4/8 Auburn Street, Takapuna, Auckland
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.
Takapuna Playcentre is a family cooperative. It is licensed for 30 children, including up to 15 under two years of age. The centre offers five mixed-age sessions each week in a building with large well maintained grounds adjacent to an urban council reserve.
Centre practices are based on Playcentre's philosophy of families learning together. The philosophy affirms parents as valued and best educators of their children. Sessions are guided by Te Whāriki, the early childhood curriculum, and a commitment to Te Tiriti o Waitangi. There is an expectation that te reo Māori will be used during the session.
The centre is one of 21 in the North Shore Playcentre Association. The Association provides a management and policy framework, and centre support personnel. Playcentre Aotearoa is in the process of a national restructure and the North Shore Association is now part of Playcentre's northern region. A new regional manager has been appointed, and support personnel roles and expectations are currently being confirmed.
Since the 2014 ERO report centre members have reviewed their documentation of children’s learning, and have implemented new planning and evaluation processes. They have improved learning environments and improved children's access to resources. Most centre members are currently enrolled in Playcentre training courses.
This review was part of a cluster of six reviews in the North Shore Playcentre Association.
Children are confident, independent learners. They have a strong sense of belonging and ownership in the centre. Their creativity, imagination and curiosity are nurtured with sensitive adult support. Children show kindness and respect for others, are eager to learn and have fun. Their communication skills are well supported by adults, and the home languages of families from diverse backgrounds are valued. Children are capable learners with good social skills and self-esteem.
Children are well supported to learn through play in this well-resourced and attractive environment. Parents/whānau organise play areas to stimulate and sustain children's play and ensure that children of all ages can participate in a wide variety of learning experiences. The landscaped outside area provides good opportunities for physical challenge, exploration and investigation. There is a relaxed and welcoming tone in the centre.
Centre members are supportive of each other in the care and education of the children. Both adults and children demonstrate a joy in learning and sharing achievements. Children play cooperatively, show care and patience for younger children and have leadership opportunities. Infants are nurtured and relaxed, and toddlers can explore freely, and are reassured when needed. Older children are well supported as they transition to school.
Parents/whānau provide a play based programme that strongly reflects the Playcentre philosophy and is underpinned by Te Whāriki. They integrate literacy, numeracy and science in meaningful ways and regularly evaluate the programme.
There are good planning systems to guide the programme. Experienced centre members support newer members to discuss and document how children’s strengths and interests inform programmes. A variety of adults contribute to children’s individual assessment portfolios, which are used to revisit children’s learning and development.
Warm and responsive relationships between families contribute to the centre’s strong sense of shared purpose. The mutual trust that adults have supports them in parenting and educating their children. Centre members have high levels of interest and involvement in Playcentre training with a clear commitment to taking an active role in the operation of the centre.
Members’ contributions are valued and emergent leadership is encouraged. Experienced members share their knowledge and expertise with newer families. Their increasing knowledge about, and use of internal evaluation, supports a proactive approach to continuous improvement. A recent focus on science has resulted in its natural integration in all areas of the centre.
Centre members are strong advocates for children's rights, and they believe all children have individual strengths. They promote equity and inclusion for children with additional needs. Centre members are aware of and promote children's emotional and physical wellbeing in a child-focused programme.
The Association management team has strong commitment to Te Tiriti o Waitangi and to having a bicultural partnership with Māori whānau. This commitment is evident in Association operations and in centre support. Centres can access funding to help them build confidence with bicultural practices. Whānau Māori are invited to join Roopu Mahi Ngātahi o Puāwai. Centre members include te reo and tikanga Māori through the programme and are keen to strengthen their bicultural practices.
The Association currently has effective governance and management practices. A voluntary executive committee takes responsibility for specific management and centre support tasks. Good systems help them to monitor the quality of programmes, adult education levels, and health and safety requirements. The management team provides professional leadership to help centres respond to changes, particularly as they transition to the new national and regional structure.
Key next steps for centre members are to:
develop records that more clearly reflect the depth of children’s thinking and continuity of learning
strengthen internal evaluation to more clearly focus on improving outcomes for children
strengthen bicultural practices and enhance the integration of te ao Māori through the programme
explore further opportunities for child leadership.
Before the review, the staff and management of Takapuna 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.
The next ERO review of Takapuna Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
17 November 2017
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 |
Takapuna, Auckland |
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Ministry of Education profile number |
22051 |
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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 |
30 children, including up to 15 aged under 2 |
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Service roll |
28 |
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Gender composition |
Girls 18 Boys 10 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
Parent led |
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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 |
September 2017 |
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Date of this report |
17 November 2017 |
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Most recent ERO report(s) |
Education Review |
October 2013 |
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|
Education Review |
September 2007 |
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Education Review |
May 2004 |
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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.
Takapuna Playcentre operates as a parent cooperative within the North Shore Playcentre Association. The playcentre is licensed for 30 children including 15 up to two years. The centre offers four family sessions each week for parents, and children of mixed ages, and one session a week for older children. The playcentre operates from a building on an urban council reserve. The well-maintained grounds provide children with many opportunities for exploration and play.
The North Shore Playcentre Association is the umbrella organisation for twenty one playcentres situated in North Auckland. Many of these centres are semi-rural. The Association manages and distributes centres’ funding 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.
The 2010 ERO report identified many positive aspects of the centre operations that continue to be evident. The report also identified some aspects of programme evaluation that could be improved. Good progress has been made in these areas.
This review was part of a cluster of twelve playcentre reviews in the North Shore Playcentre Association.
Children interact positively and confidently with each other and with adults. They benefit from respectful and responsive relationships with parents during sessions. Their strong sense of belonging in this centre is reinforced by displays of their art. Centre parents support children to direct their own learning. They value conversations with children and genuinely listen to their ideas. Parents share the responsibility and opportunities to engage with all children.
Centre parents welcome the increasingly cultural diversity of the playcentre’s families. They find opportunities to learn about each others’ languages and identities during sessions. Parents are encouraged to converse and record narratives for children’s portfolios in their home language. Parents’ strong support for each other extends beyond playcentre.
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. Centre parents work together to promote New Zealand’s bicultural heritage. They support each other to build their confidence in using te reo Māori with children. Appropriate tikanga Māori practices enrich the centre’s programme.
Centre parents have developed effective systems to monitor and maintain planning and assessment practices. They regularly update and share information about their own child’s current interests and learning priorities. Parents record narratives for their own and other people’s children that capture the child’s interests, learning and participation in the programme.
Centre leaders share responsibility for centre management and organisation with other parents. They provide good information, mentoring and support to parents who are new to playcentre.
Centre leaders use self review well to support ongoing improvement in the centre. They monitor their progress towards goals in relation to the annual plan. Centre leaders ensure parents have the opportunity to contribute to self review. They also network with other centres to help them make informed decisions.
The Association management team takes responsibility for specific tasks relating to the function of the Association. They are committed to and enthusiastic about their involvement in playcentre and actively foster emergent leadership to help sustain the association. The management team demonstrates 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.
Centre parents are committed to the ongoing improvement of the playcentre. They have identified the need to further involve families through social events. Some useful next steps for centre parents could be to:
Before the review, the staff and management of Takapuna 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:
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 Takapuna Playcentre will be in three years.
Dale Bailey
National Manager Review Services Northern Region
31 October 2013
|
Location |
Takapuna, Auckland |
||
|
Ministry of Education profile number |
22051 |
||
|
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 |
38 |
||
|
Gender composition |
Girls 24 Boys 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Samoan Korean Indian other European |
5 18 5 2 2 1 5 |
|
|
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 2013 |
||
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Date of this report |
31 October 2013 |
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Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
September 2010 |
|
|
Education Review |
September 2007 |
||
|
Education Review |
May 2004 |
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.