Greenhithe Playcentre

Education institution number:
22041
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

15 A Greenhithe Road, Greenhithe, Auckland

View on map

1 Evaluation of Greenhithe Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

Greenhithe Playcentre is well placed to promote positive learning outcomes for children.

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

Background

Greenhithe Playcentre operates as a parent cooperative and is licensed for 30 children, including 15 children under two years of age. The centre offers four sessions a week. Most children attend two or three sessions. Greenhithe Playcentre celebrated its 50th anniversary in 2018.

Programmes for children are guided by by the Playcentre philosophy of parents and children playing and learning together. The centre's philosophy focuses on children's learning, nurturing caregivers, and maintaining a balance between centre commitments and the members' wellbeing.

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 children. Playcentre personnel also provide adult education programmes for parents/whānau to achieve Playcentre qualifications.

Since the 2014 ERO evaluation all centre members are new. Current centre members have focused on building membership numbers and increasing new members' qualifications. New members are committed to increase their Playcentre qualification levels.

This review is one of 12 in the Northern North Island Playcentre Region.

The Review Findings

Children at Greenhithe Playcentre are happy, confident and articulate learners. They have a strong sense of wellbeing and show pride in being part of their centre. Children and adults benefit from a family-friendly approach and an environment that welcomes children and their whānau. Children develop positive relationships and friendships with their peers and adults.

Children enjoy opportunities for collaborative, independent and imaginative play. They learn in mixed-age groups. The spacious outdoor environment provides ample room for children to explore, and take risks to direct their own learning. The indoor environment is creatively presented, and provides a very good range of learning resources.

Children have opportunities to learn te reo Māori through waiata, poi and events. The inside environment's resources and wall displays reflect centre members' commitment to bicultural practices.

Good processes are in place to help adults improve programme planning, assessment and evaluation that is linked to Te Whāriki, the early childhood curriculum. A deliberate focus on individual learning experiences is recorded at the end of each session. Children's portfolios provide a valued record of children's learning. Newer centre members are well supported to build their knowledge and understanding in recording children’s learning progress. Parents could further their use of questioning skills to extend the complexity of play for children over time.

The centre is well led by a group of committed and enthusiastic centre members. Experienced parents/whānau provide mentoring and professional internal support for newer members. Emergent leadership is encouraged and members work collaboratively.

An annual plan successfully guides centre direction and key focus areas. Centre members use a useful framework to guide their internal evaluation. To strengthen internal evaluation, members could record how internal evaluation has improved outcomes for children.

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 children, adult education levels, and health and safety requirements.

Key Next Steps

Next steps for centre members are to:

  • further develop evaluative thinking in internal evaluations and to include resulting improved outcomes for children’s learning

  • review the centre's philosophy to recognise bicultural practices and reflect centre members' increasingly diverse cultural backgrounds

  • implement strategic goals for ongoing improvement that align with the annual plan.

The Northern North Island Playcentre regional manager (acting) and support personnel agree that key next steps include:

  • implementing and embedding the revised Playcentre adult education programme

  • establishing a framework to evaluate the effectiveness of centre support systems, roles and processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenhithe 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

21 March 2019

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

Greenhithe, Auckland

Ministry of Education profile number

22041

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

21

Gender composition

Boys 15 Girls 6

Ethnic composition

Māori
Pākehā
other ethnic groups

2
12
7

Review team on site

November 2018

Date of this report

21 March 2019

Most recent ERO report(s)

Education Review

March 2014

Education Review

December 2010

Education Review

August 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 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.

1 Evaluation of Greenhithe Playcentre

How well placed is Greenhithe 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

Greenhithe Playcentre is a well established centre that runs as a parent co-operative. The centre practices are based on playcentre philosophy of families learning and growing together. The centre is open for five sessions per week and caters for children from birth to school age. Since the 2010 ERO report, the old Greenhithe Playcentre building has been replaced with a purpose-built facility, the outdoor play area has been remodelled, and centre resources have been upgraded.

The playcentre is part of a very vibrant community in Greenhithe. It is an active part of the education network that includes the local school. There have been times when children from diverse cultures have attended, with the current role comprising mainly those of New Zealand European ethnicity. The members are developing their understanding about children’s cultural backgrounds and how to share and promote these in the programme to affirm and celebrate diversity. Both men and women members are involved in the operation of the playcentre and have opportunities for leadership.

The centre operates as part of the North Shore Playcentre Association. The association is the umbrella organisation for 21 playcentres situated in North Auckland. Many of these centres are semi-rural. The association manages and distributes funding to the centres and provides a training programme for parents/whānau to achieve playcentre qualifications. It also has good systems to support centre members to manage the playcentres and to provide educational programmes for children. The association is currently reviewing many aspects of its operations to help reduce the administrative workload for its members.

This review was part of a cluster of seven reviews in the North Shore Playcentre Association.

The Review Findings

Greenhithe Playcentre is very well placed to promote positive learning outcomes for children. The centre has a dedicated group of members who are committed to maintaining ongoing learning through course training and workshops. This knowledge enables them to provide a high quality child-focused programme that effectively meets the learning needs of children and the aspirations of parents. Course three qualifications are promoted as a long-term goal to raise the quality of sessions, and to retain members’ interest and involvement in the playcentre.

Children are engaged and settled in the programme. They are co-operative and imaginative in their play. Well developed language and social skills enable them to interact capably with adults and with each other. Interactions are at the children’s pace and are focused on extending their interests. Opportunities are provided for children to develop their thinking and problem-solving skills. Centre members work skilfully alongside children encouraging their independence and providing practical support as needed. Children’s ideas are respected and incorporated into programmes.

The learning environment is richly resourced and provides a wide range of indoor and outdoor experiences for children to enjoy. The complexity of equipment and the layout of the learning environment allow members to offer programmes that challenge infants, toddlers and older children’s learning.

Biculturalism is also evident in the programme and is reflected in displays, resources and activities that value Māori culture. A bicultural partnership with Māori whānau is evident in association operations. The management team has a strong commitment to Te Tiriti o Waitangi and to building both adults’ and children’s familiarity with te reo and tikanga Māori. Over time programmes have been developed to celebrate the various cultures, values and languages of children who have attended.

Members have consistent input into planning a useful curriculum based on what they collectively observe of children’s interests during sessions. Regular evaluation of the quality of sessional and term planning enables the continuity of group and individual learning opportunities. Ongoing LEAP (learning, evaluation, assessment and planning) meetings have ensured that the curriculum is extended from one session to the next, providing continuity of learning for children.

There has been a successful focus on retaining four year old children’s attendance at playcentre. ‘Big Kids’ sessions, designed to extend children’s development, give older children opportunities to interact with their own age group and prepare for them for their transition to school. Members have established meaningful relationships with the local school and some neighbouring schools. Graduation traditions provide children with a sense of anticipation and celebration around progressing to the next stage of learning as they prepare to go to school.

Self review was identified as being well established and comprehensive in the 2010 ERO report. Since that time self-review processes have continued to be practised. However, current members have just begun to document these self-review processes more consistently. The establishment of a comprehensive self review folder could now be used to help maintain and improve practices over time.

The association management team takes responsibility for specific tasks relating to the function of the association. Management team members are committed to and enthusiastic about their involvement in playcentre. They actively foster emergent leadership to help sustain the association and demonstrate the professional leadership necessary to help the association respond to change, make decisions and manage issues as they arise. The North Shore Playcentre Association provides effective support to help this playcentre remain well placed to provide positive learning outcomes for children.

Key Next Steps

ERO and centre members agree that members should continue to consider how to best sustain centre knowledge and practices across the new playcentre team.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenhithe 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 Greenhithe Playcentre will be in four years.

Dale Bailey

National Manager Review Services Northern Region

7 March 2014

2 Information about the Early Childhood Service

Location

Greenhithe, Auckland

Ministry of Education profile number

22041

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

32

Gender composition

Girls 18

Boys 14

Ethnic composition

Māori

NZ European/Pākehā

Other

1

23

8

Review team on site

October 2013

Date of this report

7 March 2014

Most recent ERO report(s)

Education Review

December 2010

 

Education Review

August 2007

 

Education Review

June 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.