18 Oraha Road, Kumeu
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kumeu Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kumeu Playcentre is situated in a rapidly growing, semi-rural and culturally diverse community. It operates three sessions each week for 30 children up to six years of age. The centre also hosts two SPACE (Supporting Parents Alongside Children's Education) programme sessions for parents and their babies. Many who attend these sessions later enrol for the Playcentre sessions.
Programmes for children are underpinned by the Playcentre philosophy of parents and children playing and learning together. Together, centre members have devised a set of values based on the Playcentre Aotearoa vision statement. These include supporting child-initiated play in a mixed-age setting, parents as first teachers, high adult-to-child ratios and honouring Te Tiriti o Waitangi. Adult education programmes are offered to all parents who enrol their children at Playcentre. Qualifications gained through these programmes are required for sessions to receive funding.
ERO's 2015 report identified areas for development relating to operational processes and curriculum provision. Current members have worked to develop these aspects of their practice.
A new regional structure for Playcentre Aotearoa came into effect in June 2019. Regional staff are responsible for establishing effective management systems to support each centre. Support personnel visit centres regularly to carry out administrative tasks and model effective teaching, programme planning and evaluation practices for centre members.
This review was part of a cluster of six playcentre reviews in the Playcentre Aotearoa, Northern North Island region.
Children settle quickly and respond positively to opportunities for choosing and leading their own play. They play cooperatively and confidently together, and with trusted adults. Children explore resources and the environment freely. They enjoy the variety of activities and experiences that adults provide. The programme is highly responsive to the interests and strengths of children of all ages. It includes a well-considered blend of adult-designed activities and children's creativity.
Parents/whānau support children in respectful and individual ways. They engage with all children, building on their interests and developing strong, nurturing relationships. Conversations with children are frequent. Experienced centre members model meaningful conversations to support those new to Playcentre.
The centre includes children with Māori and Pacific backgrounds and has a growing focus on including te reo Māori in programmes. Children sing waiata and karakia with enthusiasm. Centre members also embrace those families who choose Playcentre and who have English as an additional language. Celebrating special cultural festivals and hearing children's home languages helps families to learn about others' cultures.
Children's individual portfolios record their participation in the programme and their development over time. Planning for each child is in place. End-of-session discussion about what adults have noticed is also included in portfolios. Centre members should continue to develop this aspect of their work and particularly, the evaluation of children's learning over time.
Centre members work well as a collegial team to ensure sessions are well organised and managed. They have a strong focus on improving the centre's environment and programmes.
Key next steps for centre members are to:
evaluate provision for children's learning with a focus on practices that challenge and extend children's thinking
continue to increase the inclusion of tikanga and te reo Māori throughout the learning programme
include more early literacy, oral language learning and mathematical concepts in meaningful ways as part of play.
The regional manager and support personnel agree that key next steps for the region include:
providing targeted support for centre members to establish effective strategic and annual planning, with links to the long-term goals of Playcentre Aotearoa
implementing and embedding the revised Playcentre adult education programme
establishing the effectiveness and impact of the personnel who are employed to support centres
establishing effective programme planning and evaluation processes that support and extend the learning of all children.
Before the review, the staff and management of Kumeu 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
22 August 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.
|
Location |
Kumeu, Auckland |
||
|
Ministry of Education profile number |
22008 |
||
|
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 |
68 |
||
|
Gender composition |
Girls 36 Boys 32 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
June 2019 |
||
|
Date of this report |
22 August 2019 |
||
|
Most recent ERO report(s) |
Education Review |
October 2015 |
|
|
Education Review |
September 2012 |
||
|
Education Review |
June 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 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.
Kumeu Playcentre is a family cooperative and is licensed for 30 children with 15 up to the age of two years. It is a large spacious centre in a semi rural setting. The Playcentre philosophy of whānau and children learning together guides centre operations. Centre whānau value the way that Playcentre promotes social opportunities for children and families.
The centre is part of Te Akoranga Playcentre Association, which provides Playcentre’s adult education programme, frameworks of policies and procedures, and support personnel. The centre’s representatives at Association level support and guide the centre’s bicultural practices. Currently the national Playcentre organisation is in the process of a comprehensive restructure. This is likely to change the current structure of Te Akoranga Playcentre Association.
The centre offers three-hour, parent-led play sessions four days a week. The centre is used for adult education sessions attended by trainees from centres in the Association. The centre also hosts two SPACE (Supporting Parents Alongside Children's Education) sessions for first time parents, run by the Association.
Since the 2012 ERO report centre members have made good progress in improving planning for children’s individual interests, and catering for Māori and Pacific cultures and children with special learning needs.
This review was part of a cluster of five playcentre reviews in the Te Akoranga Playcentre Association.
Children are happy and settled, and benefit from input from their parents as their first educators in the centre and at home. They enjoy mixed age group sessions and babies are appropriately catered for in the inclusive programme. Older children form firm friendships. Children engage well in the programme and enjoy making choices from a broad range of learning experiences.
The learning environment is stimulating and supports children’s interests. Large spaces are provided for children of all ages. The environment caters for children’s creative, imaginative and physical play. Children have good access to a wide range of activities and resources. They can revisit their previous learning experiences in their individual assessment portfolios.
Useful information in displays show parents’ commitment to supporting children’s learning. It also provides models for newer members to follow. Displays include assessment procedures, information about Te Whāriki, the early childhood curriculum, and the range of current learning courses that are available to parents.
Parents/whānau work together as a community. They enjoy interacting with their children and supporting each other to cater for all ages of children. Newer members are being encouraged by more experienced members to take on roles and responsibilities. Centre members freely access Association support as needed.
The curriculum is underpinned by Te Whāriki and Kei Tua o te Pae assessment processes. Parents regularly record their observations of individual and groups of children. This information is used well to plan programmes around children’s interests. Excursions are also organised to extend children’s interests. Parents/whānau evaluate the effectiveness of the daily sessions to guide programmes in the future sessions. There is a developing awareness of the importance of acknowledging children’s first languages at the centre.
The Association provides very good support for the centre. Professional learning provided by the Association has enabled parents to role model te reo Māori including te reo games, karakia and waiata. The association has also been supporting adults to interact and play more with their children and focus on their children’s learning.
Association practices and procedures are well embedded in the centre’s daily operations. An emergent leadership model is used to build the capability of newer members. Over time centre members try a number of roles and build skills in many areas. Recently documented self review shows good consultation and communication among centre parents/whānau. Collective discussion and decision-making result in improvements to the programme.
The Association leaders and centre members agree that key next steps include:
Before the review, the staff and management of Kumeu 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.
In order to improve practice, centre leaders need to regularly maintain all soft fall areas in the outdoor environment.
The next ERO review of Kumeu Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
30 October 2015
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 |
Kumeu, Auckland |
||
|
Ministry of Education profile number |
22008 |
||
|
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 |
30 |
||
|
Gender composition |
Girls 17 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
August 2015 |
||
|
Date of this report |
30 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
September 2012 |
|
|
Education Review |
June 2009 |
||
|
Education Review |
March 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:
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.