540 Richmond Road, Lepperton
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.
Lepperton 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 playcentre is situated within the local school grounds and operates three mornings per week. Up to 30 children, from birth to school age, can attend each session. The current roll is 39 children and six identify as Māori.
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 service is currently attracting families with very young children and provision for the services youngest children has been a focus for development. Most parents take advantage of the adult education training programme provided by the association. This active involvement in their child's education is contributing to improved centre practice.
The April 2014 ERO report identified improvement was required in strategic and annual planning, self-review practice and teaching and learning. The report also identified the curriculum response to promote Māori children's culture, language and identity as needing strengthening. Good progress has been made in these areas.
Children play amicably alongside their peers, they actively explore and engage in a range of appropriate learning activities. Attentive parent educators who know the children well are nearby to support and encourage ongoing engagement where needed.
A positive tone and inclusive practice is evident. Children’s social skills and developing relationships are well-supported by adults. Interactions are warm and respectful. These factors contribute positively to children’s sense of belonging and wellbeing.
The playcentre philosophy of parent-led education and child-initiated play is reflected in practice. The principles and strands of Te Whāriki, the early childhood curriculum, underpin practice. A culture of care, respect and collective responsibility for supporting children's holistic development is evident.
The parent-led committee and supervision teams are made up of parents and whānau who bring valuable skills and knowledge to their role. They demonstrate a commitment to supporting the playcentre movement. This is reflected in the increasing numbers taking on training and leadership roles.
Assessment, curriculum planning and evaluation continue to improve. Practices support adults to understand learning pathways for individuals and groups of children. Useful information is created that assists members to plan activities and experiences responsive to children’s interests, strengths and desires. Their learning portfolios celebrate progress well and capture their developing skills, knowledge and attributes. Strategies are in place to support newer members to contribute to the programme.
Literacy, mathematics and science activities are an integral parts of children’s early education. The youngest children are embraced and nurtured within a culture of care.
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.
Planning priorities are aligned to the service vision and focused on improving teaching and learning. The dual purposes of self review for accountability and improvement are understood and increasingly guide ongoing decision making.
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:
improve appraisal for the centre support people to support individual needs and identify professional development to support them in their leadership roles
Before the review, the staff and management of Lepperton 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 Lepperton 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.
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Location |
Lepperton |
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Ministry of Education profile number |
50015 |
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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 |
39 |
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Gender composition |
Boys 24, Girls 15 |
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Ethnic composition |
Māori Pākehā |
6 33 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
November 2016 |
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Date of this report |
13 February 2017 |
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Most recent ERO report(s)
|
Education Review |
April 2014 |
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|
Education Review |
June 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.
Lepperton Playcentre is a community-based service located in rural North Taranaki. The playcentre is situated adjacent to the local school and operates three mornings per week. Up to 30 children from birth to school age can attend each session. The current roll is 31 children. There has been a significant influx of new families in recent months.
The playcentre is one of 17 parent led services governed by the Taranaki Playcentre Association (the association) umbrella. The governance of these centres has recently reverted to a structure where all centre representatives contribute to association decisions and priorities.
The centre and association philosophy values children and families learning alongside each other in a safe, nurturing environment.
Regular visits by association personnel provide advice and guidance for bicultural, centre and property support. Positive relationships between playcentres and those in support roles are evident. Parents undertake playcentre training with support from association personnel.
This review was part of a cluster of 14 playcentre reviews in the Taranaki Playcentre Association.
Children and families show a positive sense of belonging. Children play cooperatively alongside each other, and are familiar with and responsive to playcentre routines and expectations. Parent educators engage children in conversations that support language and thinking. Members involve themselves in children’s play encouraging them to express their ideas. High adult to child ratios assist positive and productive interactions that are responsive and affirming.
Toddlers and babies are well catered for and demonstrate confidence with parents, other adults and children. The environment is structured so babies and toddlers have appropriate spaces to play and explore their world.
Members are encouraged and supported to take on leadership roles. Collaborative leadership that demonstrates a commitment to the association philosophy and the principles of the early childhood curriculum is evident.
Lepperton Playcentre and the association have annual plans that inform operational decisions. However, there are few links between the association and individual playcentre goals. The association’s strategic vision is yet to effectively focus on priorities for improving teaching and learning.
The 2011 ERO report identified the need to improve parent educator’s planning and evaluation practice and strengthen use of te reo and te ao Māori in programmes. While some work has been undertaken by members, these areas still require attention. The association has planned professional development for parents in 2014 on planning and evaluation. ERO agrees that this is timely, as the playcentre has yet to effectively implement current approaches to assessing and planning for children’s learning.
The association has a commitment to the Treaty of Waitangi, and for this to be clearly shown in the environment. While there are some Māori words on display around the centre, consideration needs to be given as to how to increase bicultural presence visually from a child’s perspective.
The playcentre is on the same site as Lepperton Primary school. This proximity enhances children's transition to school. The playcentre parents and children have close contact with the new entrant teacher.
Parent educators’ understanding of how to effectively implement self review for improvement is in the early stage of development.
The centre has yet to fully address areas for development identified in the previous ERO report. Playcentre personnel would benefit from external support to improve and develop their understanding of:
The association would benefit from external support to strengthen and improve its understanding in:
Before the review, the staff and management of Lepperton 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 next ERO review of Lepperton Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
2 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 |
Lepperton |
||
|
Ministry of Education profile number |
50015 |
||
|
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 |
31 |
||
|
Gender composition |
Boys 16 Girls 15 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
2 28 1 |
|
|
Reported ratios of adults to children |
Under 2 |
1 : 3 |
Better than minimum requirements |
|
Over 2 |
1 : 3 |
Better than minimum requirements |
|
|
Review team on site |
November 2013 |
||
|
Date of this report |
2 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
|
|
Education Review |
May 2007 |
||
|
Education Review |
March 2004 |
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.