13 Peddie Street, Taradale, Napier
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Taradale Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Taradale 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 25 children three days a week. This includes 15 children up to the age of two.
Since the November 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Taradale 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 centre-elected office holders. Centre members share the duties associated with implementing the programme.
The previous ERO report for Taradale Playcentre identified that development of internal evaluation practice and assessment, planning and evaluation was needed. Centre members have made positive progress in responding to these areas.
This review was part of a cluster of nine reviews in Playcentre Aotearoa, Lower North Island.
The Playcentre Aotearoa philosophy of 'whānau tupu ngātahi – families growing together' guides centre practices. Centre members have identified the need to develop their own centre philosophy to incorporate their shared beliefs, values and desired outcomes for children and to prioritise teaching and learning goals.
Children lead their own learning and confidently participate in a range of planned and spontaneous activities. They determine their participation and level of engagement. Infants and toddlers are provided with appropriate challenges in the well set up environment.
Adults are responsive and attentive to children. A collegial and collaborative culture between adults is evident. Parents are engaging in Playcentre Aotearoa professional learning which is impacting positively on the quality of the sessions for children.
Te reo me ngā tikanga Māori are included in children's daily experiences. Centre members have identified, and ERO's evaluation affirms, that enriching centre members responses to Māori learners is an appropriate area for development.
Internal evaluation is leading to improvements in teaching and learning. Centre members are implementing a revised planning process. The new process is enabling adults to understand learning outcomes identified in Te Whāriki and to interpret these for their children.
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 Taradale 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.
Playcentre Aotearoa should further support centre members to:
develop a centre specific philosophy.
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 all centre members' understanding of effective internal evaluation 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.
Before the review, the staff and management of Taradale 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:
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 Region
13 August 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.
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Location |
Taradale |
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Ministry of Education profile number |
55060 |
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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 15 aged under 2 |
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Service roll |
36 |
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Gender composition |
Male 20, Female 16 |
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Ethnic composition |
Māori |
2 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:2 |
Better than minimum requirements |
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Review team on site |
June 2019 |
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Date of this report |
13 August 2019 |
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Most recent ERO report(s) |
Education Review |
November 2016 |
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Education Review |
February 2014 |
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Education Review |
October 2010 |
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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 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.
Taradale Playcentre is located in the Napier suburb of Taradale. The centre is open for three morning sessions a week. It is licensed for 25 children, including 15 children up to two years. Parents stay with their children.
The centre is managed as a parent cooperative with support from experienced personnel from the Hawkes Bay Playcentre Association (the association).
Members help each other and learn together. All parents have, or are working towards a Playcentre qualification.
The association has addressed the areas for development identified in the February 2014 ERO report. It has defined the roles and responsibilities of the executive committee to provide better support for individual playcentres. Procedures for the employment of paid staff have been developed and implemented. These include police vetting and appraisal.
This review was part of a cluster of seven in the Hawkes Bay Playcentre Association.
Playcentre's philosophy of children and their whānau learning together through play is highly evident.
Children and their parents know each other well. Responsive, caring and respectful relationships foster children's sense of belonging.
The well-resourced environment is responsive to children's interests and strengths, and enables them to initiate their own play. They are able to make choices and are supported by adults to take risks and solve problems. Literacy, mathematics and science are well integrated into the programme. Children have fun as part of the learning process. They are affirmed for their efforts and success is celebrated.
Routines are responsive to the needs of different age groups. Younger children have access to a good range of resources to cater for their ages and stages of development. There is a strong focus on fostering independence and self-help skills.
Children with additional learning needs and their parents are well supported to participate and engage in learning at the playcentre.
The curriculum is linked to Te Whāriki, the early childhood curriculum, the playcentre philosophy and children's preference for learning. Recent developments of assessment and planning practices has increased members focus on children's learning. They notice, recognise and respond to children's emerging interests and plan activities and resources accordingly. This model is visible and assists members' understanding of the assessment and planning cycle and documentation of children's learning. Members are continuing to refine this process and have identified the need to focus on how they are evaluating the effectiveness of the programme on outcomes for children.
Profile books are personalised and capture and celebrate children's learning, development and engagement in centre activities.
A commitment to implementing bicultural practices is evident. Members are growing in confidence in their use of te reo Māori. Puriri Whakamaru o Heretaunga is an association initiative which provides support to Māori whānau attending playcentre, and guidance to individual centres to strengthen their understanding of te ao Māori.
Emergent leadership is fostered. New members are encouraged to gain a Playcentre qualification. A collaborative approach values and affirms each person's knowledge and skills.
A framework for the appraisal of paid team members has been developed. The association continues to support the playcentre with its implementation.
Members are focused on improving outcomes for children and adults attending the centre. An established process for self review informs change and improvement. The focus should now shift from investigating what the centre is doing to evaluating how well they are doing it. This should enable them to know what is working well for children and their families.
The association has put in place sound systems and processes to provide ongoing centre support until the national restructure of Playcentre has been completed.
Members and ERO have agreed that there is a need for parents, with the support of the association to continue to develop their knowledge and understanding of:
assessment, planning and evaluation
internal evaluation.
Before the review, the staff and management of Taradale 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:
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.
The next ERO review of Taradale Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
25 November 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 |
Taradale |
||
|
Ministry of Education profile number |
55060 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 15 aged under 2 |
||
|
Service roll |
21 |
||
|
Gender composition |
Girls 11, Boys 10 |
||
|
Ethnic composition |
Māori Pākehā |
4 17 |
|
|
Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
October 2016 |
||
|
Date of this report |
25 November 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
December 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.