Omanaia Road, Omanaia
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.
Karatia Bilingual Playcentre operates as a parent cooperative and is licensed for 20 tamariki, including up to five aged under two years. All tamariki enrolled are of Māori descent, affiliated to Ngāti Hau and Ngāti Kaharau.
Programmes for tamariki are underpinned by the Playcentre philosophy of parents and tamariki playing and learning together. Karatia Playcentre has a commitment to biculturalism and this is woven through the curriculum. Te Tiriti o Waitangi is acknowledged as the founding document of Aotearoa.
The centre is part of the newly established Northern North Island Playcentre Region. Regional systems support centre members to manage their centres and to provide educational programmes for their tamariki. Playcentre personnel also provide training programmes for parents/whānau to achieve Playcentre qualifications.
ERO's 2016 report identified numerous areas for development including annual planning, internal evaluation, the learning environment, and the curriculum. There has been a very collaborative response from centre members to improve these aspects of practice.
This review was part of a cluster of 12 reviews in the Northern North Island Region.
Tamariki of all ages play together supporting tuakana/teina relationships. They choose from the resources available to sustain their play. Tamariki are settled and engaged.
Whānau know tamariki very well through intergenerational links. They follow the lead of the tamariki and support their developing independence. The inclusion of mātauranga Māori across the curriculum enhances the mana and wairua of tamariki Māori. Te ao Māori, te reo and tikanga Māori are strongly promoted. The centre's philosophy is evident in action and centre leaders model it well.
Playcentre training is increasing whānau knowledge of how tamariki learn. A behaviour guidance policy promotes respectful ways of guiding the behaviour of tamariki. Whānau could support each other to implement positive ways of responding to more challenging behaviours of tamariki. Some with higher levels of training are good role models for newer members.
Whānau discuss tamariki engagement and participation in the programme at the end of each session. This discussion is recorded and provides an opportunity for whānau to provide continuity between sessions and plan for more complex play and learning. There are good connections between the learning stories in children's individual portfolios and programme planning.
The centre's roll is increasing, supporting centre sustainability. Whānau have established strategic and annual plans that are improvement focused. Progress is monitored. Internal evaluation follows an effective process. This is currently being modelled by the centre support worker to drive improvements to the physical environment.
The regional structure is replacing individual Playcentre Associations. Newly appointed regional personnel are making good progress building on existing systems and establishing effective regional management structures for supporting centres. Centre support workers are guided by regional centre support coordinators. Systems are being developed for monitoring the quality of programmes for tamariki, adult education levels, and health and safety requirements.
Centre leaders agree that key next steps for improvement include:
strengthening the documentation of programme planning to enhance continuity between sessions and promote complexity of learning for tamariki
continuing to prioritise and develop resources for learning.
The regional manager (acting) and support personnel agree that key next steps include:
implementing and embedding the revised Playcentre training programme
establishing a framework to evaluate the effectiveness of centre support systems, roles and processes.
Before the review, the staff and management of Karatia Bilingual 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.
To improve practice, centre members should strengthen the documentation of risk management processes for excursions. Licensing Criteria for Early Childhood Education and Care Services 2008, HS17.
The next ERO review of Karatia Bilingual Playcentre will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
20 December 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.
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Location |
Omanaia, Northland |
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Ministry of Education profile number |
17146 |
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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 |
20 children, including up to 5 aged under 2 |
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Service roll |
12 |
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Gender composition |
Girls 7 Boys 5 |
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Ethnic composition |
Māori |
12 |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
November 2018 |
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Date of this report |
20 December 2018 |
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Most recent ERO report(s) |
Education Review |
September 2016 |
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|
Education Review |
June 2012 |
||
|
Education Review |
February 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:
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 |
ERO's findings that support this overall judgement are summarised below.
Karatia Bilingual Playcentre is situated next to Omanaia School in a small rural settlement, west of Kaikohe. Centre members provide family play sessions three mornings each week for up to 20 children aged from birth to five years.
The centre is part of the Mid Northland Playcentre Association, which provides a framework for centre management and also offers administration support. Association personnel lead Playcentre adult education courses for whānau. Five centre members, including the supervisor, have achieved Course 2 or 3 Playcentre qualifications. The supervisor leads the programme and supports whānau in running the centre.
Playcentre Aotearoa, the national organisation, is currently in the process of a comprehensive restructure. A regional hub will be established to provide governance, management and parent education support for Playcentres north of Auckland.
In its 2012 report on this centre ERO identified significant non-compliance and areas that needed improvement. ERO recommended that centre members work closely with the Association to address these concerns. In 2014 whānau were supported by a Playcentre adviser to improve provision for children. However, many aspects of centre operations still need to be addressed.
ERO has serious concerns about the quality of care and education provided for children in this centre.
There are some positive features. Children and adults have warm whānau relationships. Adults generally support children to play and have fun. There are some good examples of adults engaging children in learning activities, both inside and in the outdoor play area.
The learning environment and hygiene practices need significant improvement. Centre members should ensure that the centre is regularly and properly cleaned. They should review the resources provided and ensure that they are fit for purpose, accessible and appropriate for supporting children’s learning.
The programme does not provide sufficiently for children’s interests, strengths and abilities. Neither does it reflect a commitment to a bilingual programme. Assessment and planning, and adults’ efforts to promote children’s learning are not effective.
Over time, the supervisor has provided guidance for parents and grandparents who attend, and shown a good commitment to the kaupapa of Playcentre. The next step is for her to share roles and responsibilities with other centre members. There is also an urgent need to review how well training levels meet funding requirements for each session.
There is no planned approach to improvement. As centre members do not have strategic or annual plans to guide development, there has been limited progress. Effective self-review practices have not been established. Policies and procedures do not align with Association developments or recent legal requirements.
The Association has not provided sufficiently effective support to help centre members make sustainable improvements. The new regional manager and officers will need to consider the kind of support necessary to help members retain this community service.
Before the review, the staff and management of Karatia Bilingual 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 found significant areas of non-compliance in the service related to:
policies and procedures, especially in relation to the Vulnerable Children Act 2014
annual planning and a system of regular, improvement focused self review
meeting the training and attendance requirements for each funded session
the curriculum and learning environment
provision for children’s health and safety, including ensuring that there are adequate hand drying facilities available.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS3,9, GMA6, PF21; Education (ECS) Regulations 2008, 43(1a), 46, 47.
ERO recommends that the Ministry reassess the licence of Karatia Bilingual Playcentre. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Karatia Bilingual Playcentre will be in consultation with the Ministry of Education.
Graham Randell
Deputy Chief Review Officer Northern
19 September 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 |
Omanaia, Northland |
||
|
Ministry of Education profile number |
17146 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 5 aged under 2 |
||
|
Service roll |
15 |
||
|
Gender composition |
Girls 10 Boys 5 |
||
|
Ethnic composition |
Māori Pākehā |
13 2 |
|
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
|
Over 2 |
1:5 |
Meets minimum requirements |
|
|
Review team on site |
July 2016 |
||
|
Date of this report |
19 September 2016 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
February 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:
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.