Huia Street Extension, Palmerston North
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.
Park Road Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association).
The playcentre is licensed to provide mixed age sessional education and care for 30 children, five sessions a week. This includes provision for 15 children, up to the age of two. At the time of the review there were 35 children enrolled and two identify as Māori.
The New Zealand Playcentre Federation (the federation) of which Central Districts Association is part, is undergoing a significant restructure that includes amalgamating associations. Playcentres will become part of a regional hub, supported by a regional manager and others.
The federation philosophy, 'Whānau tupu ngātahi – families growing together', is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy acknowledges each child as a unique learner.
Whānau and families are valued as the primary educators of their children. Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold either Playcentre training certificates or bachelor degrees in early childhood training. An employed Playcentre qualified facilitator supports children and families on session.
Centre support people regularly visit playcentres to provide professional advice and support, and to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders.
The March 2015 ERO report for Park Road Playcentre identified areas for development for the association and the playcentre. This included, continuing to grow the quality of members' practice in assessment, planning and evaluation and self review. Progress is ongoing.
The review is one of a cluster of 11 playcentre reviews in the Central Districts Playcentre Association
Children’s active exploration through play and learning is well supported by attentive parent educators. A positive tone and inclusive practice are evident. Children’s social skills, development and confidence are nurtured. Respectful relationships enhance their sense of belonging and wellbeing.
The centre philosophy, reviewed in 2017, is an expression of what families want for their tamariki. It reflects the playcentre philosophy of child-led learning through play.
Literacy, mathematics and science activities are integral parts of a child's playcentre experience. Te ao Māori within the programme is well considered and continues to develop. The centre is inclusive of all children's cultures.
Well considered transition processes into the centre and onto school are in place.
Clear expectations for centre support people have been established. This includes building effective internal evaluation practice at the centre level. Improving practice to include reporting more deliberately on outcomes for children should assist both centre and association personnel to know how well planned actions improve outcomes for all.
Suitable planning priorities and objectives are incorporated into the centre's strategic and annual planning. There is an appropriate focus on growing membership. Annual appraisal of the programme facilitator occurs. She reports that this supports her development.
Internal evaluation is becoming established. Examples show an improved range of resources and activities for children's use and enjoyment as a result of these evaluations. A recently commenced review on assessment, planning and evaluation should support adults to better understand progression of children's learning. Members are aware of the need to further extend their practice and use of evaluation.
At playcentre level, the priorities are to:
At the association/federation level, priorities are to continue to strengthen:
ERO recommends that the new regional team actively monitor and evaluate the quality of support provided to playcentres.
Before the review, the staff and management of Park Road 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 Park Road Playcentre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
6 April 2018
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 |
Palmerston North |
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Ministry of Education profile number |
52023 |
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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 |
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Service roll |
35 |
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Gender composition |
Boys 19, Girls 16 |
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Ethnic composition |
Māori |
2 |
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Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
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|
Review team on site |
February 2018 |
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Date of this report |
6 April 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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|
Education Review |
June 2012 |
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|
Education Review |
December 2006 |
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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.
Park Road Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). This review is one of ten undertaken by ERO in the association’s playcentres during Term 4, 2014.
The centre is open for five mornings per week and caters for children from birth to six years of age. Responsibility for day-to-day operations is undertaken by centre-elected office holders. A paid team leader supports parents and whānau to develop and implement the daily programme. Professional advice and feedback to strengthen members’ practice is provided by a liaison officer employed by the association.
Since the June 2012 ERO report, the centre has had several changes of team leader. At the time of this review, an acting team leader is supporting members. A high proportion of parents have gained course two, or above, Playcentre qualifications.
Parents come from a wide geographical area and represent a range of ethnicities and cultures. Many families have connections with the nearby military camp and tertiary institutions, so there is a regular turnover of members.
Playcentres' philosophy statement, 'whānau tupu ngātahi – ‘families growing together’, encapsulates the value this organisation places on families and whānau working collectively to support children’s learning.
The New Zealand Playcentre Federation is currently reviewing the organisational structure of Playcentre across New Zealand. The outcomes of this review may result in changes to operation at centre level.
The philosophy of the centre is well reflected in practice. Adults view children as competent and capable of leading their own learning. Experiences are planned to effectively promote children’s self management, independence and creative self expression. Children are confident, cooperative and friendly.
Parents and whānau work well as a team to engage children’s interest and involvement in activities. High ratios of adults promote opportunities for sustained one-to-one interactions .The team leader is focused on supporting children’s language and social development. Their strengths and interests are well known by all.
Further development strategies that members can use to extend children’s ideas and understanding should be a focus for improved practice.
The environment provides a variety of learning experiences for children. Carefully organised resources are freely available. An interesting outdoor area provides children with opportunities for challenge, inquiry and physical activities. Nearby parks and gardens are well used for excursions.
Further provision of opportunities for children to see their work and reflect on their achievements is an appropriate development step.
Inclusive centre practices support families with children with diverse needs, cultural backgrounds and aspirations. Good use of local agencies promotes participation of children with special needs. Families’ cultural practices are shared and celebrated.
Infants and toddlers fully participate in sessions and learn alongside older children. A suitable range of sensory materials and equipment caters for their use.
Progress has been made to integrate more bicultural perspectives in the curriculum. Children learn waiata, protocols and short phrases in te reo Māori. Members identify the need for ongoing support and resources to further develop their awareness and confidence to promote te reo me ngā tikanga Māori. The association should give priority to supporting members define their understanding of success for Māori as Māori.
Children’s developing interests are regularly discussed and recorded. Daily evaluation meetings are used for reflection and planning. Regular meetings provide opportunities for collaborative reflection and for parents to share their aspirations for their children.
Carefully presented portfolios record children’s special learning moments linked to Te Whāriki, the early childhood curriculum. Increased participation of parents in assessment and planning for learning is actively supported by the core group of more experienced members. Further development of children’s use of mathematical language and ideas should improve their confidence as mathematical learners.
Strengthening children’s transition to school is an area of ongoing development.
Strong and committed leadership by a core group of members is promoting sustained good practice. Mutual support and an emphasis on relationship-building is fostering parents’ confidence and willingness to become involved.
Self review is valued as a process to promote improvement. Collaborative reviews of many aspects of practice are evident. The strategic plan and actions outline a clear direction for centre development. Further development of more evaluative review based on good practice indicators to inform decisions is a next step.
Useful support is provided by the association. This includes written guidelines and systems for managing finance and legislative obligations. Work is being completed to improve employment practices. Regular visits from the liaison officer assist members in their management and teaching roles. A review of the liaison officer role is being undertaken to support an improved approach.
The appraisal process, particularly for those employed as team leaders and liaison officers, needs further development. The provision of ongoing professional, constructive feedback based on observations of practice, and linked to identified needs and development goals, should add rigour.
At association level, the priorities are the further development of:
At centre level, the priorities are:
Before the review, the staff and management of Park Road 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.
ERO identified areas of non-compliance.
The next ERO review of Park Road Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
11 March 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 |
Palmerston North |
||
|
Ministry of Education profile number |
52023 |
||
|
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 |
33 |
||
|
Gender composition |
Girls 19 Boys 14 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
8 14 11 |
|
|
Reported ratios of staff to children |
Under 2 |
1:1 |
Meets minimum requirements |
|
Over 2 |
1:5 |
Meets minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
11 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
January 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.