10 Hinemoa Street, Paraparaumu
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Wellington Playcentre Association will provide targeted support to address the key next steps identified in this report.
ERO's findings that support this overall judgement are summarised below.
Paraparaumu Playcentre is one of nineteen parent-led early childhood centres governed and administered by the Wellington Playcentre Association (the association). The playcentre is licensed to provide mixed age sessional education and care for 30 children, four mornings a week. This includes provision for 18 children, up to the age of two, at any one time.
A council of elected volunteer representatives from each of the association's member centres oversees the association at the governance level. This work is assisted by an operations manager and general manager. An executive committee administers the adult education programme. A centre support worker is employed to visit the centre and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for the day-to-day operation is undertaken by centre-elected office holders.
Each session is supported by a duty team of parent educators who hold Playcentre training certificates. Almost all centre members are involved in the association's training programme.
The association philosophy, 'Whānau tupu ngātahi-families growing together', is articulated as empowering parents and children to learn, grow and play together. This underpins practice.
The association have a positive reporting history with ERO. Internal evaluation and strategic planning were undertaken by association personnel, since the previous 2014 ERO reviews, to bring about changes to both the structural and organisational culture of the organisation. Clear boundaries between governance and management were expressed and changes made to improve support to individual centres.
The June 2014 ERO report for Paraparaumu Playcentre, identified centre leaders would benefit from association support to further develop assessment, programme planning and provision of a bicultural curriculum through improved self-review practices. These continue to require attention at this playcentre. Implementing a bicultural perspective in the learning programme and understanding success for Māori children as Māori continues as an area to be addressed by centre members.
The New Zealand Playcentre Federation, of which the Wellington Association is part, is planning a significant restructure for 2017 that includes amalgamating associations. Playcentres will become part of a regional hub, supported by a regional manager and support persons.
This review was part of a cluster of ten in the Wellington Playcentre Association.
Overall Playcentre philosophy underpins centre practices. A positive tone is highly evident. Maintaining and strengthening relationships with children, families and whānau is an identified priority for adults. It is timely for members to review Paraparaumu Playcentre philosophy to build a shared understanding of aspects that are valued. This should include the learning families and children want to experience during their time at playcentre.
Children are engaged in child-initiated, play-based learning. They confidently make choices and decisions. Families' active engagement with children's learning has been an ongoing challenge. Experienced leaders share and model how to explore a range of appropriate learning activities. They have employed strategies that encourage greater parental involvement in developing children's social skills. Improvement is evident.
Individual learning portfolios celebrate children's progress capturing their developing skills, knowledge and social interactions. Members and the centre support person agree assessment, curriculum planning and evaluation practices continue to require strengthening to provide members with timely and useful information for children's ongoing learning.
Experienced members work well together. They actively support newer members with the processes and practices of the playcentre. Members are encouraged to continue to gain Playcentre qualifications.
Adults carefully consider how to prepare children as they leave playcentre to attend one of many local primary schools. Families participate in and enjoy a celebration process as children move from playcentre to school.
Children aged up to two years, play in mixed age sessions with a designated area for their care when needed. Parents are well supported to learn about very young children.
Some progress is evident in provision of a bicultural curriculum. An acknowledged next step is for members to further extend bicultural practices, then to consider and respond to what success for Māori children and Māori means in this early learning service.
Some members have participated in Wellington Playcentre Association professional development on internal evaluation practices. This requires further understanding of the purpose and place of evaluation for accountability and for improvement. The association's continued support to develop processes for useful internal evaluation should promote ongoing, centre wide improvements.
Leaders, centre support person and ERO agree that key next steps for Paraparaumu Playcentre, with Wellington Playcentre Association support, are to:
develop shared understanding of processes for effective internal evaluation
build on assessment, planning and evaluation practices
extend practices that promote a bicultural curriculum and Māori children's success as Māori learners
review the centre philosophy.
An action plan that addresses the above key next steps will be monitored by ERO.
Before the review, the staff and management of Paraparaumu 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.
The next ERO review of Paraparaumu Playcentre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
28 June 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 |
Paraparaumu |
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Ministry of Education profile number |
60048 |
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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 18 aged under 2 |
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Service roll |
25 |
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Gender composition |
Boys 14, Girls 11 |
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Ethnic composition |
Māori |
5 |
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Reported ratios of adults to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
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Review team on site |
May 2017 |
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Date of this report |
28 June 2017 |
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Most recent ERO report(s)
|
Education Review |
June 2014 |
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Supplementary Review |
March 2012 |
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Education Review |
October 2010 |
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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:
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.
Paraparaumu Playcentre is one of 20 parent-led early childhood centres administered by the Wellington Playcentre Association (the association). A council oversees operation at governance level and an executive committee provides the adult education programme, guidance and support for members. Two centre supporters are employed by the executive to visit playcentres and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders. Parents share the duties associated with implementing the programme.
Playcentre philosophy recognises parents as the best first teachers of their children and emphasises the importance of child-initiated play in mixed-age sessions. Acknowledging Te Tiriti o Waitangi is an integral part of this philosophy.
Paraparaumu Playcentre is one of many early childhood centres in the local area. Over half of the families attending are new to playcentre. Most children are aged under four years. Four parent-led, mixed-age sessions are held each week.
Since the March 2012 ERO report, this service has been relicensed under the Education (Early Childhood Services) Regulations 2008. The old playcentre building was demolished and a new purpose-built centre opened in term two, 2013. The development of the play spaces has been a focus for members. The outdoor area continues to be planned and developed.
This review was part of a cluster of 20 reviews of centres in the Wellington Playcentre Association.
Key philosophical values are reflected in practice. A real sense of family and community is evident. There is an ongoing focus on building and maintaining positive relationships. Members are friendly and welcoming. Children are settled, happy learners. Continuing to deepen understanding of diverse cultures should support an enriched programme and further strengthen members’ inclusive practice.
Members maintain good levels of purposeful engagement with children. They are responsive, supporting children to explore, extend their ideas and persevere in their play. Literacy and numeracy are well integrated into the programme in meaningful, playbased ways. Children’s language development is fostered by the ongoing dialogue maintained by members.
High ratios of adults to children promote opportunities for one-to-one interaction and for the sustained learning conversations initiated by some parents. Flexible routines promote children's independence in self care. Strengthening opportunities for children to lead learning areas should further support their developing independence.
Children have free access to a suitable variety of good quality learning materials. These are well organised to promote children’s interest and investigation. A focus on sustainable living through gardening, actively caring for the environment and use of natural materials, continues to develop. Learning opportunities are extended through trips into the community.
Centre leaders, in consultation with the association, are establishing a more bicultural perspective in the centre. A pilot bilingual programme has been developed in partnership with another playcentre and will be implemented shortly. Some parents and children plan to participate.
Parents are committed to providing appropriate support for children as they move to school. They have taken steps to enrich links with all local primary schools and to plan experiences that specifically support older children preparing to leave playcentre. Developing their thinking further about suitable experiences to support this older group and parents’ understanding of the transition, should be the next step.
There is good provision for infants and toddlers. They are well supported and encouraged to explore the play spaces and full range of learning materials. An adequately resourced area is specifically designated for those children who are not yet mobile. Members purposefully make decisions about resourcing aimed at strengthening toddlers’ access to interesting experiences. Many of these youngest playcentre members show confidence in making choices and leading their learning.
The programme is strongly child-focused with adults providing good support for children’s choice of activity. Since ERO's March 2012 review, members have continued to develop their approach to planning for learning. There is good support and encouragement for newcomers to playcentre to take an active role. Regular meetings enable parents to share their aspirations for developing the interests and strengths of their children. These are documented and displayed for all to see. Daily session meetings promote continuity of planning over time.
Children show strong ownership of their profile books. Most are rich records of special learning moments and events. Links to Te Whāriki, the early childhood curriculum are identified. Evaluation of sessions should be improved to better plan for the learning of individuals and different age groups. Refining assessment records so children’s progress in learning is more clearly illustrated, should also be a suitable development step.
Adults take pride in being part of a learning community alongside their children. The friendly culture and support for each other fosters parents’ confidence and willingness to become involved in management roles and training. They are determined to secure a sustainable future for the centre. Collaborative discussion and reflection on practice is well-established. Some long-standing members have developed their understanding of a more formal self review process. Extending newer members’ knowledge and participation should now be supported.
The association provides good support and a range of training for members. The centre supporter provides regular and valued feedback and aid as needed. A more evaluative approach based on identified priorities, and growing members’ practice, should better promote improvement over time. Comprehensive and up-to-date written policies and procedures guide office holders in their management roles, and members in planning and implementing an appropriate programme. The association is both improvement and future focused. The systematic review of and plan to restructure governance and management are being carefully worked through to support a more sustainable future for the organisation and individual centres.
Members should continue to:
The association should:
Before the review, the staff and management of Paraparaumu 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.
The next ERO review of Paraparaumu Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
6 June 2014
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 |
Paraparaumu, Kapiti Coast |
||
|
Ministry of Education profile number |
60048 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 18 aged under 2 |
||
|
Service roll |
23 |
||
|
Gender composition |
Boys 12, Girls 11 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
2 21 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
February 2014 |
||
|
Date of this report |
6 June 2014 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
March 2012 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
November 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.