Makarewa Playcentre - 17/05/2017

1 Evaluation of Makarewa Playcentre

How well placed is Makarewa 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.


Makarewa Playcentre provides three sessions each week for children up to school age. It is located in a small, rural settlement north of Invercargill and is the only early childhood service in the area.

The outdoor facilities, including a newly constructed playground, have recently been extended and modernised.

Two of the three sessions are led by an experienced, paid educator with the help of members. Playcentre parents are gaining Playcentre qualifications by being involved in the adult-education training programme provided by the Southland Playcentre Association (SPA).

The SPA is experiencing a time of change as all playcentre associations throughout New Zealand merge with the New Zealand Playcentre Federation (NZPF) to reduce duplication and make cost savings. This restructure will mean significant changes at the local association level. A committed, interim board has been established at SPA to support playcentres through this transitional period.

The September 2013 ERO report identified the key next steps as strengthening self review, developing an outcome focused strategic plan and enhancing profiles to better record children's learning overtime. Progress is ongoing in these areas.

This review was part of a cluster of 13 in the Southland Playcentre Association.

The Review Findings

A wide range of learning experiences support a rich, varied and responsive curriculum. Parents work alongside and respond to children's interests. Extending children's oral language is a feature of
adult-child interactions. Children are encouraged to choose and engage in learning experiences.

The environment is a comfortable and inviting area for infants to explore. Thoughtful use of resources supports their learning. 

Educators and members have identified that further development is required in their knowledge and implementation of an effective bicultural programme. There is a commitment by members to ongoing learning in this area. As this shared understanding develops members should be better placed to support and promote educational success for Māori children.

Pre and post session discussions focus on identifying children's interests. Consideration is given as to how these can be responded to and supported.

Planning for the term provides a shared direction to enhance the programme focus. This is further extended through exploration and experiences into and beyond the local community. Members agree the next steps should include establishing clear and specific learning objectives in order to effectively evaluate the programme.

Clear guidelines are evident to support members' understanding of the purpose and use of assessment and the expected processes. Continuing to support members to document how they add challenge to children's learning should better highlight progress and learning over time.

Self review is used to guide developments in the centre. It is timely to build members' understanding of effective review and evaluation. This should better support them in knowing the quality and impact of the curriculum on outcomes for children.

There are clear expectations of roles and responsibilities of office bearers. This supports leadership well. Annual goals are improvement focused to support the development of leaders, the environment and the programme in action.    

The board has been proactive in developing processes to assist in the smooth transition for playcentres to work under the NZPF. Opportunities have been offered to playcentre members to engage with the SPA to consider how the board could best provide support to services through the impending restructure.

The board has identified a number of systems and processes have lapsed and need improvement. Immediate attention is required to review policies that guide the appointments procedure and health and safety practices. The appraisal process has also lapsed or not been robustly implemented. These improvements are a priority to meet licensing criteria, and for monitoring the quality of centre practices.

More consistent, timely and evaluative reporting should be provided to the board to assure them that accountabilities are met and to better inform their decision making.

Key Next Steps

The playcentre educator and members agree areas for strengthening include:

  • building members' knowledge and implementation of an effective bicultural programme
  • establishing clear and specific learning objectives in order to effectively evaluate the programme
  • documenting challenge to children's learning to better highlight progress and learning over time
  • extending members' understanding of effective review and evaluation.

Key next steps for the association are to:

  • review SPA policies, giving priority to those related to appointments and health and safety practices
  • re-establish the appraisal process
  • facilitate the evaluative reporting to the board.

Management Assurance on Legal Requirements

Before the review, the staff and management of Makarewa 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.

ERO also identified areas of non-compliance for the Southland Playcentre Association in relation to governance and management. To meet requirements the association needs to:

  • implement a system of regular appraisal.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]

To improve practice playcentre members should:

  • consistently consider all aspects of risk management for excursions and ensure this documentation is completed appropriately.

To improve practice the Southland Playcentre Association should:

  • ensure policies and procedures for travel by a motor vehicle clearly specify the person responsible for excursion approvals, has verified all drivers have a current full New Zealand driver licence and each vehicle is registered and has a current warrant of fitness. 

Next ERO Review

When is ERO likely to review the service again?

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

17 May 2017 

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 



Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 11, Girls 9

Ethnic composition



Reported ratios of adults to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

March 2017

Date of this report

17 May 2017

Most recent ERO report(s)


Education Review

September 2013

Education Review

June 2010

Education Review

March 2006

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.