21 Brown Street, Inglewood
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Inglewood Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Inglewood Playcentre is licensed to provide mixed-age sessional education and care for 30 children, four days a week. This includes 15 children up to the age of two. At the time of this review, there are 43 children enrolled.
The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. The centre philosophy upholds parents/caregivers as confident educators in guiding children's learning through play.
Since the February 2017 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Inglewood Playcentre is part of the Lower North Island Region and 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; professional development to support leadership roles; and building centre support staff knowledge and capability to undertake effective internal evaluation. The centre continues to progress these areas.
This review was part of a cluster of six playcentre reviews in the Lower North Island region.
Children explore, experiment and create as they engage purposefully in learning experiences in the well-resourced environment. Members have an inclusive and collaborative approach in responding to individual children's learning.
There are respectful, responsive interactions between adults and children. Children up to two years are well supported and nurtured to join in a range of activities. Members positively promote infants' and toddlers' language and social skills.
Well-considered teaching practices successfully promote the centre's philosophy. An improved planning, assessment and evaluation framework generates greater input and consistency of these processes for members. This is also supported in sessions, through the ways adults build shared knowledge and understanding of these processes.
Adults use a range of strategies to foster children's learning. Observations provide a foundation for narrative assessment and evaluation of individual children’s learning and development. Literacy, mathematics, science, nature and creative arts experiences are promoted.
Children and members actively participate in rituals, including karakia and waiata that reflect te ao Māori. Children initiate the use of te reo Māori. They are familiar with the resources provided. Members have identified that enriching opportunities through the curriculum that promote te reo me ngā tikanga Māori remains an ongoing focus.
Transition is well considered. Centre inclusion in the local Kāhui Ako provides opportunities to strengthen this process.
The revised parent education programme is becoming more accessible to centre members. At this playcentre there is ongoing member participation. 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 been strengthened recently 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 the 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.
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 learning goals and outcomes for children should further strengthen internal evaluation.
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.
Playcentre Aotearoa should support centre members to:
continue to strengthen evaluation of teaching and learning practices
ensure te ao Māori curriculum is embedded across the curriculum.
Playcentre Aotearoa should continue to:
implement systematic monitoring systems of policies and procedures
provide leadership and guidance to promote Te Tiriti o Waitangi based practices for all services.
Before the review, the staff and management of Inglewood 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
28 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 |
Inglewood |
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Ministry of Education profile number |
50019 |
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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 |
43 |
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Gender composition |
Boys 26, Girls 17 |
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Ethnic composition |
Māori |
3 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
February 2020 |
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Date of this report |
28 April 2020 |
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Most recent ERO report(s) |
Education Review |
February 2017 |
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Education Review |
January 2014 |
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|
Education Review |
November 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.
Inglewood 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 service is licensed to provide mixed-age sessional education and care for 30 children three 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 playcentre philosophy of parent-led education and child initiated play is valued by centre members and enacted in practice. The principles and strands of Te Whāriki, the early childhood curriculum, underpin practice to promote positive outcomes for children.
The playcentre has joined a Community of Learning, a Ministry of Education initiative that supports education providers and teachers to work collectively to improve outcomes for the children in their community. Playcentre members have strengthened relationships with local schools and are focused on improving children's transition to school.
The January 2014 ERO report for Inglewood Playcentre, acknowledged centre leaders' self-identified next steps as appropriate. These include improving curriculum provision for Māori children, transition to school practice and further developing strategic planning and self-review practice.
This review was part of a cluster of eight reviews in the Taranaki Playcentre Association.
Enthusiastic children actively explore and engage with a range of well-considered learning activities. Their engagement is well supported by attentive parents who know the children and their preferences well.
A positive tone and inclusive practice supports children’s social skills and developing relationships. Interactions between adults and with children are warm and respectful. These contribute effectively to children’s sense of belonging and wellbeing.
The parent-led committee and supervision teams are made up of diverse groups of keen parents and whānau who bring valuable skills and knowledge to their role. Parent educators demonstrate a commitment to supporting each other. This is reflected in the increasing numbers taking on training and leadership roles. The high levels of involvement of the centre's community and a collective sense of responsibility to children provide positive platforms for learning.
Assessment, curriculum planning and evaluation practices effectively support adults to understand children's learning pathways. Useful information is created that assists members to plan activities and experiences responsive to children’s interests, strengths and desires. Individual learning portfolios celebrate children's progress and show their developing skills, knowledge and attributes. Strategies are in place to support newer members' contribution to the programme.
Children enjoy the attractive outdoor learning environment where they are physically active and follow their own imaginations as they engage with a range of open-ended resources and equipment. Literacy, mathematics and science activities are integral parts of children’s early education.
The youngest children are well supported and nurtured. A culture of care, respect and collective responsibility for promoting children's play and learning is highly evident.
The dual purposes of self review for accountability and improvement are understood and increasingly guide strategic and annual planning.
The association Māori representative of Puriri Whakamaru o Taranaki, supports centre members to gain further understandings of te ao Māori and this aspect 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.
The centre support person provides 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.
Centre members should continue to:
The association should:
Before the review, the staff and management of Inglewood 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.
The next ERO review of Inglewood Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
13 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 |
Inglewood |
||
|
Ministry of Education profile number |
50019 |
||
|
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 |
49 |
||
|
Gender composition |
29 Boys, 20 Girls |
||
|
Ethnic composition |
Māori Pākehā Pacific |
1 47 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
||
|
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 |
13 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2014 |
|
|
Education Review |
November 2010 |
||
|
Supplementary Review |
March 2009 |
||
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.