Karatia Bilingual Playcentre - 20/12/2018

1 Evaluation of Karatia Bilingual Playcentre

How well placed is Karatia Bilingual 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.


Karatia Bilingual Playcentre operates as a parent cooperative and is licensed for 20 tamariki, including up to five aged under two years. All tamariki enrolled are of Māori descent, affiliated to Ngāti Hau and Ngāti Kaharau.

Programmes for tamariki are underpinned by the Playcentre philosophy of parents and tamariki playing and learning together. Karatia Playcentre has a commitment to biculturalism and this is woven through the curriculum. Te Tiriti o Waitangi is acknowledged as the founding document of Aotearoa.

The centre is part of the newly established Northern North Island Playcentre Region. Regional systems support centre members to manage their centres and to provide educational programmes for their tamariki. Playcentre personnel also provide training programmes for parents/whānau to achieve Playcentre qualifications.

ERO's 2016 report identified numerous areas for development including annual planning, internal evaluation, the learning environment, and the curriculum. There has been a very collaborative response from centre members to improve these aspects of practice.

This review was part of a cluster of 12 reviews in the Northern North Island Region.

The Review Findings

Tamariki of all ages play together supporting tuakana/teina relationships. They choose from the resources available to sustain their play. Tamariki are settled and engaged.

Whānau know tamariki very well through intergenerational links. They follow the lead of the tamariki and support their developing independence. The inclusion of mātauranga Māori across the curriculum enhances the mana and wairua of tamariki Māori. Te ao Māori, te reo and tikanga Māori are strongly promoted. The centre's philosophy is evident in action and centre leaders model it well.

Playcentre training is increasing whānau knowledge of how tamariki learn. A behaviour guidance policy promotes respectful ways of guiding the behaviour of tamariki. Whānau could support each other to implement positive ways of responding to more challenging behaviours of tamariki. Some with higher levels of training are good role models for newer members.

Whānau discuss tamariki engagement and participation in the programme at the end of each session. This discussion is recorded and provides an opportunity for whānau to provide continuity between sessions and plan for more complex play and learning. There are good connections between the learning stories in children's individual portfolios and programme planning.

The centre's roll is increasing, supporting centre sustainability. Whānau have established strategic and annual plans that are improvement focused. Progress is monitored. Internal evaluation follows an effective process. This is currently being modelled by the centre support worker to drive improvements to the physical environment.

The regional structure is replacing individual Playcentre Associations. Newly appointed regional personnel are making good progress building on existing systems and establishing effective regional management structures for supporting centres. Centre support workers are guided by regional centre support coordinators. Systems are being developed for monitoring the quality of programmes for tamariki, adult education levels, and health and safety requirements.

Key Next Steps

Centre leaders agree that key next steps for improvement include:

  • strengthening the documentation of programme planning to enhance continuity between sessions and promote complexity of learning for tamariki

  • continuing to prioritise and develop resources for learning.

The regional manager (acting) and support personnel agree that key next steps include:

  • implementing and embedding the revised Playcentre training programme

  • establishing a framework to evaluate the effectiveness of centre support systems, roles and processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Karatia Bilingual 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.

To improve practice, centre members should strengthen the documentation of risk management processes for excursions. Licensing Criteria for Early Childhood Education and Care Services 2008, HS17.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Karatia Bilingual Playcentre will be in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

20 December 2018

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


Omanaia, Northland

Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 5 aged under 2

Service roll


Gender composition

Girls 7 Boys 5

Ethnic composition



Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

November 2018

Date of this report

20 December 2018

Most recent ERO report(s)

Education Review

September 2016

Education Review

June 2012

Education Review

February 2008

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.