30 Marsden Avenue, Mount Eden, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Maungawhau Playcentre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Maungawhau Playcentre in Mt Eden is run as a family cooperative, providing five sessions each week for children up to school age. The centre is licensed for 30 children, including 15 children up to the age of two years. Since the 2015 ERO review, this centre has merged with a nearby Playcentre.
Centre practices are based on the Playcentre philosophy of families learning together. The centre's philosophy affirms parents as valued and best educators of their children and promotes social opportunities for children and families. Sessions are guided by Te Whāriki, the early childhood curriculum, and a commitment to Te Tiriti o Waitangi.
The centre has a history of positive reports. Positive features identified in the 2015 ERO report continue to be strongly evident. Recommendations for enhancing practice in 2015 included strengthening self review, bicultural practices, assessment, planning and evaluation. Centre members have responded very positively to these recommendations.
The new Playcentre Aotearoa structure is now fully operational. It provides a sound management framework and support personnel to help parents/whānau to manage their centres. Playcentre Aotearoa administers centres’ funding and provides adult education programmes for parents/whānau to achieve Playcentre qualifications.
This review was part of a cluster of six reviews in the Playcentre Aotearoa Auckland region.
The learning environment is attractive and well resourced. Centre members' strengths and skills are complementary and enable them to provide a range of interesting activities to link in with the natural world. Parents/whānau encourage physically active and challenging play. Children use the extensive indoor and outdoor areas well and experience a full range of learning opportunities that provide a wide scope for imaginative and collaborative play.
Parents/whānau are a positive, guiding presence. They follow children's lead as they engage in play, responding to their conversations and providing extra resources that might bring more complexity to their thinking. Adults model oral language well, through sharing stories and conversations. They extend children's vocabulary as opportunities arise through their responses to children's interests.
Playcentre's 'whānau tupu ngātahi' philosophical approach is reflected in centre members' commitment to incorporating bicultural practices in programmes for their children. There is very effective centre leadership for this focus. Parents/whānau are becoming more confident to include te reo and waiata Māori incidentally in sessions. There are good resources within the centre to help extend centre members' knowledge of te ao Māori.
Children's portfolios reflect the Playcentre philosophy, valuing parents as first teachers. Portfolios provide good records of children's learning over time. Learning stories celebrate each child as a member of a family and the wider Playcentre whānau. Identifying the relevant links between children's learning and Te Whāriki would help to strengthen these records.
Centre members have adopted planned approaches to implementing the Playcentre Aotearoa policy framework. They make decisions collectively at regular meetings. Centre members have developed strategic and annual planning to guide their progress. Internal evaluation leads to change and improvement. Centre members who are engaged in higher levels of Playcentre adult education are guiding the further development of internal evaluation processes.
Key next steps for centre members include:
increasing the use of the language of Te Whāriki in documentation, to better reflect planning, assessment and evaluation discussions.
Key next steps for development in the Playcentre Aotearoa Auckland region include:
strengthening the use of internal evaluation to measure the effectiveness of systems and practices across the region.
Before the review, the staff and management of Maungawhau 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 (Central)
Northern Region - Te Tai Raki
17 January 2020
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 |
Mt Eden, Auckland |
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Ministry of Education profile number |
22025 |
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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 years |
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Service roll |
31 |
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Gender composition |
Girls 16 Boys 15 |
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Ethnic composition |
NZ European/Pākehā other ethnic groups |
23 8 |
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Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:2 |
Better than minimum requirements |
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Review team on site |
October 2019 |
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Date of this report |
17 January 2020 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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|
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 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.
Maungawhau Playcentre in Mt Eden is a family cooperative providing four sessions per week for children up to school age. The centre is licensed for 30 children, including 15 children up to the age of two years.
The Playcentre philosophy of adults and children learning together underpins centre operations. Centre members are committed to the Playcentre philosophy as it promotes social opportunities for children and families.
The centre operates as part of the Auckland Playcentres Association, which provides Playcentre adult education, frameworks of policies and procedures and support from Association personnel. Each Playcentre contributes to the make-up of the association and has representatives at Association level.
At present the Playcentre Federation is undertaking a restructure with the aim of maintaining the viability of Playcentres throughout New Zealand. This is likely to change the current structure of the Auckland Playcentres Association.
The centre has a history of positive ERO reports. The 2012 ERO report noted that the programme supported children to learn in an inclusive mixed-age group and that adults collaboratively responded to children’s interests. These features continue to be strongly evident.
This review was part of a cluster of nine Playcentre reviews in the Auckland Playcentres Association.
Families’ respectful and responsive interactions provide a welcoming and safe environment for children. They have a sense of security, with their families being the key people in their play and learning. Children make choices about their play. Adults provide challenges for children by encouraging their exploration of the world around them. Children can access resources to change their play so it is more meaningful to them.
Adults have a good understanding about the developmental and learning needs of infants and toddlers. Children up to two years have a separate space to play in. Members ensure that the infants and toddlers area is calm, and that the pace of play is slow so that children can take their time to explore resources.
Older children are confident and can express their needs clearly to adults and other children. They play for prolonged uninterrupted, periods of time. Children play well on their own and with each other in small groups. They have interesting and imaginative conversations with each other and with adults. Children are always inquiring. Adults support children’s ideas and encourage creativity.
Adults think about and discuss how they can be effective in their practice. They plan carefully to ensure that the learning environment offers meaningful experiences for children and families. Adults show commitment to developing a bicultural programme and practices. Children and their families from other cultures have a sense of belonging in the centre. Centre members could further develop their ability to support families and children from diverse cultural backgrounds.
Good leadership approaches help new members to settle quickly into shared roles. Members show high levels of commitment to continued learning. This commitment enables leaders to build the centre’s capacity and shared understanding of the centre’s culture.
The Association’s strategic plan provides a guide for governance and is regularly monitored by office bearers. Management and governance processes are well established. The Association provides sound management and administration assistance for centres, and appropriate Playcentre adult education. It provides regular termly visits from a curriculum and programme supporter. Association office holders are highly committed to Playcentre philosophy and to maintaining Playcentre as a valuable early childhood education option for adults.
Centre members agree that key next steps include continuing to refine:
Before the review, the staff and management of Maungawhau 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 Maungawhau Playcentre will be in four years.
Dale Bailey Deputy Chief Review Officer Northern
25 May 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 |
Mt Eden, Auckland |
||
|
Ministry of Education profile number |
22025 |
||
|
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 Boys 13 |
||
|
Ethnic composition |
Pākehā Asian Indian German |
23 3 3 1 |
|
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
March 2015 |
||
|
Date of this report |
25 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
November 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.