Old Coach Road, Pongakawa
View on mapNot well placed | Requires further development | Well placed | Very well placed |
Pongakawa Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pongakawa Playcentre is a parent-led education and care service located in the Western Bay of Plenty. It caters for children from birth to six years of age and operates two mixed-age morning sessions per week. The playcentre is licensed for 25 children including up to 13 under the age of two years. The current roll of 23 children includes 15 who identify as Māori.
During 2018 the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central North Island six associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island Region that now includes 95 playcentres over a large geographic area. During this transition there is some overlap between associations and the new national regional systems and processes. Treaty of Waitangi and self-determination for Māori is evident through the whānau developed strategic plan, Te Mahere established roopu that provide whānau networks. At Pongakawa Playcentre the president is supported by a committee of parent members. A Centre Administrator and Centre Support Worker are provided by governance.
Through their national philosophy the playcentre places emphasis on whānau tupu ngatahi – families growing together. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
Pongakawa Playcentre has a positive reporting history with ERO. Since the last ERO review in 2015 there has been a change in leadership, development of a new strategic plan, and a stronger focus on growing parent education knowledge. Leaders have improved the understanding and use of the early childhood curriculum Te Whariki, initiated end of sessions evaluations, and implemented frameworks and indicators to inform self review.
This review was part of a cluster of five playcentres in the Central North Island Region.
Pongakawa Playcentre philosophy expresses shared values and beliefs which promote the wellbeing, health, safety, learning and development of children.
Parents' interactions are highly effective in promoting positive learning outcomes for children. They skilfully notice, recognise and respond to children’s learning. Oral language is encouraged and developed through learning conversations. Children engage in sustained and complex learning activities. The mixed-age group enables older children to take some responsibility for younger toddlers and babies. Children develop positive friendships with their peers and learn to interact with a wider group of adults. Whānau are invited to complete a learning review for their tamariki and are active in planning teams and through all aspects of the centre. All children's learning and behaviour needs are well supported in an inclusive environment. Both parents and children demonstrate a strong sense of belonging to the centre.
Assessment information is used to plan and evaluate the programme and shows children’s progress and learning over time. Parents set regular goals for their children. These are shared with other members who work together to enrich the programme and support each child to reach their individual goals.
The centre’s curriculum is based on the principles of Te Whāriki the early childhood curriculum and the value of play-based learning. Children have access to a wide range of up-to-date equipment and resources that support their interests and extend their learning through play. All areas of the curriculum are attractively presented and well used by children. Literacy and mathematics are well integrated in the programme and centre members have made significant progress in enhancing bicultural perspectives and practices.
The centre benefits from the dedication of experienced centre members who work collaboratively to effectively lead centre operations and the programme for children. These members use their skills and knowledge to establish expectations, model the playcentre way of working and support new members. Respectful relationships and responsive leadership contribute to a positive learning environment for children and adults.
Parents are focused on the specific needs of toddlers and babies. They are responsive to the individual routines and needs of these young children. Babies and toddlers enjoy consistent caregiving that responds sensitively to each child’s changing needs and preferences.
The Playcentre Aotearoa overarching strategic and individual annual plans guide the playcentre's direction and focus on building capability through parent education programmes. There has been regular communication and support between the association and regions through the restructure. Existing policies and systems support centre operations until new systems developed by playcentre Aotearoa are implemented. The playcentre philosophy and vision are clearly documented and strategic goals set, now there is a need to measure the impact and outcomes for children.
ERO and centre management agree that the next step is to:
Before the review, the staff and management of Pongakawa 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 Pongakawa Playcentre will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
28 February 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 | Pongakawa | |
| Ministry of Education profile number | 40012 | |
| Licence type | Playcentre | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 25 children, including up to 13 aged under 2 | |
| Service roll | 23 | |
| Gender composition | Boys 15 Girls 8 | |
| Ethnic composition | Māori Pākehā Other | 15 7 1 |
| Review team on site | December 2018 | |
| Date of this report | 28 February 2019 | |
Most recent ERO report(s)
| Education Review | February 2015 |
| Education Review | October 2011 | |
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.
Pongakawa Playcentre is a long-established, parent-led early childhood service. It is situated south of Te Puke in the district of Pongakawa and adjacent to the local school. The centre buildings and grounds are spacious, attractive and well maintained. There are mature trees and an orchard for children to explore.
The centre is licensed to cater for 25 children including up to 13 children under the age of two years at any one time. At the time of this ERO review there were 22 children on the roll including 15 under two years and six children identified as being of Māori descent. The centre operates three mixed-age, group-supervised morning sessions each week.
Pongakawa Playcentre operates under the umbrella of the Western Bay of Plenty Playcentre Association (WBOPPA). Centre members benefit from the support and guidance of an experienced centre liaison officer. The centre administration officer provided by the association also works on one session per week to meet qualification requirements. She provides valuable modelling and support for parents. WBOPPA also provide training workshops and useful documentation and frameworks to guide centre operations. These guidelines are underpinned by the association’s philosophy, which is highly evident in members’ practice.
Centre members are engaging in different levels of training and are committed to learning alongside their children. They place priority on promoting children’s learning through play as happy, confident learners who can try new things in a safe and secure environment.
Since the 2011 ERO review centre members have worked effectively with the support of the association and federation to strengthen self review. Members have developed manageable systems and frameworks for planning and assessing children’s learning.
This review was part of a cluster of six playcentre reviews in the Western Bay of Plenty Association.
Children demonstrate confidence and a strong sense of ownership as they play and learn alongside their friends. They have established trusting relationships with other adults. The mixed-age setting promotes opportunities for older children to be leaders and build their social skills as they interact with younger children and their siblings. Older children are sensitive and careful of infants and toddlers in the learning environment. They explore and make choices from a wide variety of interesting and open-ended equipment. Children have fun taking calculated risks and building their physical skills on appropriately challenging equipment. They express themselves creatively through art, music, writing and imaginative play.
Centre members prepare the environment well and provide interesting experiences that promote positive learning outcomes for children. Routines are flexible and responsive to the diverse needs and abilities of children and their families. Transitions are well planned and contribute to a strong sense of belonging and wellbeing amongst adults and children. The centre maintains close and reciprocal relationships with the local school.
Members enthusiastically share their knowledge of literacy, mathematical and scientific concepts as they work alongside children. Their diverse range of knowledge and experience enriches the programme. However, because of the differing levels of understanding parents have of mathematical learning, there would be benefit in members taking a more intentional approach to reviewing this area of the curriculum. Members provide continuity for learning between home and the centre through their ongoing involvement with the programme. They support children to revisit and share their learning through conversations, displays, children’s individual portfolios and by making books about centre events.
Māori children have good opportunities to experience success as Māori as they learn with and alongside their whānau. Te reo Māori is increasingly used by centre members. Members benefit from another member sharing her knowledge and capability in the use of tikanga and te reo Māori. Playcentre whānau recently prepared and shared a hangi with the wider community as part of Matariki celebrations. Children and their families have participated in kapahaka celebrations at the local school. They are increasing their understanding of New Zealand as a bicultural society.
Members build their understanding of centre operations and develop leadership skills as they participate in ongoing training and take responsibility for key roles to ensure smooth running of centre operations. This shared approach has established strong partnerships with families in the local and wider community. Centre leaders have implemented sound systems of collaborative self review and centre-wide planning, which contribute to ongoing centre sustainability, development and improvement.
ERO and centre members agree that the next steps for Pongakawa Playcentre are to:
continue to strengthen programme planning by intentionally responding to children’s emerging learning and interests through the termly and end-of-session evaluations. Particular attention should be given to adding challenge and complexity to older children’s learning.
make greater use of guidelines, frameworks and indicators of best practice to inform self review
consider making greater use of Te Whariki, the early childhood curriculum, to support members to more effectively document learning for infants, toddlers and young children.
Before the review, the staff and management of Pongakawa 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 Pongakawa Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer-Northern Northern Region
27 February 2015
|
Location |
Western Bay of Plenty |
|
|
Ministry of Education profile number |
40012 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
25 children, including up to 13 aged under 2 |
|
|
Service roll |
22 |
|
|
Gender composition |
Boys 15 Girls 7 |
|
|
Ethnic composition |
Māori Pākehā |
6 16 |
|
Review team on site |
November 2014 |
|
|
Date of this report |
27 February 2015 |
|
|
Most recent ERO report(s) |
Education Review |
October 2011 |
|
Education Review |
September 2008 |
|
|
Education Review |
June 2005 |
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.