Te Awamutu Playcentre - 11/02/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

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

Context

Te Awamutu Playcentre is a parent-led centre that is part of the King Country Playcentre Association. Parents lead three mixed age group morning sessions on Tuesday, Thursday and Friday. On Monday and Wednesday mornings two qualified playcentre supervisors are employed to run a ‘Big Kids’ session. The playcentre continues to have strong links with its local community.

The playcentre’s philosophy places emphasis on providing a supportive environment for families, who are valued as the fundamental and most important setting for the nurture and education of children. Through the association, parents can access training and support to expand their skills and empower them as the first educators of their children. An association kaiawhina assists the centre to include tikanga Māori in daily sessions.

The New Zealand Playcentre Federation and the King Country Playcentre Association provide a framework for the effective governance and management of the centre. The association develops comprehensive policy guidelines and employs an experienced centre support officer who assists families to run the service.

The play centre has a positive reporting history with ERO and has continued to maintain and up-grade its buildings and grounds.

This review was conducted as part of a cluster approach to reviews in ten early childhood education services within the King Country Playcentre Association umbrella organisation.

The Review Findings

Children are welcomed into a high-quality spacious, stimulating learning environment that caters for their diverse interests, ages and abilities. There are many opportunities for them to lead their learning, explore, and make sense of the natural and social world around them. Parents make good use of the environment to provide meaningful experiences for babies and toddlers. Parents are attuned to children’s non-verbal communication and ensure all children receive rich programme experiences.

Through their play children are learning about oral language, literacy, mathematical and science concepts. Parents skilfully involve themselves in child-initiated play and interests, actively listening and responding with conversations that promote and extend children’s thinking. Children are encouraged to use their imagination and be creative. Children are confident and capable learners and are increasingly developing attitudes, knowledge and skills to support them in their future learning.

Parents work collaboratively and support one another to successfully manage the service. They take responsibility for the well being of all children and have formed positive, trusting and caring relationships with each other.

Self-review processes are well established and focused on ongoing improvement. Through these processes members have identified and ERO agrees that parents could further enhance children’s learning by:

  • building their capacity to recognise and document learning in assessment, planning and evaluation practices
  • implementing their commitment to include te reo Māori naturally as part of their programme.

2 Legal Requirements

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

11 February 2013

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 12 aged under 2

Service roll

25

Gender composition

Boys 17 Girls 8

Ethnic composition

NZ European/Pākehā NZ Māori Other Samoan

13 6 4 2

Review team on site

November 2012

Date of this report

11 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

December 2006

May 2003

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.