Windy Ridge Playcentre

Education institution number:
22058
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

21A Tamahere Drive, Glenfield, Auckland

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1 Evaluation of Windy Ridge Playcentre

How well placed is Windy Ridge 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

Windy Ridge Playcentre, Glenfield, is a well-established service providing high quality early childhood learning opportunities for children. The centre offers four sessions per week for up to 30 children, including 15 under two years of age.

The Playcentre is governed and managed cooperatively by centre members, who support each other in their parenting and educator roles. Centre practices are based on the Playcentre philosophy of families learning and growing together.

ERO’s 2013 evaluation identified good quality practices, and these practices remain. Centre leaders have shown a strong commitment to continuing to improve areas for development noted in the last report.

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 training programmes for parents/whānau to achieve Playcentre qualifications.

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

The Review Findings

Respectful reciprocal relationships between adults and children contribute to the children's emotional wellbeing and sense of belonging. Children are confident, articulate and curious. They make choices and initiate their own learning experiences in a calm and well-resourced environment. Children’s play is busy and purposeful. They engage in a wide variety of learning experiences, often for long periods of sustained play.

Children play cooperatively with each other and are inclusive of younger children. Infants and toddlers are well provided for in the centre. They show confidence in well-considered spaces that support their development.

The programme is highly responsive to children's learning. Members value child-initiated play. They respond to children's strengths and interests by offering provocations for inquiry and investigation. Supportive adults listen to children's ideas, encouraging them to problem solve and try new ideas. Children’s independence is fostered. These good practices are promoting complex learning experiences.

Experienced and newer members work together to ensure the sustainability of quality teaching and learning practices. Continuing to enrich learning opportunities for children is a priority. Assessment and internal evaluation practices have been strengthened.

The centre programme is guided by Te Whāriki, the early childhood curriculum. Children are viewed as capable and competent learners. Appropriate literacy, numeracy and science skills are embedded in the programme to help children make a positive transition to school. Members make good use of programme evaluation to extend children's learning. Well-presented portfolios illustrate children's learning journeys.

Regional leaders have a strong commitment to Te Tiriti o Waitangi. They are building links with local kaumatua and promote bicultural partnerships. Whānau Māori are invited to join Te Roopu Ngātahi o Puāwai. The inclusion of te reo and tikanga Māori is an integral part of centre practices that affirm Māori children’s cultural identity.

Children’s cultures and home languages are valued and celebrated. Members ensure they foster language and communication skills with children.

Effective leadership is a prominent feature of the centre. Centre members work collaboratively to promote a strong team culture to grow future leadership. Professional learning opportunities build the knowledge and capabilities of newer members. Focused and purposeful internal evaluation contributes to ongoing improvement and sustainability.

The regional structure is replacing individual Playcentre Associations. Newly appointed regional personnel are making very good progress to establish 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

To enhance existing high quality practice, centre managers agree that members could continue to:

  • model and lead effective practice for new members and share this with other centres

  • embed current effective practice including the promotion of children's identity, culture and language.

Management Assurance on Legal Requirements

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

8 June 2018

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

Glenfield, Auckland

Ministry of Education profile number

22058

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

22

Gender composition

Boys 14 Girls 8

Ethnic composition

Māori
Pākehā
Indian
Sri Lankan
Chinese

2
11
5
3
1

Reported ratios of staff to children

Under 2

1:1

Meets minimum requirements

Over 2

1:4

Meets minimum requirements

Review team on site

March 2018

Date of this report

8 June 2018

Most recent ERO report(s)

Education Review

November 2013

Education Review

September 2010

Education Review

December 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 Windy Ridge Playcentre

How well placed is Windy Ridge 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

Windy Ridge Playcentre provides for up to 30 children and their families. The playcentre is cooperatively managed and families who are members implement the programmes for children. Centre practices are based on the playcentre philosophy of families learning and growing together. The centre offers three family sessions each week and a ‘Big Kids’ session for older children. A paid co-ordinator is employed to lead this session.

Good quality practices identified in ERO’s 2010 report remain evident. In the past three years, a group of experienced and newer members have worked together to further improve the quality of teaching and learning, curriculum implementation and long-term planning.

The playcentre operates as part of the North Shore Playcentre Association, an 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.

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

The Review Findings

Children are regularly involved in meaningful and sustained play. The play centre’s tone is calm and settled. Infants and toddlers are encouraged to explore and make decisions and have free access to a well-resourced environment. Older children have frequent opportunities to play cooperatively with each other and to express their thoughts and ideas. Respectful and reciprocal relationships between adults and children are a feature of the programme and provide a strong foundation for children’s learning.

Centre members use effective teaching approaches and skilfully work alongside children. Experienced members model high quality practices and support newer members to develop their understandings. As a result of these good practices, children are engaged in complex play and empowered to take responsibility for their learning.

The playcentre’s curriculum is guided by Te Whāriki, the New Zealand early childhood curriculum and the belief that children are capable and competent learners. Members have a sound knowledge of a play- based curriculum that is highly responsive to children’s emerging interests. They work together, contributing their ideas and interests to enrich children’s experiences. Members document children’s learning in well presented and easily accessible individual portfolios.

The centre is effectively managed. Members work collaboratively to promote a high level of engagement and belief in the centre’s vision. They are regularly involved in playcentre training. Established mentoring and ‘buddy’ systems have resulted in a confident group of members who are strategic and reflective in their approach to centre development. Focused and purposeful self review contributes to a culture of ongoing improvement and sustainability.

A bicultural partnership with whānau Māori is evident in association operations. The management team have a strong commitment to Te Tiriti o Waitangi and to building both adults’ and children’s familiarity with te reo and tikanga Māori. Members at Windy Ridge Playcentre plan to review how they could further support tamariki Māori and their whānau to experience belonging and success at the centre.

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 Association provides effective support to help Windy Ridge Playcentre remain very well placed to provide positive learning outcomes for children. Members particularly appreciate the support and guidance provided by the field officer.

Key Next Steps

To enhance existing high quality practices, ERO and centre members agree that members could:

  • continue to strengthen their focus on children’s learning in assessment and self-review records
  • follow up on identified next steps to extend children’s learning and show their progress over time.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services Northern Region

25 November 2013

2 Information about the Early Childhood Service

Location

Glenfield, Auckland

Ministry of Education profile number

22058

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

22

Gender composition

Boys 13

Girls 9

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

other ethnicities

2

11

2

2

5

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:4

Better than minimum requirements

Review team on site

August 2013

Date of this report

25 November 2013

Most recent ERO report(s)

Education Review

September 2010

 

Education Review

December 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.