Otorohanga Playcentre - 14/04/2020

1 Evaluation of Otorohanga Playcentre

How well placed is Otorohanga Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Otorohanga Playcentre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Otorohanga Playcentre is licensed to provide mixed-age sessional education and care for 30 children three times a week. This includes 15 children up to the age of two years. Older children can attend a 'Big Kids' session on Friday mornings. At the time of this review, there were 18 children enrolled and five who identify as Māori.

The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together.

Since the June 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Otorohanga Playcentre is part of the Central North Island Region and is supported by a regional manager and support persons.

Whānau and families share responsibility for the curriculum. Day-to-day operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.

This review was part of a cluster of eight reviews in the Playcentre Aotearoa Central North Island Region.

The Review Findings

The playcentre's programme is inclusive and responsive to the needs of children. Children are provided with resources and equipment that encourages spontaneous play and the practising of skills, both individually and in small groups. Comfortable quiet spaces and opportunities for rest or sleep are provided, with flexibility around routines. Children with additional needs are well supported and included in the centre's programme. Strong relationships with the local school support children’s sense of belonging as they transition onto their next stage of learning. Children experience a programme that enables them to be confident and competent learners.

Children benefit from positive, sensitive and responsive relationships with adults. Parent aspirations and what children learn at the centre are well documented providing members with knowledge to plan further learning opportunities. Oral language, literacy, mathematics, science and sensory experiences are well promoted and integrated into play. Maori children's culture and identity is highly recognised at the centre. There is a continued focus on building capability of member's use of te reo Māori during the session. Members are yet to incorporate the visibility of other cultures in the programme.

Leadership shows a strong commitment to the philosophy, vision and goals. A high level of relational trust is evident among all who are involved in the running of the playcentre. Well-developed induction procedures support new parents into playcentre. Shared leadership opportunities are encouraged amongst members.

The revised parent education programme is becoming more accessible to centre members. Appraisal processes for session support staff have recently been strengthened to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs, and focus on achievement of goals.

The national restructuring process continues to require significant attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements. National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Ongoing support is required to enable parents to understand and implement these procedures to meet licensing requirements.

Key Next Steps

The next steps for Otorohanga Playcentre are to:

  • build capability and implement a robust self-review framework

  • continue to develop the use of te reo Māori

  • reflect the languages cultures and identities of other children.

Playcentre Aotearoa should continue to build knowledge and understanding of policies and procedures to ensure licensing requirements are upheld.

Management Assurance on Legal Requirements

Before the review, the staff and management of Otorohanga 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 identified areas of non-compliance relating to health and safety. To meet requirements the service needs to improve its performance in the following areas:

  • securing items on shelves that could fall on children

  • the display of a current Fire Evacuations Scheme by the New Zealand Fire Service.
    Licensing Criteria for Early Childhood and care Centres 2008, HS6, HS4.

Since the on-site phase of the review, members have provided ERO with evidence of action taken in relation to:

  • securing items on shelves that could fall on children (HS6)
  • the display of a current Fire Evacuation Scheme by the New Zealand Fire Service (HS4).

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region - Te Tai Pūtahi Nui

14 April 2020

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

Location

Otorohanga

Ministry of Education profile number

31004

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

19

Gender composition

Male 5

Female 14

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

5
13
1

Review team on site

December 2019

Date of this report

14 April 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

November 2012

Education Review

February 2010

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

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.

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.