Te Awamutu Playcentre

Education institution number:
31013
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
12
Address:

99 Bond Road, Te Awamutu

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Te Awamutu Playcentre - 19/06/2020

1 Evaluation of Te Awamutu Playcentre

How well placed is Te Awamutu Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Te Awamutu Playcentre is well placed to promote positive learning outcomes for children.

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

Background

Te Awamutu Playcentre is licensed to provide mixed-age sessional education and care for 30 children three days a week. This includes 15 children up to the age of two years. At the time of this ERO review, there are 42 children enrolled and three identify as Māori.

The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. Alongside this the centre philosophy recognises parents as first teachers of their children, empowering children to learn and thrive.

Since the September 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Te Awamutu Playcentre is part of the Central North Island Region and is supported by a regional manager and support persons.

Whānau and families share responsibility for the curriculum. Day-to-day operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.

This review was part of a cluster of nine reviews in the Playcentre Aotearoa Central North Island Region.

The Review Findings

Positive and caring relationships are evident throughout the centre. Children are empowered to make decisions about their learning. Older children are encouraged to support younger peers. Parent aspirations for their children are gathered and used effectively to guide curriculum development. Children are developing as capable and confident learners.

The spacious centre environment is well resourced and provides opportunities for children to freely explore a wide range of activities. Parents provide resources that encourage exploration and are enjoyable and meaningful to children. Infants and younger children are well supported by their parents to participate in the programme.

Relationships with a range of local schools are supporting children to successfully transition to their next stage of learning. Maori children's culture and identity are recognised in wall displays and ready access to resources that reflect te ao Māori. Members are developing their confidence in using te reo Māori with children.

Longer serving parents have knowledge of Te Whāriki, the early childhood curriculum, and provide new parents with support to notice, recognise and respond to children's learning. These experienced members model how to document this in children's portfolios. Assessment in children’s portfolios captures their learning and participation in the programme. Emphasis should now be placed on demonstrating children's progress in a range of contexts over time that are aligned with their interests. There is a need for members to use internal evaluation to further explore how well changes to teaching practice contribute to improved learning outcomes for children. Oral language, literacy, mathematics, and science are well promoted and integrated into play.

The revised parent education programme is becoming more accessible to centre members. At this playcentre, leaders informally review the daily programme and aspects of centre organisation. Internal evaluation and programme planning is improvement focused. This should now be used to identify the effectiveness of learning outcomes for children. Appraisal processes for session support staff have recently been strengthened to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs, and focus on achievement of goals.

The national restructuring process continues to require significant attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements. National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Ongoing support is required to enable parents to understand and implement these procedures to meet licensing requirements.

Key Next Steps

The next steps for Te Awamutu Playcentre, is for leaders and members to:

  • be explicit in planning next steps to support children's continuity of learning

  • use internal evaluation to further explore changes in teaching practice, and consider how well these changes contribute to improved learning outcomes for children

  • continue to develop members understanding of te ao Māori and the use of te reo in the centre.

Playcentre Aotearoa should continue to build centre knowledge and understanding of policies and procedures to ensure licensing requirements are upheld.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Awamutu 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 an area of non-compliance relating to premises and facilities. To meet requirements the service needs to improve its performance in the following area:

  • window or other areas of glass accessible to children are made of safety glass, covered by adhesive film or guarded by barriers.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6]

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

19 June 2020

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

Te Awamutu

Ministry of Education profile number

31013

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under 2

Service roll

41

Gender composition

Female 23 Male 18

Ethnic composition

Māori
NZ European/Pākehā
African
Other ethnic groups

5
28
4
4

Reported ratios of staff to children

Under 2

Meets minimum requirements

Over 2

Meets minimum requirements

Review team on site

February 2020

Date of this report

19 June 2020

Most recent ERO report(s)

Education Review

September 2016

Education Review

February 2013

Education Review

February 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.

Te Awamutu Playcentre - 05/09/2016

1 Evaluation of Te Awamutu Playcentre

How well placed is Te Awamutu 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

Te Awamutu Playcentre is a parent cooperative early childhood service operating under the umbrella of the King Country Playcentre Association (KCPA) and is affiliated to the New Zealand Playcentre Federation. The association provides the centre with effective governance, strategic direction, management support and adult education programmes.

The KCPA has a strategic commitment to te Tiriti o Waitangi and places high value on productive partnerships with Māori whānau. Funding is made available for related professional development and the association’s use of Ka Hikitia has resulted in clear expectations for members to build their understanding, confidence and competence in te ao Māori.

There is a strong emphasis on parents and children learning together through play in a natural, safe and supportive environment. The centre has a stable roll and is licensed to cater for 30 children including 15 up to two years of age. Most sessions are mixed-age and a session for children who are close to school age was established in response to the needs of older children.

The 2013 ERO review identified areas for development either have or are being addressed. The centre has made good progress and recent upgrades to the learning areas and some building developments have enhanced the learning and care environment for adults and children. The centre is located in Te Awamutu and is situated in spacious and well-maintained grounds.

This review was part of a cluster of six playcentres in the King Country Playcentre Association.

The Review Findings

The centre warmly welcomes prospective parents, whānau and their children. New members are encouraged to be part of the playcentre family.

Babies, toddlers and young children and their parents and whānau demonstrate levels of enjoyment, belonging and wellbeing. The centre environment nurtures the growth and development of both children and parents. Children of all ages have many opportunities to make choices and explore their interests alongside one another, supportive parents and whanau. Children and babies enjoy responsive care from adults.

Babies and toddlers bring a very natural aspect to playcentre relationships. They have specific areas for play and sleep when needed. Parents offer babies and toddlers a range of appropriate experiences and respond to their temperaments, preferences and interests. Babies and toddlers are free to solve problems and develop their growing mastery of their physical development. They also play alongside each other and with their siblings as well as other older children. Breastfeeding mothers have quiet and comfortable spaces to feed their babies.

Young children have many opportunities to develop their social competencies and often include younger siblings and other children in their play. They are able to express their ideas, opinions and creativity through complex play and projects over time. The indoor and outdoor areas provide children with a wide range of opportunities to learn through play. Children’s oral language is fostered and they are engaged in meaningful contexts, which provide them with opportunities to develop their ideas about early literacy and mathematics.

Parents' knowledge and skills are recognised and their contributions valued. The programme is responsive to children’s interests and needs. Parents encourage their children to explore and investigate the environment. The ‘Big Kids’ programme includes excursions to the wider local community. These opportunities contribute to children’s learning about the world around them.

A range of te reo and tikanga Māori visual displays and focus areas encourage parents to use Māori phrases in their interactions with children. Māori tamariki and their whānau model culturally responsive practices and other parents benefit from learning in their presence.

There is a good understanding of self review for continuous improvement and development. Session analysis considers the programme in action and helps parents to plan ways to extend children’s learning and interests. A major review of portfolios and assessment practices, planning and evaluation of children’s progress has identified what was working well and what needed to be improved. This process provides parents with a useful framework for the recording of children's learning and encourages them to reflect about ways they might contribute to the different ways their children learn.

Key Next Steps

Members should consider the following areas for review and development:

  • The level of member participation in the play centre course programme to increase parent's confidence and skills.

  • The sharing of effective teaching strategies that promote children’s development and learning.

  • The integration and use of te reo Māori in learning conversations with children.

  • The establishment of appropriate links to local schools so children can experience a seamless transition into school.

Recommendation

It is important for experienced members with higher course qualifications to plan for and build the capability of new parents to sustain and improve playcentre practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Awamutu 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 Te Awamutu Playcentre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

5 September 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

Te Awamutu

Ministry of Education profile number

31013

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under 2

Service roll

22

Gender composition

Boys 13 Girls 9

Ethnic composition

Māori

Pākehā

Other

4

16

2

Review team on site

June 2016

Date of this report

5 September 2016

Most recent ERO report(s)

 

Education Review

February 2013

Education Review

February 2010

Education Review

December 2006

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.