Glendene Playcentre

Education institution number:
22002
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
18
Telephone:
Address:

Patts Avenue Reserve 7a Patts Avenue, Glendene, Auckland

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1 Evaluation of Glendene Playcentre

How well placed is Glendene Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Glendene Playcentre is a parent cooperative that offers five parent-led sessions each week for children from birth to school age. Four sessions are mixed-aged groups. An additional session for older children operates once a week. A SPACE programme for parents of children under a year old also operates in the building once a week.

Parents/whānau are committed to the Playcentre philosophy, which is based on child initiated play in a mixed-age setting. Parents are valued as first and best educators of their children. All members take on roles and responsibilities that contribute to the smooth running of the centre. Centre members respond well to the opportunities for emergent leadership that this organisational framework offers.

Since the 2013 ERO review centre members have made significant changes to the building and the outdoor play area. These have increased space for play and improved hygiene provisions. New safety matting has recently been laid under outdoor equipment. A new heating system and a carpeted area provide for infants and quiet activities. Many parents/whānau are involved in Playcentre training and willingly take on roles within the Playcentre.

The centre is part of the Te Akoranga Playcentre Association, which provides governance and management support for 11 centres in West Auckland. The Association provides adult education programmes to support parents/whānau to gain Playcentre qualifications that help them to manage their centres and support children's learning. Each centre is supported by Association personnel who monitor, support and contribute to centre management and operations.

Playcentre Aotearoa is in the process of a national restructure. A new regional manager has been appointed and centre support personnel will be appointed towards the end of 2017. The Association has placed an appropriate emphasis on supporting and strengthening individual centres, in preparation for the changes to come.

This review was part of a cluster of three reviews in the Te Akoranga Playcentre Association.

The Review Findings

Glendene Playcentre is well led and managed by the group of parents/whānau, who work closely together for the wellbeing of all. Children and their parents/whānau are settled and engaged in the friendly and supportive learning environment. Centre members are well organised, and ensure that thoughtful provocations for children's play are ready at the start of sessions. A range of attendance options offer opportunities for children to relate to all centre members.

Parents/whānau work together with children so that programmes reflect the Playcentre philosophy. Children play together in friendly groups or independently. Adults generate conversations with children to support their learning. They include literacy, science and mathematics in meaningful ways as children play. Experienced centre members, who are skilled at working closely with children, provide good models for newer members. They help to solve any difficulties between children through coaching children in social competence.

Children have good opportunities to hear and use te reo Māori. They sing waiata, participate in karakia before food, and respond positively to words and phrases in conversations. Centre members have a focus on including tikanga Māori in their practices. Cultural celebrations, that include important festivals for the diverse families attending the centre, help to generate team spirit and mutual understanding of tikanga.

Children up to two years of age are included in the programme. The new carpeted area provides well for infants who are not yet mobile. A range of suitable resources is available for those eager to explore. Older children, who also use this area, enjoy quiet story reading and peaceful conversations with adults. Children have access to a wide range of quality resources and materials to support their play.

Knowledgeable and resourceful parents/whānau record some high quality examples of assessment that helps them to plan for individual children. A comprehensive, shared plan for each term is displayed, and updated regularly to match children's emerging interests and their learning dispositions. This is a useful start to using a 'notice, recognise, and respond' framework for recording what adults know about children's learning. Some formalised evaluation supports informal review and promotes ongoing centre improvement

Te Akoranga Playcentre Association continues to provide a well organised, thoughtful management framework and appropriate policies, to help centre members to manage their centres. At present, the Association is using a well-considered plan to build centres' independence in their daily practice. This approach is balanced with providing additional administrative support that may be part of the new Playcentre Aotearoa framework.

Key Next Steps

Agreed next steps for centre members include:

  • using strategic goals to evaluate the programme at a deeper level

  • extending the planning cycle, and using models of good practice to support newer members.

It would be useful for new support personnel to more clearly record their conversations about suggested programme improvements, in their reports to centres.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glendene 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Glendene Playcentre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

10 November 2017

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

Glendene, Auckland

Ministry of Education profile number

22002

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

46

Gender composition

Girls 27 Boys 19

Ethnic composition

Māori
Pākehā
Indian
Samoan
other groups

9
23
3
3
8

Percentage of qualified teachers

Parent Led

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

August 2017

Date of this report

10 November 2017

Most recent ERO report(s)

Education Review

October 2013

Education Review

August 2010

Education Review

May 2007

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.

1 Evaluation of Glendene Playcentre

How well placed is Glendene Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Glendene Playcentre operates as a parent cooperative under the guidance and support of Te Akoranga Playcentre Association. The playcentre caters for up to 30 children, including up to 15 infants and toddlers. Children can attend from birth to 6 years of age. The centre is open for three morning sessions each week.

A key feature of playcentre is that children and parents learn alongside one another which promotes the philosophy of parents as first teachers. Centre practices reflect the aspirations stated in the playcentre’s philosophy.

Since the last ERO review the course qualification levels of members have increased. Members have been responsive to the recommendations noted in the 2010 ERO report.

The Review Findings

Children are generally settled and engaged in their play and demonstrate a sense of belonging in the centre. They interact positively with adults and with other children of all ages. Members provide opportunities for children to develop communication and language skills. Children are encouraged to develop confidence in making choices about their play.

Members are positive and encouraging in their interactions with children. They know children well and are responsive to their strengths and interests. Members actively support the development of children's imaginative play and literacy and numeracy within the contexts of play. Adults are continuing to develop their capability in helping to extend and sustain children's complex play.

Good systems are in place to identify children’s individual and group interests. Planning, assessment and evaluation focuses on children’s current learning and on the role of adults in supporting and extending ongoing learning. Bicultural practices and perspectives are evident in the programme and learning environment. Parents have made good use of professional development opportunities and more experienced members’ skills and knowledge to increase the group’s capability and confidence in this area. Further consideration could be given to how the cultures and languages of all families attending could be incorporated into programming.

A good range of activities are provided for children to choose from. Members are flexible in their use of the learning environment and resources to meet children’s interests and to provide them with challenge. Members are planning to further develop the spacious outdoor area to enhance the holistic programme. Centre leaders agree that it would be timely to more formally review how effectively programmes support children’s transition to school.

Members are continuing to develop a collaborative approach to managing the playcentre. Experienced members and office-holders encourage other members to continue their participation in higher levels of course training. They have accessed support from the playcentre association and other external professional development providers to strengthen the quality of teaching and learning practices. More experienced members are using strategies to grow the capability of newer members.

The playcentre’s operations and programmes are supported by clear and recently updated policies and procedures. In response to a recommendation in the 2010 ERO report members have undertaken intensive professional development on the use of self review for improvement and have created a good self-review model. An annual management plan provides a framework for decision making and ongoing development. It is timely to refine this plan to take into account immediate and longer term goals for the centre.

Key Next Steps

ERO and playcentre members agreed on key steps to support ongoing centre improvement and enhance sustainability. These key next steps are:

  • to further focus capability building with newer members on promoting quality learning interactions
  • to continue improving shared understandings around curriculum planning so that newer members can participate fully
  • embedding the use of the new self-review model in order to build the playcentre’s own capacity for ongoing improvement
  • improving strategic planning processes to include long term strategic goals and documentation of ongoing progress and specific outcomes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glendene 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.

ERO identified an area of non-compliance:

  • The service provider must ensure that safe-fall material in the outdoor environment meets absorbency requirements and is maintained or replaced [Early Childhood Services Regulations 2008, PF13 Outdoor Activity Space, Clause 45(1)(a)].

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Glendene Playcentre will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

7 October 2013

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

Glendene, Auckland

Ministry of Education profile number

22002

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

36

Gender composition

Boys 19

Girls 17

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

ther

10

17

4

2

3

Review team on site

August 2013

Date of this report

7 October 2013

Most recent ERO report(s)

Education Review

August 2010

 

Education Review

May 2007

 

Education Review

February 2004

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.