Cnr Burns & Thompson Streets, Leamington, Cambridge
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Leamington Playcentre is an early childhood service run by a parent cooperative and operates under the umbrella of the Waikato Playcentre Association (WPA). It is situated in the western area of Cambridge in well-established, attractive and spacious grounds. The centre runs three sessions a week for children from birth to school age, and hosts the Supporting Parents Alongside Children Education (SPACE) programme for a further two days a week.
The playcentre is licensed for 30 children with a maximum of 15 under two years of age. The current roll is 13 and 5 who are Māori. A number of new families have enrolled in the playcentre since the Roto-o-Rangi playcentre ceased operating. A strategic priority for the playcentre is to increase the number of children and families enrolled.
Centre leadership is provided by a president, treasurer and secretary, all of whom are parents. The WPA's Centre Support Worker (CSW) visits the centre on a regular basis, and provides valued support for the work of parents as they coordinate the programme for children and manage playcentre operations.
The New Zealand Playcentre Federation and the WPA continue to provide effective governance, strategic direction, management support and adult education programmes for the centre. This support and training is underpinned by the WPA philosophy 'Whānau tupu ngātahi - families growing together'.
The association’s strategic commitment to te Tiriti o Waitangi is evident in its bicultural leadership model. High value is placed on productive partnerships with Māori whānau, and funding is made available for related professional development. The association’s commitment to Ka Hikitia has resulted in clear expectations for continuing to build members’ understanding, confidence and competence in te ao Māori.
The playcentre has a positive reporting history with ERO and effectively responded to areas for development identified in the 2013 report:
This review was part of a cluster of 8 playcentre reviews in the Waikato Playcentre Association.
Children and their whānau are made to feel welcome as valued members of a family-based community. They both enjoy warm, affirming and supportive relationships in the playcentre, where manaakitanga and whanaungatanga are highly evident. Children are encouraged to initiate their own play and follow their interests. They have ongoing access to a wide range of high quality resources in both the indoor and outdoor play areas, and this promotes extended periods of uninterrupted play.
Children benefit from a broad range of learning experiences. The outdoor play areas include extensive native bush plantings and mature trees that invite exploration and provide many opportunities to learn about the natural world. There are many opportunities for problem solving and physical challenges that promote risk-taking in a safe environment. Positive attitudes to physical activity are continually promoted. Children are encouraged to initiate artistic, dramatic and creative play. Early mathematical language and concepts are supported through manipulative activities such as puzzles, cooking and sand-pit play.
A feature of the playcentre is the high ratio of involved whānau committed to sharing early childhood experiences with their children. This ensures children enjoy high quality interactions, which includes rich oral language and the sharing of stories. The use of te reo and tikanga Māori practices was evident. Adults take a communal approach to responding to the physical and emotional needs of all children. They are responsive to individual needs and rhythms of children especially babies and toddlers who are able to play and explore alongside their whānau.
Adults are encouraged to participate in the playcentre education programme, which empowers them to be well-informed, first educators of their children. They encourage and model healthy eating and nutrition for children. A recent initiative is for adults to record their observations of individual children on wall displays. A current self-review focus is to document children's development in a meaningful way in individual learning stories. This supports new parents to identify and plan for their children's learning. Adults recognise the potential to further enhance learning opportunities for children.
Leadership of the programme and operations is shared by the whānau cooperative. This provides a rich variety of challenging and worthwhile experiences for the adults involved, who receive both encouragement and professional support from the association. Leaders promote and model healthy nutrition and positive attitudes to physical activity, which reflects an holistic approach to wellbeing.
The CSW and centre members recognise that strengthening the processes for the planning and evaluation of sessions should further enhance learning outcomes for children.
Centre members acknowledge that continuing to promote the benefits of this cooperative early childhood service in the community is likely to attract and retain new members and contribute to the centre's viability and sustainability.
Before the review, the staff and management of Leamington 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, the WPA should strengthen:
The next ERO review of Leamington Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
10 June 2016
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 | Cambridge | |
| Ministry of Education profile number | 33012 | |
| 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 | 13 | |
| Gender composition | Boys 9 Girls 4 | |
| Ethnic composition | Māori Pākehā | 5 8 |
| Review team on site | April 2016 | |
| Date of this report | 10 June 2016 | |
Most recent ERO report(s)
| Education Review | May 2013 |
| Education Review | February 2010 | |
| Education Review | June 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.
Leamington Playcentre is well placed to sustain and promote positive outcomes for all children
Leamington Playcentre is an early childhood service run by a parent cooperative and operates under the umbrella of the Waikato Playcentre Association (WPA). It is situated near Cambridge in well-established, park-like grounds and provides learning experiences for children from birth to school age. The centre runs three sessions a week and has a current roll of 16 children, of whom 10 are aged two years and over. Five of the children are identified as Māori. In 2011 the Ministry of Education relicensed the centre under the Education (Early Childhood Services) Regulations, 2008. The centre philosophy places importance on children and adults having fun while learning at play.
Since the 2010 ERO review a complete change in parent membership has occurred creating a challenge for the centre. New parents have responded positively by taking responsibility for specific roles and centre organisation. A good proportion of parents are participating in course work, centre training and leadership. A knowledgeable parent is supporting others to increase their knowledge and understanding of te reo and tikanga Māori. A significant improvement to the outdoor area has been the building of an adventure playground.
The centre is welcoming to children, parents and whānau. Positive and nurturing relationships are evident amongst adults and children and these contribute to a calm and settled atmosphere for learning. Interested adults take time to listen and respond to children and their successes and milestones are recognised and celebrated. Experienced members demonstrate knowledge and experience about children’s learning, model interactions with children and foster the learning of new members through supportive relationships and mentoring. There is a consistent approach to managing children’s behaviour positively.
The many babies and toddlers are cared for sensitively. The programme is flexible to meet their needs. Adults provide responsive nurturing and care.
Members plan and document a programme based on children’s identified strengths and interests. They notice, recognise and respond to children’s learning and document this in individual profile books and attractive centre displays. Children have ready access to a good range of equipment and materials. A variety of experiences is provided for children and there are meaningful links to the local community. There are many opportunities to develop their social skills. Toddlers benefit from learning alongside older children who model more complex levels of play.
Adults read to children and participate alongside them in their learning. Bicultural perspectives are evident in centre displays, and karakia before meals. Centre members' value and acknowledge the contribution that whānau bring to the service and express a willingness to build their own capability in te reo Māori.
There is an emphasis on the natural world as a result of children’s interests and the local environment. Positive and respectful relationships are evident amongst parents as they take responsibility for the care and learning of each other’s children.
Self review is both formal and documented in the minutes. Centre members have reviewed strategic planning to make it meaningful to current members, and progress is addressed at monthly meetings. There is a focus on attracting new families and improving equipment and resources.
Succession planning is evident. Experienced members support newer members to develop their confidence in leadership roles. A good proportion of members are involved in centre training. One father is committed to providing support for management of the property. Centre leaders make good use of annual planning and financial processes provided by the Waikato Playcentre Association to ensure centre sustainability.
WPA is providing effective governance for Leamington Playcentre. This is evident through support with documentation, policies and personnel. An experienced and knowledgeable centre support worker is guiding centre members as they establish a new team to manage the centre. The centre support worker visits the centre regularly and provides a centre report that identifies strengths and next steps for improvement.
Centre members would benefit from making better use of the relicensed criteria to identify goals for the strategic plan. They should be written in a way that is specific and measureable and have documented action plans and identified people with responsibility.
Members need to ensure that responsibilities for centre organisation are shared equally amongst all members for sustainability.
There is a need to enrich the curriculum to add complexity as children progress through the centre. Parents need to make more effective use of Te Whāriki as a developmental curriculum.
Families need to continue to build on their knowledge and understanding of te reo and te ao Māori and integrate this throughout the sessions. The centre should develop minimum expectations for all adults competency in the use of te reo Māori.
Before the review, the staff and management of Leamington 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 is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
20 May 2013
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Location |
Cambridge |
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|
Ministry of Education profile number |
33012 |
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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 |
16 |
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Gender composition |
Boys 9 Girls 7 |
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Ethnic composition |
NZ European/Pākehā Māori |
11 5 |
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Percentage of qualified teachers |
0-49% |
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Reported ratios of staff to children |
Under 2 |
1:2 |
Exceeds minimum requirements |
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Over 2 |
1:5 |
Exceeds minimum requirements |
|
|
Review team on site |
March 2013 |
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|
Date of this report |
20 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Accountability Review |
February 2010 June 2006 June 2002 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
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 self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.