Te Puke Playcentre - 26/05/2015

1 Evaluation of Te Puke Playcentre

How well placed is Te Puke 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.


Te Puke Playcentre provides education and care for 30 children, including up to 15 under two years of age at any one time. At the time of this ERO review, the roll of 29 children included three of Māori descent. The centre currently operates three morning sessions a week that children attend with their parents.

The centre operates under the umbrella of the Western Bay of Plenty Playcentre Association (WBOPPA). The parent cooperative benefits from the ongoing support and guidance of a centre liaison officer and centre administration officer provided by the association. The WBOPPA also provide useful documentation and frameworks to guide centre training workshops and operations. These guidelines are underpinned by the association’s philosophy, which is well implemented by centre leaders. The association employs two experienced playcentre members to support two of the sessions.

Since the 2011 ERO review there has been a slight drop in the centre’s roll. There have been significant developments in the outdoor play area, including establishing a multi-purpose track and new play equipment. The centre continues to benefit from the expertise of several experienced parent members who undertake key leadership roles.

The centre supports parents to learn with their children, and to facilitate and respond to child-led play in a manner that extends children’s interests. Members want their children to be competent and confident learners, communicators and problem solvers, who are secure in their sense of belonging. In addition, they want children to develop relationships with other children and adults.

This review was part of a cluster of six reviews in the Western Bay of Plenty Playcentre Association.

The Review Findings

Children enjoy learning and playing in a programme that is responsive to their emerging interests. Particular features of the centre’s rich programme include:

  • frequent trips into the local and wider community
  • the effective integration of literacy and mathematics learning into children’s play
  • many opportunities for children to experience safe physical challenge
  • the effective promotion of children’s self-care skills.

Children have ready access to an extensive range of high-quality resources and equipment.

Parents have a range of playcentre qualifications, with most currently involved in ongoing training. Some parents effectively support children’s problem solving and thinking skills through high-quality learning interactions. Parents appreciate the parenting knowledge and support that is shared by other parent members. ERO observed children highly engaged in sustained meaningful play alongside parents and their playcentre friends.

Individual learning portfolios provide children and families with a well-presented record of each child’s participation in the programme. They are easily accessible for children to revisit their learning.

Māori children’s sense of identity and culture is supported by the inclusion of waiata, te reo Māori signage, and resources that reflect a Māori dimension. Centre leaders acknowledge that there is a need to increase Māori perspectives within the programme.

A special feature of the centre is the inclusive support provided for children with special health and learning needs.

Positive relationships have been established with local schools in Te Puke that supports transition for children as they move on to school.

Knowledgeable centre leaders provide good quality leadership for the centre. They model effective teaching interactions with children and are welcoming and supportive of new families. Centre leaders are continuing to develop useful self-review processes that contribute to centre development. This includes end of session evaluations that involve parents reflecting on the daily programme and identifying how children’s interests and learning can be further developed at the next session.

Key Next Step

A key next step for centre leaders is to consider promoting processes that support all parents to implement interactions that effectively promote children’s problem solving and thinking skills.

Management Assurance on Legal Requirements

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

Dale Bailey

Deputy Chief Review Officer Northern

26 May 2015

2 Information about the Early Childhood Service


Te Puke

Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under 2

Service roll


Gender composition

Boys 18

Girls 11

Ethnic composition



South East Asian






Review team on site

May 2015

Date of this report

26 May 2015

Most recent ERO report(s)

Education Review

November 2011


Education Review

July 2008


Education Review

June 2005

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.