C/- Parliament Building Ballantrae Place, Wellington CBD, Wellington
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Playhouse Childcare is located within the parliament precinct in Wellington. The service is governed by a parent committee. A senior teacher oversees the day-to-day operation supported by an established teaching team. The diverse roll includes a small number of Māori children and those of Pacific heritage.
The service curriculum is inclusive and supports children to be competent, confident learners. Their preferences are respected, and they are involved in decisions about their learning experiences. Teachers are responsive to children’s interests, strengths, and capabilities and nurture reciprocal relationships. The design and layout of the premises supports different types of indoor and outdoor play, including space for a range of individual and group activities suitable to the ages and abilities of children.
The philosophy is aligned to Te Whāriki, the early childhood curriculum and the service values. Greater monitoring of aspects of health and safety, and governance, management and administration, is required to maintain compliance with the regulatory standards.
ERO found areas of non-compliance in the service relating to:
parents of children attending the service and adults providing education and care are provided with opportunities to contribute to the development and review of the service's operational documents
a system of regular appraisal for all staff.
Licensing criteria for Early Childhood Education and Care Services 2008, GMA4, GMA7.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
a written child protection policy that meets the requirements of the Children’s Act 2014 and includes provision for the service’s identification of child abuse and neglect [HS31]
all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014. [GMA7A]
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
18 January 2023
| Early Childhood Service Name | Playhouse Childcare |
| Profile Number | 60310 |
|
Location |
Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
36 |
|
Review team on site |
November 2022 |
|
Date of this report |
18 January 2023 |
|
Most recent ERO report(s) |
Education Review, July 2019; Education Review, March 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Playhouse Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Playhouse Childcare is located adjacent to the Parliament Buildings in central Wellington, and mostly serves the families of parliamentary employees. The centre is licensed to provide all-day education and care for 30 children, including seven aged up to two years. Separate areas are provided for infants and toddlers. Staffing has remained stable; leadership and many teachers are long-serving.
The centre operates as a non-profit parent collective. The senior teacher works alongside an elected parent committee to set the strategic direction of the service. It is supported by Parliamentary Services, with whom there is a memorandum of understanding that defines responsibilities for centre operation.
The service philosophy emphasises relationships, respect and embracing diversity. Māori concepts of whanaungatanga, kaitiakitanga and manaakitanga are prioritised.
ERO’s March 2016 report identified internal evaluation and assessment practices as next steps for development. Progress is ongoing.
Children are settled and confident. They experience warm, positive relationships with teachers who know them well. Belonging and whānaungatanga are purposefully and successfully promoted. Family involvement is welcomed. Children's home languages are valued and used. External support for children with diverse learning needs is accessed as appropriate.
The learning environment is inviting and well resourced. Active movement, construction and arts are strongly promoted. The curriculum is extended with cultural celebrations, family events and regular excursions into the neighbourhood and beyond.
Infants and toddlers benefit from a calm, child-led approach. Active movement and exploration are encouraged. Teachers gather and use rich information from parents about home routines, and are respectful of children's preferences. Warm, unhurried care moments are valued as relationship building opportunities.
Children aged over two years would benefit from increased opportunities to make decisions and grow their independence within the daily programme. Teachers should:
investigate how to involve children in decision making about the structure of their day
provide group learning experiences that are spontaneous, voluntary and responsive to children's interests
identify ways to support children to take increasing responsibility for caring for themselves, others and the environment
review current best practice research about promoting readiness for school, using meaningful, play-based contexts.
A good range of well-considered strategies are in place to support transitions into and through the service. This is a key strength. Systematic induction and information sharing processes foster confidence and familiarity for children and families.
Children benefit from a wide range of opportunities to see, hear and experience elements of te reo me ngā tikanga Māori. The bicultural programme has been an area of focus and comprehensive development. Te ao Māori is strongly reflected in the learning environment. ERO affirms centre plans to consult with whānau Māori about ways to further localise practices for their tamariki.
Children's learning portfolios show that teachers know them well. Detailed observations of children’s play and interactions celebrate their strengths, interests and unique characteristics. However, the role of teachers in promoting the learning of children, through a robust cycle of assessment, planning and evaluation, is not evident. They should make better use of their good knowledge of children, their cultural contexts, and their parents’ aspirations, to plan, enact and evaluate targeted strategies for individuals. This should be clearly documented.
Improving internal evaluation remains a next step for the service. As a priority, leaders and teachers should build a shared understanding of its purpose and process. This will mean focusing on the impact of practices on outcomes for children, rather than the practices themselves.
Leaders and teachers are highly reflective and improvement focused. They actively seek relevant research, professional development and networking opportunities to build their practices. Staff regularly liaise with neighbouring early learning services as professional cluster groups.
A useful appraisal framework is in place to support continual teacher growth. Some refinements to guiding documentation and a stronger focus on outcomes for children should enhance the process. Any potential conflict through the appraisal process should be avoided.
The management committee is committed and supportive. It meets regularly to monitor and progress strategic goals. Increased oversight of the review and implementation of policies and procedures is a next step for governance.
Staff wellbeing is valued and fostered, enabling teachers to focus on children. Distributed leadership and collaborative practices are actively promoted. ERO affirms this positive direction.
ERO and centre leaders agree that priority areas for improvement are:
to better empower older children to make choices and grow their independence
building current understandings and practices related to school readiness
assessment, planning and evaluation practice
internal evaluation.
Before the review, the staff and management of Playhouse Childcare 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.
To improve practice, the management committee should refine systems to ensure the timely review and consistent implementation of all policies and procedures, in line with relevant legislation.
Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
10 July 2019
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 |
Wellington |
||
|
Ministry of Education profile number |
60310 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 7 aged under 2 |
||
|
Service roll |
41 |
||
|
Gender composition |
Boys 23, Grils 18 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
May 2019 |
||
|
Date of this report |
10 July 2019 |
||
|
Most recent ERO report(s) |
Education Review |
March 2016 |
|
|
Education Review |
February 2013 |
||
|
Education Review |
April 2009 |
||
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.
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.
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.
Playhouse Childcare, located in central Wellington, provides all-day education and care for children aged between six months and five years. The majority of parents of the children are parliamentary employees. The centre operates as a non-profit parent collective. It is governed by an elected committee and supported by Parliamentary Services, with whom there is a memorandum of understanding that defines responsibilities about centre operation.
Since the February 2013 ERO report, centre staff have undertaken professional learning which has contributed to progress made in addressing the identified next steps.
Playhouse Childcare has a positive reporting history with ERO.
The centre philosophy emphasises the importance of children developing a strong sense of self and security through the provision of relevant and meaningful learning experiences and respectful practices. Teachers have established a learning environment that contributes to positive outcomes for children. The programme supports the development of the child's independence, their ability to problem-solve, make decisions and lead their own learning.
Children engage well in sustained play together. They are curious and enjoy the many opportunities to make choices and act independently. Children settle easily into the welcoming environment.
The specific needs of infants and toddlers are recognised and well catered for. They have access to an environment which allows them to move freely. Positive, nurturing and responsive relationships are evident between teachers and children.
There is a centre-wide focus on promoting active movement, healthy eating and sustainability of the environment. This focus includes the provision of resources, role modelling by teachers and collaboration with parents to maximise learning opportunities.
Children access a wide range of activities and resources that promote and extend their interests. They are able to challenge themselves and engage in exploration and imaginary play. Regular excursions into the local community enriches the curriculum.
Routines are responsive to the mixed-age group and support children to develop independence and self-help skills. Teachers provide support appropriate to children's ages and stages of development.
Teachers have participated in professional learning to strengthen their knowledge and understanding of te ao Māori perspectives. This is reflected in the environment and teaching practice. Teachers are developing programmes that affirm Māori children's language, culture and identity and support their success as Māori.
Strong partnerships are developed and families know they are welcome. Teachers provide additional opportunities for partnerships with families to support children’s learning, including parent-teacher interviews.
Planning for children's learning is based on teacher observations of children's interests. Children’s profiles are attractively presented records of their experiences at the centre. Daily planning focuses on noticing children’s interests and providing resources. Parents are actively encouraged to share their aspirations for their child.
There has been a strategic focus on strengthening the documentation of assessment, planning and evaluation. Teachers should continue to strengthen the responsiveness of planning for individual children and the range of strategies to extend learning over time. This should include evaluating the effectiveness of teaching strategies.
Transition to school is well considered and transitions within the centre are unhurried and responsive to individual children's needs.
Self review for improvement continues to develop and contributes to positive changes in the centre. Teachers now need to shift reviews from focusing on what they are doing, to evaluating how well teaching and learning practices strengthen outcomes for children. A key next step is to develop a framework to guide this process.
Teachers work collaboratively. They focus on providing high quality education and care for children. The skills and strengths of teachers are acknowledged and valued. The senior teacher is well supported in her leadership role by a parent cooperative.
The strategic plan provides overall direction for the service, with an annual plan clearly identifying priorities for moving forward. The senior teacher recognises the need to develop a succession plan for future sustainability and leadership opportunities. ERO's evaluation affirms this as a next step.
The appraisal process for teachers is under review. Teachers are encouraged to undertake research and to set goals. Regular meetings with the senior teacher provide opportunities for feedback. Refining the policy to include observations will enhance the quality of teaching. Links to Education Council expectations and Tātaiako: Cultural Competencies for Teachers of Māori Learners should support staff to grow their professional practices.
The senior teacher and leader agree the next steps for improvement are to:
Before the review, the staff and management of Playhouse Childcare 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 Playhouse Childcare will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
16 March 2016
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 |
Wellington |
||
|
Ministry of Education profile number |
60310 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 7 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 23, Girls 15 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian Other ethnic groups |
2 28 3 2 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
16 March 2016 |
||
|
Most recent ERO report(s) |
Education Review |
February 2013 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
February 2006 |
||
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.
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.