500 South Titirangi Road, Titirangi, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Titirangi Playcentre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Titirangi Playcentre is operated collaboratively by parents/whānau for their children and is open for five sessions each week. The centre is licensed for 30 children, including up to 15 children under two years of age. Centre members are both local and from more outlying areas.
Centre practices are based on the Playcentre philosophy of families learning and growing together. Sessions are guided by Te Whāriki, the early childhood curriculum, and a commitment to Te Tiriti o Waitangi. Some children remain at the centre until they transition to school.
Centre members have sustained good practices identified in the 2015 ERO review. They responded well to the key next steps identified, such as planning, assessment and evaluation, and developing a bicultural curriculum. Centre members have good training levels. Eight members have achieved a Course 3 qualification.
The new Playcentre Aotearoa structure is now fully operational. It provides a sound management framework and support personnel to help parents/whānau to manage their centres. Playcentre Aotearoa administers centres’ funding and provides adult education programmes for parents/whānau to achieve Playcentre qualifications.
This review was part of a cluster of six reviews in the Playcentre Aotearoa Auckland region.
Children enjoy a wide variety of learning experiences that encourage them to be confident inquirers and physically active. They participate in meaningful, sustained and purposeful play and are happy and confident. Children have many opportunities for physical challenge and to explore the creative spaces in the centre's learning environments.
Adults' interactions with children are respectful. They take time to listen to children and encourage them to take responsibility for themselves and others. Tuakana/teina relationships are a strong feature in the centre.
Parents/whānau plan programmes for children that promote children's dispositions for learning and respond very effectively to their interests, strengths and identified next learning steps. Well-presented portfolios are valuable records of individual children's learning. More experienced centre members help new parents/whānau to build their knowledge about recording children’s learning and to develop their capability in planning, assessment and evaluation of learning.
Centre members work with each other to promote engagement in their children's learning and centre operations. Systems, processes and regular open communication support members to implement high quality practices. Leaders are good stewards of the Playcentre philosophy and provide positive support and leadership for new members.
Adults and children use te reo and tikanga Māori well in sessions. Parents/whānau are continuing to build their knowledge, capability and confidence in bicultural practices.
Centre members have adopted planned approaches to implementing the Playcentre Aotearoa policy framework. The strategic plan, annual plan and Te Whāriki guide the future direction of the centre. Internal evaluation is focused on positive outcomes for children and the ongoing sustainability of the centre. There is a culture of regular internal evaluation that is well embedded and promotes a thoughtful approach to new developments and problem solving.
To enhance existing quality practices, key next steps for centre members include:
strengthening bicultural practices to support children's learning
making displays of children's artwork and learning portfolios more accessible for children
continuing to engage new members in Playcentre adult education programmes.
Key next steps for development in the Playcentre Aotearoa Auckland region include:
strengthening the use of internal evaluation to measure the effectiveness of systems and practices across the region.
Before the review, the staff and management of Titirangi 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
25 March 2020
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 |
Titirangi, Auckland |
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Ministry of Education profile number |
22032 |
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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 15 aged under 2 years |
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Service roll |
47 |
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Gender composition |
Girls 25 Boys 22 |
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Ethnic composition |
Māori |
7 |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
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Over 2 |
1:5 |
Meets minimum requirements |
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Review team on site |
October 2019 |
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Date of this report |
25 March 2020 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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|
Education Review |
March 2012 |
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|
Education Review |
November 2008 |
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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.
Titirangi Playcentre is located on the grounds of an Auckland City Council community centre. The centre operates as a family co-operative providing care and education for 30 children, including 15 children up to the age of two years. It offers five sessions during the week for mixed age groups and includes an independent session for older children. The centre is well established and has consistently high attendance.
The centre’s philosophy values child initiated learning and expresses a commitment to bicultural practices. These aspects are acknowledged and celebrated in the programme, which is underpinned by Te Whāriki, the early childhood curriculum. A centre support worker is available to help families implement the programme.
The centre is part of the Auckland Playcentres Association, which provides Playcentre credited training, frameworks of policies and procedures and support from Association personnel. Each Playcentre contributes to the make-up of the association and representatives at Association level. The centre is led by two nominated coordinators. Several adults have gained course three Playcentre qualifications.
At present the Playcentre Federation is undertaking a restructure with the aim of maintaining the viability of Playcentres throughout New Zealand. This is likely to change the current structure of the Auckland Playcentres Association.
The 2012 ERO report identified good quality adult interactions with children and noted that children responded positively to adults. These aspects remain a key feature in the centre’s programme.
This review was part of a cluster of nine Playcentre reviews in the Auckland Playcentres Association.
Children are happy and settled in the programme. They are familiar with daily routines and competently lead their own play. Children are inquisitive and confidently initiate conversations with adults and each other. Positive family relationships help to give children a strong sense of belonging. Infants and toddlers learn and play alongside older children. They explore the large indoor and outdoor spaces and learn about their world. Babies have separate quiet spaces for uninterrupted play.
Parents’ belief that they are their children’s first teachers in their children’s learning is evident in their enthusiasm for their role in the daily programme. Adults provide challenges that keep children engaged in their play. They promote literacy, mathematics and science, in particular encouraging children’s curiosity and their appreciation for the outdoor environment.
The programme has a balance of children leading their play, and adults planning around themed topics to introduce new learning experiences for children. There are photographic displays of children’s learning experiences and children can revisit these learning stories with their friends, family members and other adults.
The centre is richly resourced, and carefully maintained. Centre members could now review the areas of play and visual displays and include resources to reflect the cultures of the children and families who use the service.
Adults often reflect on their provision for children. They are respectful and responsive to each other and to children. Self review is effective. It has positively impacted on adults’ practices and brought about better outcomes for children in the programme. Adults work well as a cooperative. They help each other, especially new members, to be familiar with the Playcentre philosophy, roles and responsibilities.
The Association’s strategic plan provides a guide for governance and is regularly monitored by office bearers. Management and governance processes are well established. The Association provides sound management and administration assistance for centres, and appropriate Playcentre adult education. It provides regular visits each term from a curriculum and programme supporter. Association office holders are highly committed to Playcentre philosophy and to maintaining Playcentre as a valuable early childhood education option for parents.
Centre members agree that key next steps for the centre should include continuing to:
Before the review, the staff and management of Titirangi 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.
The next ERO review of Titirangi Playcentre will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
25 May 2015
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 |
Titirangi, Auckland |
||
|
Ministry of Education profile number |
22032 |
||
|
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 |
42 |
||
|
Gender composition |
Boys 24 Girls 18 |
||
|
Ethnic composition |
Māori Pākehā Chinese |
2 36 4 |
|
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
March 2015 |
||
|
Date of this report |
25 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
November 2005 |
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 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.