71 Riverside Drive, Whakatane
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Mananui Playcentre is well placed to promote positive learning outcomes for children.
Mananui Playcentre is a parent-led education and care service located in Whakatane in the Eastern Bay of Plenty. It caters for children from birth to school age and operates two mixed-age morning sessions per week. Two Supporting Parents Alongside Children's Education (SPACE) sessions are also available for parents with infants. The playcentre is licensed for 25 children including up to 15 children under the age of two years. The current roll of 41 children includes six who identify as Māori.
Through their national philosophy, the playcentre places emphasis on whānau tupu ngātahi – families growing together. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
During 2018, the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central North Island six associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island Region that now includes 95 playcentres over a large geographic area. During this transition there is some overlap between associations and the new national regional systems and processes. At Mananui Playcentre a role model, centre administrator and support worker are provided by the federation.
Mananui Playcentre has a positive reporting history with ERO. Since the last ERO review in 2015, the centre has recently responded by strengthening internal evaluation. Assessment and planning of children’s learning remains an area to strengthen.
This review was part of a cluster of four reviews in Playcentre Aotearoa Central North Island Region.
Positive and respectful relationships between children, parents and other trusting adults supports learning through play. Adults are responsive to children's interests. Oral language and social competence development are promoted by rich conversations and open-ended questioning. Māori learners are supported by the use of waiata and te reo Māori is visible in the environment. Members should continue to strengthen the bicultural curriculum. A well-prepared environment invites children to engage in play. Literacy and mathematics are naturally integrated into the daily programme. Children develop a sense of wellbeing and belonging.
A rich curriculum promotes positive learning outcomes for children. Well-resourced learning spaces are accessible and inclusive of all, including younger children up to the age of two years. Physical challenge, risk taking and active play are encouraged. Children engage with nature in a thoughtfully designed bush area with native plantings and educational information boards. Children lead their own learning, make choices and develop independence and confidence.
Leaders have identified through internal evaluation that assessment and planning for children’s learning needs strengthening. Members are at early stages of recognising what learning is happening and are using the principles and strands of the New Zealand early childhood curriculum, Te Whāriki. Further support is needed to document progression and complexity of learning, and reflect individual children’s language, culture and identity.
Leaders are promoting a positive culture for learning. Regular meetings are well documented and focused on improvements and sharing of knowledge with all members. The experienced president and committee members encourage parents to participate in adult education courses in early childhood development. A knowledgeable and long-standing role model has developed some useful tools to support members and also facilitates the SPACE programme. Connections with the local community are strengthening with the recent inclusion of a Japanese group. Members are at early stages of developing the strategic plan. This now needs to be completed and an annual plan developed. An induction process for new members is also needed to build their capability.
The Playcentre Aotearoa overarching strategic plan, philosophy, vision and individual annual plans have been implemented. There is a focus on building capacity through recently reviewed and improved parent education programmes. Regular communication and support between the Playcentre Aotearoa and regions through the restructure support business as usual. Existing policies and systems support centre operations until all new systems developed by Playcentre Aotearoa are implemented nationally. The federation is committed to offering more accessible localised training to respond to the needs of the community.
The key next steps for Mananui Playcentre are for leaders to support members to:
strengthen assessment and planning of children's learning
continue to build knowledge of Te Whāriki
complete the localised playcentre strategic and annual plans aligned to the strategic vision of Playcentre Aotearoa
develop an induction process for new members.
Before the review, the staff and management of Mananui 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.
When is ERO likely to review the service again?
The next ERO review of Mananui Playcentre will be in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
28 February 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.
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Location |
Whakatane |
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|
Ministry of Education profile number |
40031 |
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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 |
25 children, including up to 15 aged under 2 |
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|
Service roll |
41 |
|
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Gender composition |
Boys 23 Girls 18 |
|
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Ethnic composition |
Māori Pākehā Other |
6 30 5 |
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Review team on site |
November 2018 |
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Date of this report |
28 February 2019 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
|
Education Review |
February 2012 |
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|
Education Review |
November 2008 |
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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.
How well placed is Mananui Playcentre to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mananui Playcentre is a well-established, parent-led education and care service located in Whakatane. It caters for children from birth to school age and operates two mixed-aged sessions, and one independent session for four year olds. The centre is licensed for 25 children including 12 up to the age of two. The current roll of 22 has four children who identify as Māori. Under new leadership the playcentre has been able to increase its roll following a period of low numbers. There is now improved centre organisation and greater engagement of families.
Parent members have responded positively to the areas for review and development identified in the 2012 ERO review. They have enhanced the outdoor play area, improved assessment, planning and evaluation processes, and encouraged more parents to engage in course work.
The centre demonstrates the Playcentre Association philosophy of 'whānau tupu ngātahi - families growing together'. Families and visitors are warmly welcomed to the centre and become quickly engaged in the positive learning culture established by centre leaders and parents.
This review was part of a cluster of eight playcentre reviews in the Eastern Bay of Plenty Playcentre Association.
Children and their parents learn and play in a well-resourced and attractive indoor and outdoor environment. The recent improvements to the outdoor play area provide children with opportunities to use their physical skills and explore the natural world. Children develop a strong sense of belonging at the centre and this is enhanced by trips and excursions into the wider community. Parents contribute a diverse range of knowledge and skills to the centre programme.
Positive and respectful relationships and interactions are evident amongst children and adults. Children confidently use their language to make their requests known and interact with other children. They initiate play activities and are well supported by parents who offer suggestions and ideas to extend their learning. Children are challenged to solve problems, develop thinking skills, and become more independent. A group of older children benefit from activities that extend their interests as they prepare for transition to school.
Parents have used self review to bring about improvements to provisions for babies and toddlers. There are now designated areas for babies to safely sleep and play. Babies have access to equipment that is appropriate to their needs. Tuakana/teina relationships between older and younger children are an important feature of the centre culture, and parents have recently reviewed and developed shared understandings in relation to positive guidance for children.
The centre curriculum integrates literacy, mathematics and science concepts into the daily programme. There is a strong priority placed on authentic learning contexts, and children’s learning is celebrated in their profiles and on the centre walls. Te reo and tikanga Māori are visually evident in the centre. Children engage in creative and imaginary play which is encouraged and recorded by parents.
Parents discuss learning and play activities during end-of-session reflections. They record children’s interests and strengths and use these to plan the next week’s sessions. Learning stories evolve out of these evaluations. High-quality profiles provide records of children’s learning experiences.
Centre members and children have benefitted from the knowledge and commitment of an experienced supervisor. She has encouraged parents to develop positive teaching strategies and engage in course work. A strong and cohesive leadership team have begun to provide good quality oversight of centre operations. Communication and attendance at meetings has improved.
The New Zealand Playcentre Federation provides overall guidance, support and strategic direction for the local association and centres. The Eastern Bay of Plenty Playcentre Association aims to grow and sustain parent membership and is proactive in supporting local events and activities. There are clear policies, procedures and guidelines for self review, assessment, planning and evaluation. Playcentre workshops help parents establish strategies and practices that ensure positive educational outcomes for children.
At the time of this ERO review the national federation was in the process of considering changes to the governance and management structure of the organisation. This is likely to present an opportunity for further review and improvement to communication structures and centre support.
ERO and the parent leaders agree that the next steps are to continue to build the sustainability of the playcentre through:
Before the review, the staff and management of Mananui 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 Mananui Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
4 June 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 |
Whakatane, Bay of Plenty |
|
|
Ministry of Education profile number |
40031 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
25 children, including up to 12 aged under 2 |
|
|
Service roll |
22 |
|
|
Gender composition |
Girls 12 Boys 10 |
|
|
Ethnic composition |
Māori NZ European/Pākehā Other |
4 12 6 |
|
Review team on site |
March 2015 |
|
|
Date of this report |
4 June 2015 |
|
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
Education Review |
November 2008 |
|
|
Education Review |
May 2005 |
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.