Rolleston Reserve Moore Street, Rolleston
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Kānuka Tāwharau - Rolleston Playcentre is a whānau-led early childhood education service administered by Te Whānau Tapu Ngātahi o Aotearoa – Playcentre Aotearoa. Since the 2017 ERO report, there has been significant restructuring and change at the national playcentre level. The playcentre offers five morning sessions and one afternoon session for children aged from birth to school age. This includes two specialised sessions for infants. Regular support is provided by a Centre Advisor. The playcentre community is increasingly diverse. A small number of children who attend the service identify as Māori.
The curriculum is aligned to Te Whāriki, the early childhood curriculum. Whānau are active participants in their own child’s learning. There are opportunities for children to develop an understanding of the dual heritage of Aotearoa, New Zealand. Whānau are responsive to the individual needs of the children. The environment is language rich. English and te reo Māori are heard throughout the curriculum.
An annual plan and philosophy guide the service’s operation. Whānau lead the review of the playcentre’s operational documents. Suitable health and safety systems and practices support the health and wellbeing of children at the service.
Next steps include:
continuing to make learning dispositions and the learning outcomes from Te Whāriki visible in children’s learning documentation.
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
22 November 2022
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Early Childhood Service Name |
Kānuka Tāwharau - Rolleston Playcentre |
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Profile Number |
70112 |
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Location |
Rolleston |
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Service type |
Playcentre |
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Number licensed for |
25 children, including up to 15 aged under 2 |
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Service roll |
82 |
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Review team on site |
September 2022 |
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Date of this report |
22 November 2022 |
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Most recent ERO report(s) |
Education Review, March 2017; Education Review, May 2012 |
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Rolleston Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rolleston Playcentre operates under the guidance of the Canterbury Playcentre Association. The playcentre is a parent cooperative with parents encouraged to be involved in all aspects of the programme and management.
Rolleston Playcentre operates four morning sessions and one 'Babies can Play' session a week. It has a full roll and a high level of parent involvement, particularly in the parent education programme. Local community groups regularly undertake projects to improve learning opportunities for children.
The centre is making good progress in meeting the recommendations in the 2012 ERO report. Parents identify children's learning and include some ways that adults can help children build on their learning.
This review was part of a cluster review of nine playcentres in the Canterbury Playcentre Association.
Children and parents are fully engaged in all aspects of the playcentre programme and operations. Children confidently make decisions about the programme and their learning. They regularly take part with parents in health and safety checks and session preparations. Parents make very good use of succession planning and have clear, well-documented systems and practices to continually increase their skills and confidence within the playcentre.
Children are deeply involved and willing to take risks to extend their learning. They enjoy a wide range of experiences and are well supported by parents who join in their play and encourage them to experiment and solve problems.
Children and families benefit from a welcoming and inclusive culture. Clear, well-organised support and information is given to new families to help them quickly settle in, and fully participate in the playcentre. Parents' skills are valued and well used to support children's learning and manage the centre. Children play well together and are empowered to be leaders, particularly older children including younger children in their play.
Infants' and toddlers' wellbeing and learning are well supported by all parents. The infant area is well resourced and inviting for children and parents. Toddlers confidently explore the wide range of activities available under the careful guidance of parents and older children.
Māori values are becoming well integrated throughout the programme. Parents are increasingly recognising Māori perspectives in learning, resources and displays. Parents who have developed knowledge in te ao Māori through participation in the playcentre parent education programme are leading these aspects of the programme.
Children's learning assessment and planning clearly identify children's interests and learning progress. Parents make good use of their knowledge of their children to link home and centre learning, and to extend the learning of others. The progression of a number of parents through the parent training courses is ensuring that all parents are well supported to develop a knowledge of Te Whāriki, the early childhood curriculum, and participate confidently in assessment and planning.
The parents have a strong focus on continuous improvement and building management capability. They have developed some useful internal evaluation processes, particularly for improving the environment to support children's learning. The strategic plan is appropriately linked to the association goals and areas for development for this centre. Parents regularly monitor their progress to achieve the centre's goals.
The Canterbury Playcentre Association has made significant progress since the 2014 ERO cluster review. They have implemented a strategic plan that effectively identifies goals, plans and progress. The centre support and education teams have been structured to provide more efficient and timely support and guidance for the centres. The parent education programme has become more accessible to parents. Noticeably more parents are participating in all levels of the training and are making good use of this new knowledge in the centres. The centre support team is successfully facilitating the sharing of useful knowledge and practices across centres.
The association has high expectations for every child to experience high quality education and all parents actively involved in parent education and the management of the centres. They have established some very useful systems and practices to ensure the sustainability and improvement of the organisation and the centres. This includes effective evaluation and monitoring of the quality of education for parents and improved outcomes for children.
The key next steps for the association are to:
review how well the individual playcentre philosophies are meeting the changing contexts of centres
implement appraisals for the members of the centre support team to align more closely with centre needs and association expectations.
The association, parents and ERO agree that the next key steps include:
strengthening assessment and planning by focusing more on the ways that adults support teaching and learning
extending internal evaluation to focus more on outcomes for children
increasing te ao Māori in the programme with particular emphasis on Māori children experiencing success as Māori.
Before the review, the staff and management of Rolleston 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.
ERO identified areas of non-compliance relating to appraisal. To meet requirements the association needs to improve its performance in the following areas:
implement a system of regular appraisal for members of the Education Support Team.
[Regulation 47 (GMA7) Licensing Criteria for Early Childhood Education and Care Centres 2008]
The next ERO review of Rolleston Playcentre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern/Te Waipounamu
2 March 2017
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 |
Rolleston, Canterbury |
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Ministry of Education profile number |
70112 |
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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 |
25 children, including up to 10 aged under two |
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Service roll |
30 |
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Gender composition |
Boys 20; Girls 10 |
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Ethnic composition |
Māori Pākehā Other ethnicities |
1 24 5 |
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Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
October 2016 |
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Date of this report |
2 March 2017 |
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Most recent ERO reports |
Education Review |
May 2012 |
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Education Review |
June 2008 |
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Education Review |
June 2004 |
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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:
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.