64 Wood Street, Wainuiomata, Lower Hutt
View on mapWood Hatton Playcentre
Wood Hatton Playcentre - 27/02/2020
1 Evaluation of Wood Hatton Playcentre
How well placed is Wood Hatton Playcentre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Wood Hatton Playcentre is well placed to promote positive learning outcomes for children.
Background
Wood Hatton Playcentre is one of 17 playcentres in the Hutt Valley region. The service operates for four sessions each week and is licensed for 26 children, including up to 15 aged up to two years. Of the total roll of 21, five children were Māori and four of Pacific heritage.
At the time of the April 2016 ERO review, the centre was one of 17 administered by the Hutt Playcentre Association, under the umbrella of The New Zealand Playcentre Federation Inc. In June 2019, the 32 associations nationwide amalgamated into one new entity, a charitable trust called Playcentre Aotearoa. Hutt Valley playcentres are now managed as part of a regional hub (the organisation) within the new entity.
Centre support workers (CSW), employed by the organisation, regularly visit the playcentres and provide professional advice and feedback to strengthen the programme for children. A centre administrator (CA) works with parents and caregivers (members) to support compliance with regulations. Day-to-day management is the role of centre-elected office holders. A session facilitator, with recognised levels of training, provides ongoing support for the implementation of the daily programme.
Playcentre philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning.
The previous ERO report identified areas for improvement. These included assessment, appraisal and internal evaluation. Progress is evident.
This review was one of eight in Playcentre Aotearoa, Hutt Valley region.
The Review Findings
Children are well supported to be confident, independent and socially competent. Older learners play well with their friends and show care in their interactions with younger children. Infants and toddlers benefit from calm and responsive relationships with adults and peers. Excursions into native bush areas, the neighbourhood and beyond extend the curriculum. Children are supported through meaningful experiences to see themselves as kaitiaki, guardians of the land. A positive learning environment is evident.
Members take a collective approach to supporting children's learning and wellbeing. They responsively offer engaging experiences, resources, encouragement and affirmations. All children are offered plentiful opportunities to make choices about their day and play. The child-led philosophy is strongly evident in the programme. Members should now consider how they can use their sound knowledge of individual children's interests as a platform for more purposefully extending their learning, through meaningful, challenging experiences and interactions.
A key feature is the rich bicultural programme. Children are confident to respond to te reo Māori within everyday conversations. Members take personal responsibility for growing their language capability and ensure it is continually modelled in practice. Centre resources, displays and daily routines celebrate and integrate te ao Māori. Opportunities for children to engage with iwi, marae, te reo me ngā tikanga Māori are also offered within regular, meaningful excursions. Positive outcomes from this learning are evident for all children.
Members are considering ways to better acknowledge Pacific cultures and languages in the daily programme. ERO's evaluation supports this as a useful next step to enhance practice.
Members know all children well, and regularly document the engaging experiences they provide to support their interests. Attentive observations and assessment records provide good information about children's skills and progress, including those with diverse learning needs. Assessment, planning and evaluation should be strengthened, to focus more on extending children’s learning characteristics, rather than their participation in activities. Parent aspirations and cultural information should be more strongly acknowledged. Exploring the goals of Te Whāriki, the early childhood curriculum, and considering how these could guide planning for ‘where to next’ for children, would be a useful first step.
Collaborative internal evaluation processes are becoming embedded in centre practice, with organisation support and guidance. ERO and leaders agree that this is an area for ongoing development. The process would benefit from an increased focus on measurable success indicators, based on positive learning outcomes for children. This would better enable members to know how well their practices support children's learning.
Playcentre members work well together. They take a distributed approach to leadership, completion of tasks and meeting responsibilities. Decision making is well considered and collaborative. New members are supported with inclusive practices. A shared focus on promoting positive outcomes for children and families is clearly evident.
The CSW works collaboratively to support centre members in their roles. She offers useful guidance, support and encouragement to foster members’ understanding and engagement. At times, written feedback does not include sufficient detail about next steps to strengthen centre practices. The organisation should establish consistent reporting expectations, with a particular focus on progressing the next steps outlined in this ERO report and monitoring necessary improvements.
Across the organisation, children and their families would benefit from increased clarity around how to identify and support children with diverse learning needs, including speech and language. This should involve timely information-sharing and guidance for all playcentres.
The restructure of Playcentre operation is being carefully worked through to support a new and more sustainable future for the organisation. The regional office provides a range of support for centres. Regional leaders agree that key next steps are to embed the recently reviewed policy framework and appraisal systems.
Key Next Steps
Organisation leaders should prioritise support for Wood Hatton Playcentre members in the following areas:
-
focusing assessment, planning and evaluation on deliberately extending children’s learning
-
using measurable, child-focused success indicators in internal evaluation
-
embedding new policies and procedures, including appraisal, in centre practice.
In addition, the organisation should:
-
establish clear and consistent practices for providing challenging feedback to centres, focusing on priority improvement areas
-
ensure that centres receive clear, useful and timely guidance around identification and support strategies for children with diverse learning needs.
Management Assurance on Legal Requirements
Before the review, the staff and management of Wood Hatton 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:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
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.
To improve practice, members with support from the organisation should:
- create a detailed written procedure that outlines how risks related to open fires will be managed, at the playcentre and on excursions
- document the annual emergency plan reviews.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
27 February 2020
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Lower Hutt |
||
Ministry of Education profile number |
60029 |
||
Licence type |
Playcentre |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
26 children, including up to 15 aged under 2 |
||
Service roll |
21 |
||
Gender composition |
Female 12, Male 9 |
||
Ethnic composition |
Māori NZ European/Pākehā Pacific |
5 12 4 |
|
Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
Over 2 |
1:5 |
Better than minimum requirements |
|
Review team on site |
November 2019 |
||
Date of this report |
27 February 2020 |
||
Most recent ERO report(s) |
Education Review |
April 2016 |
|
Education Review |
September 2013 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement
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.
Review Coverage
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.
Wood Hatton Playcentre - 14/04/2016
1 Evaluation of Woodhatton Playcentre
How well placed is Woodhatton Playcentre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Woodhatton Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Woodhatton Playcentre is one of 17 centres administered by the Lower Hutt Playcentre Association (the association). The association is made up of elected volunteer representatives from its member centres. It provides the parent committee at Woodhatton with governance and management support. A kaitautoko, a centre support person employed by the association to provide guidance.
The playcentre is licensed to provide mixed age sessional education and care for 26 children three days a week. This includes 15 children up to the age of two. Many young children attend the service regularly.
Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold playcentre training certificates. When necessary they employ a supervisor with the level of training that meets the legislative requirements for group supervision.
Almost all centre members are involved in the adult education training programme provided by the association.
Use of equity funding enables centre members to provide daily morning tea and to minimise expenses for trips. A recent focus on purchasing more appropriate resources has had a positive impact, especially on the youngest children.
The service and the association have a positive reporting history with ERO. Effective centre practice, identified in the September 2013 ERO report, has been sustained.
This review was part of a cluster of eight services in the Hutt Playcentre Association.
The Review Findings
Children's active exploration through play and their learning is well supported by attentive parent educators. Respectful relationships positively contribute to children's strong sense of belonging.
The service's philosophy strongly reflects playcentre philosophy of parent led education, learning through play and the principles and strands of Te Whariki, the early childhood curriculum. A culture of care, respect and shared responsibility for leading children's play is evident.
Children participate enthusiastically in a varied range of planned and spontaneous curriculum activities. Adults' and children's interactions are respectful. Learners' growing independence and social development are carefully managed, promoting their wellbeing. The inclusion of te ao Māori and acknowledgement of all children's languages, cultures and identities continues to evolve.
Centre educators have reflective conversations about children that supports the development of learning stories, focused observations and well-considered planning.
A centre strength is provision for children aged up to two years. They are nurtured and well cared for by experienced adults that support other parents by modelling teaching strategies that benefit children.
The association is an improvement focused organisation committed to providing timely and relevant support for its centre members. The ERO's June 2013 reviews found the support provided at the centre level by kaitautoko was appreciated and supportive. ERO also recognised formalising this arrangement to promote a more effective approach to responding to the needs of individual centres was a next step for development. An evaluation of the effectiveness of changes to kaitautoko practice in improving outcomes for centre members and children is planned for.
Woodhatton members are enthusiastic participants who bring and share valuable skills and knowledge to their roles. This provides a positive platform for children's learning.
The previous ERO report identified that members should strengthen the approach to assessment, planning and evaluation. It also reported a need to further develop understanding and use of internal evaluation. The association should continue to support the centre to meet these expectations.
Key Next Steps
The association:
- must implement rigorous annual appraisal for the kaitautoko and identify professional development to support them in their leadership roles
- should build kaitautoko knowledge and capability to undertake effective internal evaluation. This should include a focus on providing centre members with evaluative feedback that assists them to further develop aspects of the curriculum and centre practice
- should support centre educators to extend conversations around educational success for Māori. This will better assist adults when planning programmes for Māori children.
Management Assurance on Legal Requirements
Before the review, the staff and management of Woodhatton 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:
- curriculum
- premises and facilities
- health and safety practices
- governance, management and administration.
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.
Action for compliance
ERO identified areas of non-compliance relating to governance and management practices. To meet requirements the service needs to improve its performance in the following area:
- fully implementing a system of regular appraisal
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Woodhatton Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
14 April 2016
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Wainuiomata, Lower Hutt |
||
Ministry of Education profile number |
60029 |
||
Licence type |
Playcentre |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
26 children, including up to 15 aged under 2 |
||
Service roll |
29 |
||
Gender composition |
Boys 15, Girls 14 |
||
Ethnic composition |
Māori |
8 |
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
Over 2 |
1:2 |
Better than minimum requirements |
|
Review team on site |
March 2016 |
||
Date of this report |
14 April 2016 |
||
Most recent ERO report(s) |
Education Review |
September 2013 |
|
Education Review |
July 2009 |
||
Education Review |
August 2006 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
ERO’s Overall Judgement and Next Review
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:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
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.