162 Coates Avenue, Orakei, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Playday (Orakei Presbyterian Church) are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Playday (Orakei Presbyterian Church) is owned by Orakei Presbyterian Church and is governed by a parent committee. A long-standing, qualified centre manager and team leader work together to support a small teaching team. Several children enrolled identify as Māori.
Teachers have established reciprocal relationships with children, parents, and whānau that are responsive and respectful. They support children in a mixed-age environment to develop caring and kind relationships with their peers and adults. Children are confident and have a strong sense of belonging at the service.
Intentionally designed and well-resourced learning environments support children to engage in meaningful play experiences. Teaching practices promote children’s independence and decision-making. Children’s interests, strengths and abilities inform the curriculum experiences provided. Individual children’s assessment documentation shows their learning in relation to the learning outcomes of Te Whāriki, the early childhood curriculum. This information is shared with parents and whānau.
Teacher practices are culturally responsive. They naturally weave basic words in te reo Māori and aspects of tikanga Māori, such as karakia, into their daily practices. Teachers are yet to localise the curriculum, including knowing about local iwi, the whenua and important places to Māori in the community.
Professional relationships between staff are collaborative. Relational trust supports improvement and decision-making. A professional growth cycle to help teachers improve their practice is yet to be implemented. Strong connections with local early childhood services and schools are evident.
Processes for internal evaluation and self-review have been established. A schedule is in place to review policies and procedures. Leaders must monitor compliance to ensure regulatory standards are maintained. Teachers are beginning to build a shared understanding about how internal evaluation can support ongoing improvement. Strategic goals prioritise close relationships with children, families and the community and this is reflective of the service’s philosophy. Leaders have yet to evaluate progress against these goals.
Playday (Orakei Presbyterian Church) will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Playday (Orakei Presbyterian Church) completed an ERO 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.
During the review, the service provided ERO with evidence to shows the following non-compliances have been addressed:
Patricia Davey
Director of Early Childhood Education (ECE)
22 April 2024
| Early Childhood Service Name: | Playday (Orakei Presbyterian Church) |
| Profile Number: | 20491 |
| Location: | Orakei, Auckland |
| Service type | Education and care service |
| Number licensed for | 25 children, including up to 5 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 16 |
| Review team on site | February 2024 |
| Date of this report | 22 April 2024 |
| Most recent ERO report(s) | Education Review, December 2019; Education Review, April 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Playday (Orakei Presbyterian Church) is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Playday (Orakei Presbyterian Church) is a non-profit community early learning centre that operates in the church hall. The centre is licensed for 25 children, including five up to the age of two years. A committee provides management support and direction for the service. It includes parent representatives, a nominated church member, the centre manager and head teacher.
The centre manager oversees the daily operations of the service. She is supported by the head teacher, one registered teacher and a teacher aide. Since the 2016 ERO review, new teaching staff have been appointed.
The centre's philosophy encourages strong family values. It aims to instil a positive sense of self for tamariki by nurturing each child's natural wonderment, fostering kindness and supporting socialisation in a fun play-based environment. The dual heritage of Aotearoa New Zealand is acknowledged and there is a commitment to the provision of holistic care, learning and wellbeing.
ERO's 2016 report noted positive relationships and connections with families over time, comprehensive and well-established self review, and good opportunities for children to hear and learn te reo Māori. These encouraging aspects are still very evident. ERO also identified areas for further development, including reviewing the philosophy, ensuring policies and procedures meet legal requirements, documenting programme planning more fully and developing the outdoor area. Good progress has been made with these next steps.
Children enjoy a nurturing and unhurried learning environment that is well resourced and provides opportunities for exploration and risk taking. Parents and whānau are openly welcomed into the centre. They engage in respectful relationships with staff and are part of their children's learning journey.
Children of all ages are caring, confident and engaged in their learning. They benefit from an environment that supports sustained, cooperative and imaginative play. Tuakana/teina approaches support children to learn at their own pace. Tamariki select and lead their learning across all play areas. They interact and converse in a friendly manner with each other and with adults.
Teaching practices are nurturing, respectful and inclusive. Adults work alongside children and offer some opportunities for complex play. Well-managed approaches are in place for children with additional needs. The manager and teachers carefully consider transitions for tamariki when they leave the centre.
The learning programme supports the integration of bicultural practices. Children also experience a programme that values cultural diversity through the celebration of annual events. The manager and head teacher agree that providing more open-ended resources would help to encourage children's creativity. They also acknowledge that showing children's learning development more clearly over time would strengthen children's assessment records.
The manager and staff adopt a collaborative team approach. A culture of ongoing improvement supports a new appraisal system and the reviewed centre philosophy. Centre-wide and individual teacher professional development makes good use of internal and external expertise.
The centre is well governed and managed. Good systems are in place to review policies and procedures. Strategic and annual plans align well with internal evaluation. The service is well placed to build on new initiatives and to ensure good practices are embedded and sustained.
Key next steps are to continue:
building effective teaching strategies to promote and document children's critical thinking
exploring ways to more deliberately weave individual children's language and cultural backgrounds through the learning programme and in their assessment records
strengthening internal evaluation by documenting evaluative thinking and positive learning outcomes for children.
Before the review, the staff and management of Playday (Orakei Presbyterian Church) 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
11 December 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.
|
Location |
Orakei, Auckland |
||
|
Ministry of Education profile number |
20491 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 5 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Girls 17 Boys 12 |
||
|
Ethnic composition |
NZ European/Pākehā |
25 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
October 2019 |
||
|
Date of this report |
11 December 2019 |
||
|
Most recent ERO report(s) |
Education Review |
April 2016 |
|
|
Education Review |
February 2013 |
||
|
Supplementary Review |
January 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:
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.
Playday (Orakei Presbyterian Church) is a well-established early learning centre that operates as a community service from the church hall. A committee, consisting of parents, church representatives, the centre manager and head teacher, provides management support and direction for the centre.
The centre has clearly identified its role in the community. It is licensed to provide education and care for 25 children, including five up to two years old. The centre operates between 9:00am and 1:30pm. The children play as a mixed age group. Most children who attend are up to four years of age and many of them transition to local kindergartens. Parents are encouraged to stay and participate in the programme alongside their children. A strong sense of community is evident.
The 2012 ERO report noted the positive learning environment for children and the good frameworks for programme planning and self review. These good practices continue to be evident. Areas for development included extending provision for older children, alignment of management documentation and appraisal. Progress has been made in these areas.
Children are settled and have a good sense of belonging. They make choices about their play and are well engaged. Respect for children is evident in the interactions between children and teachers. As a result there is a calm and busy tone in the centre.
Children and their teachers have warm and caring relationships. Teachers work together well to provide activities and opportunities for children to develop skills and learn together. They care for and nurture younger children. The short duration of sessions means that toddlers do not usually sleep at the centre.
Teachers have participated in professional development that has positively influenced their practice. They use their knowledge of individual children's stage of development to inform their programme planning. This approach has been helpful in providing learning opportunities for children in the mixed age group. Teachers record children's interests and their participation in the programme. Teachers continue to refine their planning so that it better meets the needs of the centre.
Children have good opportunities to hear and learn te reo Māori and waiata throughout the day and particularly at mat time. They participate enthusiastically. This good practice promotes bicultural understanding for all children.
Teachers share information with parents about the care and education of their child. Centre staff warmly engage with and support children's families. They sustain positive relationships and connections with families over time.
The indoor environment invites children to explore. Children freely access resources to support their play. Recent work on the outdoor area has improved facilities. Teachers could consider how the outdoor space can be further developed to provide learning opportunities for children.
Self review is comprehensive and well established. It is used in an ongoing way to support centre improvement. Parents and teachers provide good quality information to inform the review process.
In order to further promote positive outcomes for children, ERO and centre managers agree that next steps include:
reviewing the philosophy so that it acknowledges Te Tiriti o Waitangi and promotes the importance of bicultural practice for all children
ensuring that robust policies and procedures are developed and reviewed that meet legal requirements and provide good guidance for staff
finding ways to document programme planning that acknowledge the influence of both schema and children's individual interests
further developing the outdoor area so that it fosters children's curiosity and creativity.
Before the review, the staff and management of Playday (Orakei Presbyterian Church) 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.
The next ERO review of Playday (Orakei Presbyterian Church) will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 April 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 |
Orakei, Auckland |
||
|
Ministry of Education profile number |
20491 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 5 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Girls 22 Boys 16 |
||
|
Ethnic composition |
Māori Pākehā other |
2 32 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
20 April 2016 |
||
|
Most recent ERO report(s) |
Education Review |
February 2013 |
|
|
Supplementary Review |
January 2010 |
||
|
Supplementary Review |
December 2008 |
||
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.