Picton Playcentre

Education institution number:
65003
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
8
Telephone:
Address:

5 Waitohi Place, Picton

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Picton Playcentre - 06/06/2019

1 Evaluation of Picton Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Picton Playcentre is one of five set up by the Marlborough Playcentre Association (the association). It operates for two morning sessions each week and is licensed for 30 children, including 15 aged up to two years. At the time of this review 24 children were enrolled. Families represent a diverse range of cultures. Some are visiting from overseas and intend to stay in Picton for a short time only.

The New Zealand Playcentre Federation (the federation) is undergoing a significant restructure that includes amalgamating the 32 associations nationwide into one organisation, Playcentre Aotearoa. To date the legal amalgamation of the associations has not been completed so centres continue to operate in accordance with association policies. Marlborough playcentres are now managed from a regional office based in Christchurch.

A centre support worker (CSW) visits the centre to provide professional advice and feedback to strengthen the programme for children. Support for compliance with regulations is the responsibility of a centre administrator (CA). Both the CSW and CA are employed by the federation. Day-to-day management is the role of elected office holders. Members run daily sessions as a team. Since the August 2013 review, all parents are new, with around half starting at the centre in 2019. A core group of experienced members supports those new to the service.

Playcentre philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning. Marlborough Playcentres integrate workshops into daily sessions for a period each term to introduce parents of infants to Playcentre philosophy and ways of working.

This review was one of five in the Marlborough Playcentre Association.

The Review Findings

Sessions are purposeful and positive. Children have free access to a range of learning materials. The outdoor play space is well equipped to promote adventure and challenge. Many children sustain their independent play for long periods. Positive guidance is being used well to support their developing social competence. Children enjoy the opportunities provided. They are confident, cooperative, settled and engaged.

A collective and caring approach is taken to provision for children with additional learning needs.

The programme is responsive to children's needs and emerging interests. Adults encourage children to investigate, socialise, make their own choices and have fun. Creativity and self-expression are fostered. Aspects of literacy and mathematics are introduced in play-based ways. Core group members are working on identifying ways of empowering children by supporting them to have a stronger voice in making decisions about their learning. ERO's evaluation supports this direction to facilitate a more child-led/owned approach to programme implementation.

There is good provision for infants and toddlers. A designated area and resources are identified within the centre. Members with infants are well supported by others to learn about their children's early development and play.

With the recent influx of new families to the centre, and the introduction of group supervision of sessions, there is a strong focus on promoting members' shared participation in the programme and assessment. Information about the needs, interests and participation of individual children is displayed to support a shared approach to facilitating their learning. Daily session evaluations are increasingly collaborative. Leaders agree they should continue to work on:

  • making programme planning and evaluation increasingly learning focused, rather than activity-based

  • focusing more on facilitating and recording children's progress over time

  • strengthening acknowledgement of te ao Māori and families' cultures and languages in children's profile books

  • purposefully using the learning map information, including parents' aspirations, to guide planning for individuals

  • supporting understanding of the Early Childhood Curriculum, Te Whāriki (2017).

Guidelines are in place to help members successfully support children's transitions to primary school. This should be a continued focus for development if the centre is seeking to retain learners up until school age.

The association's and federation's acknowledgement of the importance of bicultural partnership is starting to be reflected in aspects of the centre's practice. Some members have become skilled at integrating te reo me ngā tikanga Māori into their interactions with children. The recent appointment of a Māori development officer at federation level, and regionally-based field worker, should assist with this work.

A core group of members and the CSW are providing high levels of support for this parent collective. Inclusive practice and a strong sense of community are developing. The CSW's reports link to the region's current priorities. ERO's evaluation concurs with the centre support coordinator's findings, that CSW support should be increasingly focused on improvement and also individual centre's particular needs. A more evaluative approach is likely to promote and sustain better practice over time.

A new appraisal process is in place to support the CSW and CA in their roles which links to job descriptions and federation expectations, and supports reflection on practice. This process should be reviewed after its first cycle to ensure sufficient rigour in relation to goal setting, observations of practice and feedback to effectively support development.

A comprehensive range of association policies is in place to support members' shared understanding of Playcentre expectations. Many of these are past their review date. Some no longer reflect up-to-date legislation at association level. While the legal amalgamation of the associations is imminent, in the interim, the centre should have access to a full range of up-to-date guidelines for practice.

A range of tools is being developed to assist with the implementation of internal evaluation at all levels. In this centre, understanding and use of this improvement-focused approach is developing. Frameworks to support members' practice are being trialled. Further work needs to be undertaken to focus the approach using evaluative questions, and identification of success indicators to support decisions about next development steps.

The restructure of playcentre operation is being carefully worked through to support a new and more sustainable future for the organisation. The regional office provides a range of support for centres. This includes the creation of new roles designed to redistribute the management of compliance and administration, and provide improved assistance to members for curriculum, teaching and learning, internal evaluation, adult education, marketing and property. Leaders report that the strategic focus on growing a sense of community, and increased membership and parent involvement, is already resulting in increased collaboration across centres and interest in Playcentre philosophy. Detailed action plans should contribute to progress in meeting goals.

Key Next Steps

ERO and regional leaders agree that the federation should prioritise:

  • support for the CSW to further promote members' understanding of programme planning and evaluation, internal evaluation, te ao Māori and implementation of a bicultural curriculum

  • further development of CSW and CA support and reporting

  • review and further development of the appraisal process for the CSW and CA

The continuing focus on strengthening leadership, growing a sense of community, parent participation and collaboration between playcentres should continue.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

6 June 2019

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

Picton

Ministry of Education profile number

65003

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

24

Gender composition

Boys 13, Girls 11

Ethnic composition

NZ European/Pākehā
British
Other ethnic groups

15
5
4

Reported ratios of adults to children

Under 2

1:1

Better than minimum requirements

Over 2

1:1

Better than minimum requirements

Review team on site

March 2019

Date of this report

6 June 2019

Most recent ERO reports

Education Review

August 2013

Education Review

June 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.

Picton Playcentre - 22/08/2013

1 Evaluation of Picton Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Picton Playcentre is part of a cluster of five parent-led centres that operate under the umbrella of the Marlborough Playcentre Association (the association). The centre, located in Picton, offers morning sessions on Tuesday and Thursday each week, for 30 children up to five years of age, including ten aged under two.

The centre is well supported by the association. Support workers, team leaders, tutors and facilitators provide professional advice and guidance for team members. They model effective planning skills and teaching strategies. Clear overarching policies support centre operation. The association is responsible for the recruitment, appointment, police vetting and appraisal of all paid staff.

The centre’s philosophy of ‘child-initiated, free, uninterrupted play’ and strong networks for families is evident in the programme. Members support each other and learn together. Parents are valued as first educators and all parents have, or are working towards, playcentre qualifications.

Since the June 2010 ERO report centre teams have responded to areas identified for development and review. These included improving provision for children under two years of age and strategic planning.

The Review Findings

The centre curriculum is clearly linked to the principles and strands of Te Whāriki, the early childhood curriculum. Parents work as a team in the best interests of children and their families.

Planning for individuals and groups is responsive to children’s emerging interests. Children can follow their own interests and strengths. Profile books and learning stories capture children's involvement and engagement in centre activities. A 'notice, recognise and respond' model of assessment and evaluation is capturing special moments and developing parents’ confidence to contribute to their child’s learning. There is a need to continue to develop team members' understanding of assessment and evaluation.

Centre displays promote a strong sense of belonging for children. A wide range of good quality resources contribute to the implementation of the programme plan and effectively support freedom of play and personal choice. A specific area for children under two allows them to play with resources appropriate to their age. Outdoors, children can explore, investigate and care for living things. They can participate in active physical play and development.

Interactions are positive, supportive and caring. Children are happy. They actively engage and cooperate well in parallel play. They confidently approach adults to ask questions and share achievement. Close friendships between children feature. Children and parents have fun together.

The programme effectively contributes to children’s learning and development. Music and movement, literacy and numeracy, are promoted. Adults model oral language well. Established routines support children’s independence. Parents discuss each session to evaluate the programme and use of play areas. This enables children’s emerging interests and learning to continue from one session to the next.

Inclusive bicultural practices are evident. Māori perspectives and resources, use of waiata and karakia provide a sense of belonging for Māori children and whānau. Increased use of te reo Māori has been identified by the team as an area for further development. ERO’s evaluation supports this next step. Teams also need to develop an understanding of how they can promote success for Māori children, as Māori.

There is a shared approach to leadership. All parents are supported to take on leadership roles and are involved in some way.

While centre strategic planning reflects the association’s plan, it should be strengthened by adding goals that reflect centre priorities. Annual plans are currently presented as a calendar of events. Reorganising these events under the goals, along with strategies for their achievement, will add focus to ongoing development and improvement.

Current review is focused on cooperative leadership, learning and development of families. Self review processes should be strengthened by developing a framework for in-depth, planned review.

Key Next Steps

ERO and team members have identified that there is a need to continue to develop:

  • team members' knowledge of assessment and planning skills
  • confidence in integrating te reo me ngā tikanga Māori into the curriculum
  • an understanding of how they can promote success for Māori children, as Māori
  • strategic and annual planning and a framework for in-depth, planned self review with association support.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Picton Playcentre will be in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

22 August 2013

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

Picton, Marlborough

Ministry of Education profile number

65003

Licence type

Playcentre

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children, including up to 10 aged under 2

Service roll

13

Gender composition

Girls 8,

Boys 5

Ethnic composition

Māori

NZ European/Pākehā

Irish

6

6

1

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

June 2013

Date of this report

22 August 2013

Most recent ERO report(s)

Education Review

June 2010

 

Education Review

April 2007

 

Education Review

March 2004

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.