Balmoral Drive, Tokoroa
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Tokoroa Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tokora Playcentre is a parent-led education and care service located in Tokoroa. It caters for children from birth to school age and operates two mixed-age sessions per week. The playcentre is licensed for 30 children including 15 under the age of two years. The current roll of 20 children includes six who identify as Māori.
During 2018, the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central north island, six associations have merged into a regional hub renamed 'Playcentre Aotearoa Central North Island Region' that now includes 95 playcentres over a large geographic area. At Tokoroa Playcentre the president is supported by a committee of parent members. A centre administrator and centre support worker are provided by the federation to assist with session operation.
Through their national philosophy, the playcentre places emphasis on whānau tupu ngātahi - families growing together. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
Since the last ERO review in 2016, some progress has been made in strengthening positive guidance strategies and facilitating transitions into the playcentre. Members accessed support from the Ministry of Education to strengthen these processes. There remain some significant areas still to be addressed relating to assessment of learning, curriculum knowledge and self review.
Parents identify children’s emergent interests which are used effectively to inform planning. Wider family and whānau contributions to programme planning are encouraged. Photographic examples of the child’s engagement in the life of the centre are recorded by parents in their child’s portfolio. Strengthening parents' knowledge and documentation of assessment continues to be an area for ongoing development.
Strong, responsive and respectful relationships have been established. Transitions into playcentre are well supported. Independence and self-management are actively encouraged through flexible and responsive routines. Members recognise and value the importance of children learning through play. A large outdoor environment provides opportunities for children to explore, take risks and develop their physical skills. Children up to the age of two are supported within a mixed-aged family like environment. Further incorporating the use of te ao Māori with the centres programme is likely to support Māori children's sense of language, culture and identity. Children are empowered to make choices about their learning. Peer learning and reciprocal relationships are encouraged. Children develop a strong sense of belonging.
Leadership within the playcentre is collaborative. Leaders encourage and invite parents and whānau to take an active role in their children’s learning. They have established a useful strategic plan to guide ongoing centre improvements. Roles and responsibilities are shared amongst members, who recognise that there is an urgent need to fill key positions. Members are actively encouraged to undertake training to support capability and meet licencing requirements. Leaders actively contribute to the smooth running of the centre.
The Playcentre Federation provides good quality governance. Parent education programmes have a focus on building knowledge and understanding of children’s learning and development. There is a strong focus on Māori as priority learners in the federation strategic plan, and in the centre plan. Supportive communication between the federation and regions throughout the restructure has supported ongoing playcentre operations. Current policies and systems are in place until new federation systems are implemented nationally. The playcentre philosophy, vision and documented strategic goals have been set. There is now the need to measure the impact of actions taken on outcomes for children.
The next steps for Tokoroa Playcentre, with support from regional management, is to strengthen:
leaders' knowledge and understanding about self review and their capability to undertake review focused on improving outcomes for children
and develop a shared understanding of roles and responsibilities with in the centre
assessment, planning and evaluation of children's learning, including members' knowledge of the early childhood curriculum, Te Whāriki.
In order to improve practice the Playcentre Aotearoa Central North Island regional leaders should continue to:
develop and implement strategic and annual regional plans
monitor and strengthen each playcentre’s understanding of internal evaluation to inform ongoing improvement
support individual playcentre personnel to robustly report on the progress towards their appropriate strategic goals
strengthen appraisal processes to support centre support and enable administrators to grow their practice.
Before the review, the staff and management of Tokoroa 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.
Phil Cowie
Director Review and Improvement Services
Central Region
8 July 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 |
Tokoroa |
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|
Ministry of Education profile number |
30008 |
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|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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|
Number licensed for |
30 children, including up to 15 aged under 2 |
|
|
Service roll |
20 |
|
|
Gender composition |
Male 14 Female 6 |
|
|
Ethnic composition |
Māori |
6 |
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Review team on site |
May 2019 |
|
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Date of this report |
8 July 2019 |
|
|
Most recent ERO report(s) |
Education Review |
February 2016 |
|
Education Review |
September 2013 |
|
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.
Tokoroa Playcentre is a long-established, parent-led early childhood service located in the town of Tokoroa. It is licensed to provide two morning sessions each week for the education and care of 30 children, including up to 15 children under the age of two years. At the time of this ERO review the rolls were increasing and there were 25 children on the roll, including two children under two years old. A feature of the centre is the attractive, well-maintained, spacious indoor and outdoor environment.
The centre operates under the umbrella of the East Waikato Playcentre Association (EWPA), which has responsibility for governance and aspects of centre management. The association is currently undergoing a process of restructuring. Ministry of Education (MoE) and Waikato Playcentre Association (WPA) have given assurance of continued support for Tokoroa Playcentre until the regional restructure is completed.
The ERO review in 2013 recommended MoE intervention to improve the quality of governance and management and to strengthen centre sustainability. Particular areas for development were related to:
Some good progress has been made in addressing these areas for development. Since 2013 the centre has benefitted from regular and relevant professional learning and development with an experienced provider. This partnership has resulted in centre members’ growing confidence and capability to manage the centre and provide positive learning outcomes for children. There continues to be a need for ongoing support and development in these areas.
Tokoroa Playcentre members value adults and children learning together through ‘family, friendships and free play’. These values are highly evident in the life of the centre and reflect the playcentre philosophy.
The centre was returned to a full licence in November 2014 after making many improvements and addressing all compliance issues.
With dedicated support and guidance from the professional development provider and a strong commitment from centre members, the centre philosophy was reviewed, developed and displayed. This process of review contributed to a clear and shared sense of direction and purpose for adults. Almost all centre members are participating in playcentre training and workshops provided by Waikato Playcentre Association.
Centre sustainability is enhanced because:
Children are benefitting from a more coordinated approach to programme planning and evaluation that is increasingly responding to their identified strengths and interests. Parents work well together to plan and evaluate the programme each term and to provide activities to extend children’s learning and knowledge of the wider world. A current focus is building children’s understanding of literacy and natural science.
Each child has a learning portfolio that records their participation in individual and group learning experiences. The portfolios reflect the growing understanding of parents about documenting children’s interests, progress and successes. There are some good models of learning stories that identify children’s learning and next steps for development with clear links to Te Whariki, the early childhood curriculum. Members would benefit from making use of MoE exemplars to guide and improve their understanding about documenting children’s learning.
Children make choices from a wide range of appropriate equipment. They are able to express themselves creatively with artistic materials and dramatic play. There are many opportunities for them to adventure and explore in the extensive outdoor area alongside interested and supportive adults. There is a well-presented library and a current focus on books, which reflect Māori culture and language. Children enjoy sharing reading together with adults. Attractive displays promote continuity across sessions and enable parents and children to revisit and share learning together. Centre members have worked hard collectively to present a well-maintained and interesting learning environment for adults and children.
ERO recommends that centre members continue with learning and support from the MoE during 2016 to consolidate and embed good practice. This should include a focus on:
In addition, documenting a strategic, long-term plan will enhance the ability of the centre to achieve long term goals for centre development and improvement. A policy review cycle could be included in this plan to ensure regular review is maintained.
Before the review, the staff and management of Tokoroa 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 Tokoroa Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
15 February 2016
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 |
Tokoroa, Waikato |
|
|
Ministry of Education profile number |
30008 |
|
|
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 |
25 |
|
|
Gender composition |
Boys 17 Girls 8 |
|
|
Ethnic composition |
Māori Pākehā Other |
8 15 2 |
|
Review team on site |
November 2015 |
|
|
Date of this report |
15 February 2016 |
|
|
Most recent ERO report(s) |
Education Review |
September 2013 |
|
Education Review |
August 2010 |
|
|
Education Review |
June 2004 |
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.