Cobham Place, Tikipunga, Whangarei
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tikipunga Playcentre operates as a designated SPACE (Supporting Parents Alongside Children's Education) centre. SPACE sessions provide parent education and social support for families who start the programme when their child is between three weeks and four months of age. The current roll includes 10 Māori children, many of whom whakapapa to Ngāpuhi hapū.
Each SPACE programme runs for 30 weeks. There are four sessions each week for different groups of parents/whānau and their infants. In addition, the centre offers a ten week (Bridge) programme that enables parents to complete Course One of Playcentre training. An experienced team of facilitators leads the SPACE sessions with the help of support persons. ERO observed a SPACE session and a Bridge session as part of this evaluation.
SPACE Northland is affiliated with the Northland Playcentre Association and has a partnership agreement with the NZ SPACE Trust to provide SPACE programmes in Northland Playcentres. A governance board and coordinator oversee the management of SPACE Northland. The SPACE purpose of strengthening families through respectful parenting support aligns closely with the Playcentre philosophy of children and families learning and growing together.
Playcentre Aotearoa is in the process of a national restructure. It is expected that a new regional manager and support personnel will be appointed towards the end of 2017. This restructure is likely to impact on SPACE Northland operational systems.
This review was part of a cluster of 10 Playcentre reviews in the Northland Playcentre Association.
SPACE facilitators warmly welcome parents/whānau and their babies. An informal gathering that includes waiata, helps to settle adults and children into each weekly session. This routine is a valuable opportunity for parents/whānau to share new information about their baby's development.
Parents and facilitators develop positive relationships. They work together to support each other and to contribute to infants' early learning experiences. Facilitators respond well to parents' questions. Resources and equipment cater specifically for infants and toddlers up to two years of age.
Toddlers who attend the Bridge programme demonstrate a sense of wellbeing and belonging at the centre. They are confident to initiate social play with other children. These children are well supported by their parents/whānau and facilitators to make choices for themselves. Parents/whānau and their children visit a mixed-age Playcentre session with facilitators, so parents can see how they could continue learning with their children at Playcentre.
Facilitators are highly skilled. They model positive ways to interact with infants and young toddlers. Facilitators work alongside individuals and groups of parents to guide an increased understanding of children's play-based learning. These effective practices contribute to parents' increasing knowledge and participation in sessions. Facilitators include stories and basic te reo Māori as part of the programme.
Facilitators plan SPACE and Bridge programmes that link to Te Whariki, the early childhood curriculum. Session plans are flexible and build on previous content and discussion. As each SPACE programme progresses, facilitators explain the learning that happens as part of children's play experiences. Facilitators recognise parents' growing confidence and encourage them to write down what they notice about children's learning. Day-book records show that facilitators foster parents' increased understanding of their children's learning very well.
Facilitators provide strong professional leadership to sustain ongoing improvement. They are dedicated to the values and intent of the SPACE and Bridge programmes. Long-term and annual goals inform the direction of the service. Facilitators use internal evaluation to make improvements in response to their own reflections and parent/whānau feedback. The SPACE Northland governance board has a sound management framework based on Playcentre policies that include procedures adapted for SPACE programmes.
Next steps for facilitators are to:
Before the review, the staff and management of Tikipunga 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 Tikipunga Playcentre will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
6 October 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.
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Location |
Tikipunga, Whangarei |
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Ministry of Education profile number |
16583 |
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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 |
30 children, including up to 16 aged under 2 |
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Service roll |
53 |
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Gender composition |
Girls 29 Boys 24 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
SPACE facilitator led |
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Reported ratios of adults to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
August 2017 |
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Date of this report |
6 October 2017 |
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Most recent ERO report(s) |
Education Review |
April 2012 |
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Education Review |
January 2007 |
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Education Review |
February 2004 |
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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:
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.
Tikipunga Playcentre is a well established centre in Whangarei that operates as part of the Northland Playcentre Association. The Association provides a comprehensive adult education programme and a framework of policies and procedures to support centre members.
Since the last ERO report in 2007, there have been many changes in families attending. The centre has been relicensed under the 2008 licensing criteria, and there have been improvements to the environment and an ongoing commitment to Playcentre education training. Centre members know each other well and continue to be supportive and respectful of each other in the education and care of their children.
Centre members provide a good quality programme based on Playcentre philosophy. They value and support child-initiated play and are responsive to children’s ideas and choices. Adults integrate aspects of literacy, numeracy and science into the programme and nurture children’s creativity Te reo and tikanga Maori are included in centre practices and in the programme. Children and adults show enthusiasm for learning through play and a shared sense of purpose.
Children are confident, play cooperatively, and display a strong sense of belonging. They are busy, have fun and their learning is supported by well resourced play areas. The attractive outdoor area provides children with many opportunities for physical activity and imaginative play. Children eagerly engage in art and messy play activities. Infants and toddlers have access to all areas of the centre and adults cater well for their developmental needs.
The centre is managed cooperatively and effectively by the centre members. Robust self review underpins transparent decision making and guides ongoing improvements. Centre members and ERO agree that parents and whānau should continue to develop and review strategies to enrich and deepen children’s learning experiences.
ERO is likely to review the centre again in three years.
Before the review, the management of Tikipunga Playcentre was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atTikipunga Playcentre.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Tikipunga Playcentre is well established. It is managed cooperatively by the parents and whānau of children enrolled. The centre practices are based on the Playcentre philosophy of families learning and growing together. It is open for three sessions each week.
The respectful and responsive interactions between adults and children noted in the 2007 ERO report have continued. Enthusiastic and proactive centre leadership and Association support contribute to the sustainability and success of this centre. The centre has recently been relicensed under the 2008 licensing criteria.
Programme implementation. Parents/whānau provide a play-based programme underpinned by Playcentre philosophy. They value child-initiated play and ensure the programme is responsive to children’s development and preferences. Centre members provide
Centre members’ commitment to biculturalism is reflected in displays, appropriate resources and an increasing use of te reo Maori.
Participation in play. Children are confident young learners. They are creative, curious and eager to learn. Adults provide extra resources, support and affirmation to foster sustained play. Children play sociably with their peers, are inclusive of younger children and happily join in group activities. They are developing independence, positive attitudes to learning and an awareness of the world around them.
Younger children. Centre members ensure that the youngest children are well provided for in the programme. In-depth self review of the provison for infants and toddlers has resulted in a cosy area for infants with a wide variety of age appropriate resources. Centre members are aware of research and good practice in the education of infants. They encourage toddlers to explore a wide variety of activities and ensure they have opportunities to develop their physical skills. Centre members support each other in the care of each other’s children. Infants and toddlers are confident and trusting with adults and are developing useful strategies for playing positively with other children.
Playcentre philosophy. Centre members model Playcentre philosophy. Their commitment to biculturalism is evident in centre practices and welcoming processes. They show a genuine respect for each child and its family. Experienced centre members and Association personnel share their knowledge with new members and encourage emergent leadership. A general enthusiasm for Playcentre training reflects adults’ commitment to taking an active role in their children’s education. All parents and whānau are encouraged to be involved and all contributions are valued. Good administration of the centre and a shared sense of purpose enable sessions to focus on supporting children’s play.
Planning and assessment. Centre members have developed good systems of planning to guide the programme. Assessment information shows children engaged in play and group experiences. Planning reflects Playcentre philosophy, theories of learning and links to Te Whariki, the early childhood curriculum. Children’s individual assessment portfolios are contributed to by a variety of adults and are used to revisit children’s learning and development.
Self review. Self-review processes are well developed, used effectively and evident in centre operations and programme implementation. Parents and whānau engage in informal and formal self review to improve learning experiences for children. They regularly review the annual and strategic plan. The good quality programme implementation and stimulating learning environment reflect adults’ careful consideration of ongoing improvements. Such reflection has resulted in the development of a collegial, responsive and improvement-focused teaching team.
Extending challenges. Centre members could increase the use of strategies that extend the learning embedded in child-initiated play and build on what children already know. They could also, more consistently:
Centre members identified that continuing the growth in trained parent educators is an area to develop.
Before the review, the staff of Tikipunga 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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO and the centre members agree that centre members should continue to develop strategies to enrich and deepen children’s learning experiences.
ERO is likely to review the service again within three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
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Type |
Sessional Playcentre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to16 aged under 2 |
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Roll number |
16 |
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Gender composition |
Boys 10 Girls 6 |
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Ethnic composition |
NZ European /Pākehā 8 Māori 7 Tongan 1 |
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Review team on site |
February, 2012 |
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Date of this report |
4 April 2012 |
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Previous three ERO reports |
Education Review, January 2007 Education Review, February 2004 Accountability Review, May 1999 |
These are the findings of the Education Review Office’s latest report on Tikipunga Playcentre.
Tikipunga Playcentre is a well established centre in Whangarei that operates as part of the Northland Playcentre Association. The Association provides a comprehensive adult education programme and a framework of policies and procedures to support centre members.
Since the last ERO report in 2007, there have been many changes in families attending. The centre has been relicensed under the 2008 licensing criteria, and there have been improvements to the environment and an ongoing commitment to Playcentre education training. Centre members know each other well and continue to be supportive and respectful of each other in the education and care of their children.
Centre members provide a good quality programme based on Playcentre philosophy. They value and support child-initiated play and are responsive to children’s ideas and choices. Adults integrate aspects of literacy, numeracy and science into the programme and nurture children’s creativity Te reo and tikanga Maori are included in centre practices and in the programme. Children and adults show enthusiasm for learning through play and a shared sense of purpose.
Children are confident, play cooperatively, and display a strong sense of belonging. They are busy, have fun and their learning is supported by well resourced play areas. The attractive outdoor area provides children with many opportunities for physical activity and imaginative play. Children eagerly engage in art and messy play activities. Infants and toddlers have access to all areas of the centre and adults cater well for their developmental needs.
The centre is managed cooperatively and effectively by the centre members. Robust self review underpins transparent decision making and guides ongoing improvements. Centre members and ERO agree that parents and whānau should continue to develop and review strategies to enrich and deepen children’s learning experiences.
ERO is likely to review the centre again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services
Northern Region (Acting)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.