Port Ahuriri Playcentre

Education institution number:
55058
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
18
Telephone:
Address:

32 Ossian Street, Ahuriri, Napier

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Port Ahuriri Playcentre - 13/08/2019

1 Evaluation of Port Ahuriri Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Port Ahuriri Playcentre is located in Napier and operates under the umbrella of Playcentre Aotearoa. The service is licensed to provide mixed-age sessional education and care for 23 children four days a week. This includes 13 children up to the age of two.

Since the May 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Port Ahuriri Playcentre is part of the Lower North Island regional hub, supported by a regional manager and support persons.

Centre support workers and centre administrators employed by Playcentre Aotearoa regularly visit playcentres. Their role is to provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by an employed session coordinator and centre-elected office holders. Centre members share the duties associated with implementing the programme. Many centre members and centre-elected office holders are new to their roles.

The previous ERO report for Port Ahuriri Playcentre identified that continuing to embed assessment and planning, self review and internal evaluation and bicultural practices should improve outcomes for all children. Centre members are making progress in responding to these areas.

This review was part of a cluster of nine reviews in Playcentre Aotearoa, Lower North Island.

The Review Findings

The Playcentre Aotearoa philosophy of 'whānau tupu ngātahi – families growing together' guides centre practice. Centre members have identified the need to develop their own centre philosophy to incorporate their shared beliefs, values and desired outcomes for children.

Children make choices and lead their learning. Their interests are reflected in a thoughtfully organised environment. They participate in a range of planned and spontaneous activities. Children's early literacy skills are encouraged and promoted by adults.

Te Whāriki, the early childhood curriculum, guides adults' planning for children's learning. A next step for centre members is to give visibility to the complexity and significance of children's learning in centre documentation.

Infants and toddlers learn in an environment where adults know them well. They benefit from adult interactions that encourage them to solve problems and provide appropriate challenges. Toddlers are confident learners and their participation is valued.

Te reo me ngā tikanga Māori are included in children's daily experiences. Centre members continue to deepen their understanding of local places of significance to Māori. Those from other ethnicities are included in all aspects of the programme. Children's first languages are celebrated and are visible in the environment and in learning documentation.

Parent education courses are valued and many parents are working towards Playcentre Aotearoa recognised qualifications. This is impacting positively on the quality of the sessions. There is a deliberate commitment to improving internal evaluation. Planned and spontaneous review are used to reflect on aspects of practice. Port Ahuriri centre members have engaged in specific professional learning related to effective internal evaluation practices. Continuing to strengthen internal evaluation practices focused on improvement to guide teaching and learning, is a next step.

Playcentre Aotearoa are reviewing their strategic plan. The 2014 to 2019 plan identifies useful priorities and goals towards achieving the Playcentre vision. Further consideration by centre members is needed to develop useful objectives and success criteria for Port Ahuriri Playcentre that align to the service's annual plan. Playcentre Aotearoa and members should continue to use internal evaluation to identify how well their practices improve outcomes for children.

The centre support worker provides written reports that generally affirm environmental developments and programme practices. These records are beginning to focus on outcomes for children and next steps for centre members to improve teaching and learning. Reports should focus on providing centre members with evaluative feedback that assists them to sustain and further enhance the good practice.

Appraisal for the centre support workers, centre administrators and session facilitators requires improving. Further attention should be given to developing deliberate strategies for working towards educators' inquiry goals and making links to relevant professional learning and development. Supporting staff to strengthen their knowledge of high quality practice should be a key next step.

Key Next Steps

To guide teaching and learning, Playcentre Aotearoa should support centre members to continue to:

  • strengthen internal evaluation practices focused on improvement

  • embed assessment, planning and evaluation practices.

Playcentre Aotearoa should:

  • improve appraisal processes for the centre support workers, centre administrators and session facilitators to enhance their professional growth

  • continue to support leaders to build centre members' understanding of effective internal evaluation through ongoing mentoring that helps them to measure the impact of practices on children’s learning.

ERO's evaluation shows that increased oversight and guidance from the organisation is needed to progress the playcentres' areas for development and to better meet legislative requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Port Ahuriri 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

13 August 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

Napier

Ministry of Education profile number

55058

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 13 aged under 2

Service roll

34

Gender composition

Male 13, Female 21

Ethnic composition

Māori
NZ European/Pākehā
Samoan
Other ethnic groups

1
26
3
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

0-49%

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:2

Better than minimum requirements

Review team on site

July 2019

Date of this report

13 August 2019

Most recent ERO report(s)

Education Review

May 2016

Education Review

February 2014

Education Review

October 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.

Port Ahuriri Playcentre - 31/05/2016

1 Evaluation of Port Ahuriri Playcentre

How well placed is Port Ahuriri 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

Port Ahuriri Playcentre is situated in Napier. It operates three morning sessions a week catering for 23 children including up to 13 children aged under two years. Many families have joined the centre since 2015 bringing their cultural expertise and diverse skills to contribute to children's experiences in the programme.

The centre philosophy focuses on empowering children and families to work, play and learn together. Educating parents and strengthening whānau to enable them to meet the learning needs of the children is a high priority for centre members. Teaching children about how to care for the environment is a feature of the programme.

Since the February 2014 ERO report there has been considerable progress towards addressing important areas for development and review. A core group of parents has led developments in improving playcentre systems and processes. Supporting them have been key people from the Hawkes Bay Playcentre Association and external professional development providers.

The Review Findings

Children’s interests and learning are well supported by parent educators. Children confidently make choices and show a sense of curiosity. Relationships are warm and encouraging which assists children and families sense of belonging. Adults foster children's independence and self-help skills.

Children are actively involved in their play with and alongside others. Adults make good use of interactions with children to make links between the playcentre, home and community. Infants' and toddlers' wellbeing is supported through unhurried routines and purposeful resourcing. Musical experiences and science activities feature as part of each session.

Children have good opportunities to learn about healthy eating, and physical activity.

A recently introduced 'buddy' system helps new families transition into the playcentre and learn about centre expectations. Adults are responsive to families' needs during the move to school.

Children have some opportunities to learn about te ao Māori. Professional development has assisted adults to build their understanding. Adults acknowledge that learning and practices are not yet embedded and further development is needed.

Considerable progress in understanding the purpose and use of assessment and planning has been made. Sound processes guide adults to notice, recognise and respond to children's learning. Members are committed to ongoing improvement and deepening these systems.

Self review continues to develop and is used to inquire into centre practices and policies.

Leadership is collective, cooperative and utilises the strengths of members. New information and training is shared with all families to strengthen the programme. Continuing to build consistency and understanding of playcentre approaches remains an ongoing focus.

Key Next Steps

Centre members, the association and ERO agree that continuing to embed the following processes should improve outcomes for all children:

  • assessment and planning

  • self review and internal evaluation practices

  • bicultural practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Port Ahuriri 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 Port Ahuriri Playcentre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

31 May 2016

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

Napier

Ministry of Education profile number

55058

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 13 aged under 2

Service roll

28

Gender composition

Girls 21, Boys 7

Ethnic composition

Māori

Pākehā

Japanese

2

21

5

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

April 2016

Date of this report

31 May 2016

Most recent ERO report(s)

 

Education Review

February 2014

Education Review

October 2010

Education Review

January 2007

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.