1 D White Street, Whitianga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Whitianga Playcentre is located in Whitianga and licensed for 27 children including 12 up to two years of age. The current roll is 39 including eight children who identify as Māori. The playcentre runs two mixed-age morning sessions a week. Sessions are planned, organised and run by parent volunteers. A new president and secretary have been appointed and a significant number of new parents have completed Playcentre level courses.
Until the end of 2017 the centre was part of the Thames Valley Coromandel Playcentre Association, but are now associated with Playcentre Aotearoa. A centre support worker and administrator are yet to be appointed by Playcentre Aotearoa. The centre has been supported by a facilitator, employed by Playcentre Aotearoa, who is part of the professional development team.
The playcentre philosophy promotes learning through play. The focus is on child-led learning. The service believe that parents are the first and best teachers of their children and encourage all adult members to participate in the Playcentre education system. Whanaungatanga and manaakitanga are an integral part of the philosophy.
Whitianga Playcentre has responded well to the areas for development identified in the 2016 ERO report. Centre members have:
fostered parent education and understanding of playcentre practices and expectations
grown confidence in developing high-quality learning interactions, planning and assessment practices
included aspects of Māori culture and language in centre programmes
complied with all licensing requirements and regulations and now have a full licence
developed and implemented annual and strategic plans and a robust self-review process.
The centre’s philosophy that parents are the first and best teachers of their children supports positive leaning outcomes for all children. A clear vision is responsive to the aspirations and expectations that parents and whānau have for their children. Self review is ongoing and informs planning, priorities and actions. Children and whānau learn and grow together in a supportive family environment.
Centre leadership is knowledgeable, collaborative and focused on building capability within the service. Parents are committed to the service philosophy and vision, and fully contribute to the running of the centre. There is increased participation by parents in the Playcentre Adult Education programme which is upskilling parents and supporting the provision of quality teaching and learning programmes. Leaders and parents prioritise continuous centre improvement and positive outcomes for children
The centre’s play-based curriculum supports children to lead their own learning, experience challenges and revisit prior learning. Parents' knowledge and observations of children’s interests is used to plan possible extensions. Learning portfolios document individual progress and include parent and child voice. Digital technology is used well to share children's learning and experiences with families and whānau. Children’s learning opportunities are enriched through local excursions.
Leaders and parents have improved aspects of Māori culture throughout the centre. Children gain independence and increased confidence in a safe and nurturing environment. Centre leaders have identified the need to continue to strengthen the use of te reo and tikanga Māori to better respond to Māori children's language, culture and identity. They have ready access to a richly resourced environment that extends their play and learning.
Parents strongly encourage children to direct their own learning and promote the concept of tuakana/teina. Meaningful and quality learning interactions between children and parents extends children’s thinking and exploration. ERO observed parents providing positive guidance to support children’s development of social skills and values. Babies and toddlers enjoy personalised caregiving that responds sensitively to each child’s changing needs and preferences. Parents affirm and acknowledge children’s efforts and successes.
ERO and management agree that the key next steps are to:
increase the complexity of play for older children
review the outside environment to increase children’s opportunities for learning and engagement including stronger links with literacy and mathematics.
Before the review, the staff and management of Whitianga 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 Whitianga Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
31 May 2018
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 |
Whitianga |
|
|
Ministry of Education profile number |
32016 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
27 children, including up to 12 aged under 2 |
|
|
Service roll |
39 |
|
|
Gender composition |
Boys 21 Girls 18 |
|
|
Ethnic composition |
Māori |
8 |
|
Review team on site |
April 2018 |
|
|
Date of this report |
31 May 2018 |
|
|
Most recent ERO report(s) |
Education Review |
October 2016 |
|
Education Review |
May 2013 |
|
|
Education Review |
May 2010 |
|
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Whitianga Playcentre requires further development related to leadership, governance, curriculum, assessment and self review. This is necessary to promote a quality early childhood service. During the review ERO identified areas in the centre's strategic planning, self review and assessment practices that require significant improvement.
ERO's findings that support this overall judgement are summarised below.
Whitianga Playcentre is a parent-led, early childhood service located in the town of Whitianga. It is the only playcentre in Whitianga and provides three morning sessions each week for the education and care of 34 children, including 12 under the age of two years. Three of these children are of Māori descent.
Whitianga Playcentre is one of 13 centres governed by the umbrella organisation known as Thames Valley/Coromandel Playcentre Association (TVCPA) affiliated to the New Zealand Playcentre Federation. The centres in this association cover a wide geographical area which presents challenges for both the governance/management body and individual centres.
The previous ERO report identified the need to develop and identify clear criteria to review:
the integration of literacy, mathematics and science in the programme and learning environment
the integration of te reo Māori, and other children's languages and cultures
the quality of assessment, planning and evaluation practices
children's independent access to equipment and displays of learning.
Centre parents acknowledge that these continue to be areas of ongoing challenge for the centre.
This review was part of a cluster of four playcentre reviews in the Thames Valley/Coromandel Playcentre Association.
Children are able to follow their own interests, and are supported to make their own choices and develop independence. They have ready access to an extensive variety of resources, both inside and outside, that cater for different age groups. Children are engaged in a wide range of play and activity.
Current position holders take responsibility to undertake key roles for centre organisation and the day-to-day operations. Only one parent has obtained appropriate playcentre qualifications that meet Ministry of Education supervision requirements for licensing.
Children and their parents/whānau are increasingly developing a sense of ownership and belonging at the centre. The spacious outdoor area offers scope for exploration and discovery in a natural environment and there are appropriate resources available for children. Indoors, children have the opportunity to play games, enjoy stories and puzzles, and engage in creative activities.
The Thames Valley/Coromandel Playcentre Association aims to promote parent membership and provides policies and procedures to support centre operations. At the time of this ERO review the association was in the process of considering changes to the governance and management structure of the organisation. This is likely to present an opportunity for further review and improvement to communication and support for centres. The liaison officer visits regularly to monitor compliance, provide feedback about centre practices, and is establishing more positive relationships with centre leadership and parents.
A challenge for this centre is its isolated location and the distance needed to travel to attend meetings and association workshops. A small number of parents are working towards making a positive difference. However, there is still much work to be done to bring the centre up to the standard required to ensure that children and their families learn and play in a high quality learning environment. The centre and ERO agreed that external support would be beneficial for the playcentre to change and improve centre operations.
Centre members and ERO acknowledge the need to:
foster parent education and understanding of playcentre practices and expectations
grow parent confidence in developing high quality learning interactions, planning and assessment practice that reflects current best practice in early childhood education
continue to develop the confidence of centre members to include aspects of Māori culture and language in the centre programme
develop a strategic and annual plan, and establish robust self-review processes to bring about improvement.
Before the review, the staff and management of Whitianga 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
ERO identified areas of non-compliance relating to management, leadership and self-review as follows:
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 Whitianga Playcentre will be within two years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
13 October 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 |
Whitianga, Waikato |
|
|
Ministry of Education profile number |
32016 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
27 children, including up to 12 aged under 2 |
|
|
Service roll |
28 |
|
|
Gender composition |
Girls 15 Boys 13 |
|
|
Ethnic composition |
Māori Pākehā Other |
3 21 4 |
|
Review team on site |
August 2016 |
|
|
Date of this report |
13 October 2016 |
|
|
Most recent ERO report(s) |
Education Review |
May 2013 |
|
Education Review |
May 2010 |
|
|
Education Review |
June 2007 |
|
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.