Franklin Road, Paparoa
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.
Paparoa Playcentre is in a rural village and currently offers two sessions each week for 25 children from birth to school age. The Playcentre philosophy values parents/whānau as the first and best educators of their children. They take on roles and responsibilities that contribute to the running of the centre. This structure offers opportunities for emergent leadership.
Since the 2013 ERO report the centre has established contact with other rural centres to offer families the option of attending sessions at Paparoa in addition to time at their home centre. This connection has allowed some good information sharing in regards to documenting learning and completing administrative tasks. Paparoa's small membership includes some long-standing families and a number of more recent enrolments. Training levels amongst the families enrolled continue to build.
The centre is part of the Northland Playcentre Association, which provides governance and management support for 31 Playcentres in Northland. The Association provides systems and adult education programmes to help members manage centres and support their children's learning. A centre support worker (CSW) regularly visits each centre. The Association also provides education support for five Playcentres in the Far North.
Playcentre Aotearoa is in the process of a national restructure. It is expected that a new regional manager and centre support personnel will be appointed towards the end of 2017.
This review was part of a cluster of 10 Playcentre reviews in the Northland Playcentre Association.
Children are very relaxed in the centre environment. They eagerly involve themselves in the activities and experiences available to them. Parents/whānau follow children's interests and movements, offering resources and ideas to support or bring more complexity to their play.
Children have good access to a wide range of resources and the freedom to make choices. Parents/whānau are respectful of the time younger children need to observe before engaging in play. The outdoor area is spacious and offers a good range of physical challenges for children. There is a wide range of creative and imaginative play opportunities available for children indoors.
Parents/whānau model the use of rich language and vocabulary. Some incorporate words and phrases in te reo Māori in incidental conversations. Children have good opportunities to develop understandings of the links between English and te reo Māori that adults use. Karakia and waiata also feature in the programme.
Adults record children's interests during sessions and use this information to plan the following sessions. This results in some good continuity between sessions. Some of the children's portfolios contain information about their interests and those of their whānau outside of the centre.
Centre members have developed a strategic plan that informs an annual plan showing the actions to be undertaken to move towards strategic goals. The purpose of self review is well understood and has resulted in positive changes in the environment. Some capital expenditure is needed to improve facilities for centre members.
The centre support worker (CSW) is aware of the strengths and needs of the centre. Her support helps members to foster positive learning outcomes for children. The CSW provides good leadership to sustain improvement and growth. Centre members appreciate that the CSW is available to answer their questions and share information that adds to their collective knowledge.
The Association continues to provide a sound management framework to assist members in managing their centres. Centre members' leadership and increased participation in adult education courses help to sustain the Association and centre viability. The governance board works collaboratively to share information with centre members as they respond to changes, including the national restructure.
Key next steps for centre members are to:
To enhance practices in Northland Playcentres, the new regional manager and support personnel should assist centre members to:
Before the review, the staff and management of Paparoa 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 Paparoa Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
6 October 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 |
Paparoa, Northland |
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Ministry of Education profile number |
17778 |
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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 12 aged under 2 |
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|
Service roll |
8 |
||
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Gender composition |
Girls 6 |
||
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
Parent led |
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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 |
August 2017 |
||
|
Date of this report |
6 October 2017 |
||
|
Most recent ERO report(s) |
Education Review |
September 2013 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
May 2007 |
||
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:
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.
Paparoa Playcentre is part of the Northland Playcentre Association. The Association provides support and organisational frameworks for parent education programmes and to guide centre operation and management.
Paparoa Playcentre is open two mornings a week, providing open sessions for children up to six years of age. The playcentre has a long history of serving the Paparoa community and is currently in a growth phase with a significant increase in the number of families involved in the centre.
This review was part of a cluster of eight playcentre reviews in the Northland Playcentre Association.
Members have taken time to collectively reflect on the centre philosophy of parents/whanau and children learning, playing and growing together. This philosophy is highly evident in the centre. Adults are attentive to children’s needs and endeavours. They make purposeful responses to extend children’s learning in meaningful ways. Children of all ages confidently play alongside each other and interact with all adults in the centre.
The good quality programme is jointly planned by adults and children in response to children’s interests. Adults lead a range of group activities to foster and extend enquiry and learning. They maintain an effective daily record of activities to support the development of individual plans and records of learning for each child. Experienced members support each other to clearly identify the learning that is happening in play and appropriately identify next steps for learning. Some members also confidently promote the use of te reo Māori in the context of play.
Ongoing member involvement in education courses is a current centre priority. Adults share their learning and network with other centres to improve the quality of the programme. They work together collaboratively to carry out management roles and responsibilities. The Centre Support Worker models effective teaching and learning practices.
Long term and annual planning goals clearly focus on improving learning outcomes for children. Centre members continue to build their self review capacity using review formats provided by the playcentre association.
ERO and centre members agree that key next steps include strengthening:
Before the review, the management of Paparoa 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 Paparoa Playcentre will be in three years.
Graham Randell
National Manager Review Services
Northern Region (Acting)
4 September 2013
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 |
Paparoa, Northland |
|
|
Ministry of Education profile number |
17778 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
|
|
Number licensed for |
25 children, including up to 12 aged under 2 |
|
|
Service roll |
19 |
|
|
Gender composition |
Boys 12 Girls 7 |
|
|
Ethnic composition |
Māori NZ European/Pākehā British French |
5 10 2 2 |
|
Review team on site |
July 2013 |
|
|
Date of this report |
4 September 2013 |
|
|
Most recent ERO report(s) |
Education Review |
June 2010 |
|
Education Review |
May 2007 |
|
|
Education Review |
June 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:
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.