Narrowneck Playcentre

Education institution number:
22045
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
20
Telephone:
Address:

22 Handley Avenue, Devonport, Auckland

View on map

1 Evaluation of Narrowneck Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Narrowneck Playcentre is a well-established centre and is run as a parent cooperative. The centre is open for four family sessions each week, and also offers a supervised Tamariki Nui - Big Kids session for older children. It caters for children from birth to school age.

Centre practices are based on the Playcentre philosophy of families learning and growing together. Sessions are guided by Te Whāriki, the early childhood curriculum, and a commitment to te Tiriti o Waitangi. The centre's philosophy values and promotes a rich, loving environment where children and adults are at their best.

Since the 2014 ERO report, centre members have continued to sustain good practices and offer rich learning opportunities for children. Effective parent/whānau leadership and support from Playcentre personnel contribute to the success of the centre and the ongoing high quality practice.

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.

This review was part of a cluster of 12 reviews in the Northern North Island Playcentre Region.

The Review Findings

Infants and toddlers are included well in the programme. They are settled and enjoy warm, nurturing relationships in a mixed-age setting. They are encouraged to make choices and are actively engaged in the programme.

Children are supported to become articulate, confident, capable learners. Adults are eager to engage with them and foster their curiosity and inquiry. Meaningful conversations build on children's ideas and enrich their oral language. Mathematics, literacy and science are developed in the context of play activities. Respectful, responsive relationships between children and parents/whānau contribute to children's sense of belonging and the calm tone of the centre. Children readily participate in sustained, purposeful play and have a positive attitude to learning.

Parents/whānau value child-initiated play. Children enjoy a wide range of learning experiences. Adults respond sensitively to children's ideas and interests by providing additional resources. They foster children's independence and self-help skills. Children's cognitive and social development is encouraged in a positive child-focused learning environment.

The Tamariki - Nui session provides support for four-year-old children as they prepare to transition on to school. There is a specific focus on perseverance, problem solving, leadership and community during these sessions.

The indoor environment and spacious outdoor spaces provide opportunities for imaginative and creative play, as well as supporting appropriate risk taking and physical development. The well-resourced and attractive environment provides good opportunities for physical challenge, investigations and exploration.

Centre members' commitment to embedding te ao Māori in the programme is highly evident. The inclusion of tikanga and te reo Māori is an integral part of centre practices and visual displays. Leaders are committed to building members' knowledge, capability and confidence in bicultural practices.

Highly effective systems for assessment are linked to 'noticing, recognising and responding'. Well placed learning stories encourage children to revisit their own and others' learning experiences. Children's individual assessment portfolios are highly valued as taonga and clearly show a child's individual learning journey. Multiple voices contribute to the children's portfolios.

Highly effective leadership is focused on sustaining quality practice, and providing a quality environment to enrich children's learning. Adults work together collaboratively. Centre members are committed to taking an active role in their children's learning and centre operations. Internal evaluation contributes to ongoing improvements in the centre.

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

A next step for centre members is to continue building on high quality practices through ongoing reflection and in-depth internal evaluation.

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 Narrowneck 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

28 February 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

Narrowneck, Auckland

Ministry of Education profile number

22045

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 25 aged under 2

Service roll

38

Gender composition

Boys 22 Girls 16

Ethnic composition

Māori
Pākehā
other ethnic groups

4
28
6

Review team on site

November 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review

March 2014

Education Review

October 2010

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 Narrowneck Playcentre

How well placed is Narrowneck 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

Narrowneck Playcentre is a well established centre that runs as a parent cooperative. The playcentre was established in 1974 and some current members came to the centre as children. Centre practices are based on the playcentre philosophy of families learning and growing together. The centre is open for family sessions four days a week and also offers one supervised extension session for older children. It caters for children from birth to school age.

Since the 2010 ERO report the centre has continued to renovate and improve the indoor and outdoor play areas in response to children’s interests and needs. Centre members have been involved in professional development to strengthen their self-review practices. They have reviewed and made changes to children’s assessment portfolios. They have also reflected on the structure of the ‘Big Kid’ sessions to ensure alignment with playcentre philosophy and the extra challenge wanted by centre members for their children. A feature of the centre is the strong sense of community. Effective parent leadership and association support contributes to the success of this centre.

The playcentre 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 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

Narrowneck Playcentre is very well placed to promote positive learning outcomes for children. An enthusiastic group of centre members are committed to providing a quality programme for their children based on playcentre philosophy and Te Whāriki, the early childhood curriculum. They engage in ongoing learning through course workshops and take turns at being responsible for key leadership and administrative roles. Several members also hold positions at Playcentre Association level.

Children and their families are welcomed into the centre. They settle quickly in the calm environment and engage in purposeful play with or alongside friends and family for long periods of time. Centre members work with children, nurturing their independence and sense of responsibility. Children have good social skills and enjoy positive relationships with other children and adults. Older children model for their younger peers through their play. Children have well developed language skills and confidently invite other children or adults into their play, or ask for additional resources.

Centre members use their considerable professional skills and hobbies to enhance the playcentre programme and environment. They have regular input into planning a programme that meets the needs of individual children and the aspirations of their parents and whānau. Children’s voice is a strength of the programme. Regular evaluation of the quality of sessional planning supports the continuity of group and individual learning opportunities. LEAP (learning, evaluation, assessment and planning) meetings help ensure that the curriculum is extended from one session to the next. Good communication between centre members promotes continuity between sessions and keeps families well informed.

Bicultural perspectives are evident in the programme and are reflected in displays, resources and activities that value Māori culture. Centre members and children are learning waiata and some te reo Māori words and phrases together. A bicultural partnership with Māori whānau is evident in association operations and embraced by the centre’s management team.

The playcentre is situated in an old villa. The building has been beautifully restored with the redesign of some features to provide interesting, creative spaces for the different areas of play. The indoor and outdoor areas are well resourced to encourage children to explore, investigate and engage in imaginative play.

In order to retain older children, the ‘Big Kids’ extension session has been reviewed to ensure it supports children’s transition into school well. Programmes are child initiated and are planned with input from children and their parents. These programmes are designed to extend children’s development, give older children opportunities to interact with their own age group and prepare them for transitioning into school. Most playcentre children now remain enrolled at the centre until they begin school.

Effective self-review strategies are guiding improvement and enabling centre members to manage change in a considered manner. Self review has been particularly well used to improve the environment and centre practices. Centre members have developed a personalised annual plan and mission statement for Narrowneck Playcentre to guide their practice.

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. This helps 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 very well placed to provide positive learning outcomes for children.

Key Next Steps

ERO and centre members agree that parents/whānau could continue to improve assessment practices and evaluation to show progress and continuity over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Narrowneck 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 Narrowneck 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

Narrowneck, Auckland

Ministry of Education profile number

22045

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 25 aged under 2

Service roll

46

Gender composition

Boys 23

Girls 23

Ethnic composition

Māori

NZ European/Pākehā

Other

2

40

4

Review team on site

October 2013

Date of this report

7 March 2014

Most recent ERO report(s)

Education Review

November 2010

 

Education Review

October 2007

 

Education Review

October 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.