2373 Te Anau/Mossburn Highway, Te Anau
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Key Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Key Playcentre is one of 47 playcentres in the recently formed South Island Southern Region (SSIR) hub. The SSIR is part of the New Zealand Playcentre Federation (NZPF). The playcentre organisation is nearing the end of an extensive restructure and review. From 2019, playcentres will be part of a national group known as Playcentre Aotearoa.
The Key is a rural playcentre open for two sessions a week for children from birth-to-school age. It has a close relationship with a neighbouring school. The playcentre has experienced an increased roll, particularly of children under two years old. Almost all parents stay in session with their children. The sessions are led by a paid educator with the support of designated parent help. A centre support worker from the SSIR visits regularly. There has been an increase in the number of parents participating in the adult education training programme.
ERO's May 2017 report identified significant areas requiring further development and some aspects of non-compliance. Areas for improvement included: the bicultural curriculum; promoting educational success for Māori children; assessment, planning and evaluation and internal evaluation.
The playcentre, with the support of the SSIR and external providers, has made good progress in addressing all of these areas, particularly in the last six months. All of the non-compliance actions have been addressed.
Children benefit from a child-led, play-based programme. Parents work alongside their own and other children to follow children's interests, encourage problem solving and exploration of the environment. Adults engage well with children during sessions. There is a strong sense of manaakitanga which contributes to the positive and welcoming environment. Children appear to be settled and confident.
Infants, toddlers and children are well provided for. There are a good range of resources and experiences for children. The playcentre draws on and uses the local community, including the school, to enhance the curriculum provided. They are beginning to build te ao Māori and bicultural practice.
Parents have become more involved and engaged in the playcentre programme, including collaboratively developing its philosophy and taking a more active role in decision making. As a result of recent training, parents are more confident and active in planning, setting and assessing children's learning goals for enhancing and extending learning.
Increased review and internal evaluation completed by parents and leaders helps to maintain and improve the quality of education and care.
The parents and leaders at the playcentre agree that their next steps are to embed new systems and ensure that the positive changes are maintained. This includes continuing to:
build on te ao Māori and bicultural practice
provide opportunities for parents to participate in adult education training programmes to support all children's learning and grow parent confidence in assessment, planning and evaluation
simplify and personalise children's learning goals and link these to overarching learning outcomes and the playcentre's philosophy.
undertake ongoing reviews and internal evaluation to maintain and improve the quality of education and care
undergo succession planning to ensure sustainability of leadership.
NZPF have developed and are implementing, a clear national and regional management structure. Some of the new roles have had a very positive impact at centre level, with parent council members valuing the increased support they receive.
Of particular significance are:
the centre administrator role which provides sound monitoring of health, safety and compliance
the centre support worker who visits regularly to share best practice and monitor the quality of learning and teaching
the role of a facilitator, available at every session, to role model good practice and empower parents to implement effective early childhood education for their children.
The next steps for the SSIR are to:
refine and embed the new NZPF structure, systems and processes, including monitoring and lines of reporting
continue to develop and strengthen the NZPF and individual playcentre internal evaluation processes and practices.
Before the review, the staff and management of The Key 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.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
10 May 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 |
Te Anau |
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Ministry of Education profile number |
90020 |
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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 |
22 children, including up to 15 aged under 2 |
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Service roll |
20 |
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Gender composition |
Girls 10, Boys 10 |
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Ethnic composition |
Māori |
8 |
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Percentage of qualified teachers |
0-49% |
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Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
February 2019 |
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Date of this report |
10 May 2019 |
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Most recent ERO reports |
Education Review |
May 2017 |
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Education Review |
September 2013 |
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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.
The Key Playcentre provides three sessions each week for children up to school age. It is a small, rural centre located next to Mararoa School in The Key, Te Anau.
The sessions are led by an experienced, paid educator with the help of members. Playcentre parents are gaining Playcentre qualifications by being involved in the adult-education training programme provided by the Southland Playcentres Association (SPA).
The SPA is experiencing a time of change as all playcentre associations throughout New Zealand merge with the New Zealand Playcentre Federation (NZPF) to reduce duplication and make cost savings. This restructure will mean significant changes at the local association level. An interim board has been established at SPA to support playcentres through this transitional period.
The September 2013 ERO report identified a number of areas that required strengthening and the centre was asked to produce an action plan to guide improvements. The impact of this plan has not been monitored. Some progress has been made in addressing the key next steps and issues related to compliance from the 2013 report. These continue to require further development.
This review was part of a cluster of 13 in the Southland Playcentre Association.
Children engage in a play-based programme. Members work alongside their own and other children following their interests, encouraging problem solving and exploration of the environment. The Playcentre draws on and uses the local community to enhance the curriculum provided.
An inviting area is made available for parents to settle and nurture infants. Individual preferences are respected and members are responsive to infants' individual needs.
Rich, oral language is used by members when they engage in conversations with children. Language development is supported through the use of descriptive language and conversations extended through the introduction of new words. Independence skills are promoted and children's sense of belonging is evident.
A key next step is for members to develop their understanding and knowledge of implementing a bicultural curriculum. Once established this should also support members' understanding of promoting educational success for Māori children.
Children's interests are recognised and are used to inform the group programme process. This is an area that requires further development. The educator and members should more clearly identify the focus area and range of strategies that they will use to extend children's learning. This more purposeful planning should support members in identifying children's learning and progress.
Profile narratives reflect children's participation in the programme, the diversity of the curriculum and progress in relation to their learning goals. A next step is for members to evaluate how effectively each child's learning goal has been met.
Members regularly reflect on their roles and responsibilities. An ongoing process of regular review and internal evaluation to maintain and improve the quality of education and care is not evident. This requires urgent attention.
The board has been proactive in developing processes to assist in the smooth transition for playcentres to work under the NZPF. Opportunities have been offered to playcentre members to engage with the SPA to consider how the board could best provide support to services through the impending restructure.
The board has identified a number of systems and processes have lapsed and need improvement. Immediate attention is required to review policies that guide the appointments procedure and health and safety practices. The appraisal process has also lapsed or not been robustly implemented. These improvements are a priority to meet licensing criteria, and for monitoring the quality of centre practices.
More consistent, timely and evaluative reporting should be provided to the board to assure them that accountabilities are met and to better inform their decision making.
The playcentre educator and members agree areas for strengthening include:
Key next steps for the association are to:
Before the review, the staff and management of The Key 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:
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 health and safety. To meet requirements the service needs to improve its performance in the following areas:
ERO also identified areas of non-compliance for the Southland Playcentre Association in relation to governance and management. To meet requirements the association needs to:
To improve practice the Southland Playcentre Association should:
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of The Key Playcentre will be within two years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
18 May 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.
|
Location |
Te Anau |
||
|
Ministry of Education profile number |
90020 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children, including up to 10 aged under 2 |
||
|
Service roll |
20 |
||
|
Gender composition |
Girls 10, Boys 10 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
March 2017 |
||
|
Date of this report |
18 May 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
May 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:
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.