: 18 Girls: 14 |
|||
|
Ethnic composition |
Māori NZ European/Pākehā |
4 28 |
||
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|||
|
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 |
November 2013 |
|||
|
Date of this report |
4 April 2014 |
|||
|
Most recent ERO report(s)
|
Education Review |
August 2011 |
||
|
Education Review |
May 2007 |
|||
|
Assurance Audit |
May 1988 |
|||
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.