Manukau Peninsula Playcentre

Education institution number:
25204
Service type:
Playcentre
Total roll:
9
Telephone:
Address:

2610 Awhitu Road, Matakawau, Waiuku

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Manukau Peninsula Playcentre - 15/08/2017

1 Evaluation of Manukau Peninsula Playcentre

How well placed is Manukau Peninsula 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

Manukau Peninsula Playcentre is a well-established, parent-led early childhood education service. It is situated half an hour northwest of Waiuku in a rural area of Awhitu Peninsula in Matakawau, adjacent to the local primary school. The playcentre offers three group sessions per week, one of these is led by a paid supervisor employed by the association. The playcentre caters for up to 30 children from birth to school age in a mixed-age setting. The current roll is 29, five of whom identify as Māori. The roll is characterised by a core group of families that attend consistently as well as large number of more casual and transient families.

Through the playcentre philosophy centre members aim to provide a safe, stimulating, empowering and nurturing environment. Parents aim to enable children to reach their full potential develop new skills and extend children’s learning through activities focussed on their interests.

The previous ERO report in 2014 identified that parents should continue to improve strategic and annual planning and self-review processes. The association was asked to provide targeted ongoing professional learning and development for the playcentre in order to support higher-quality interactions between children and parents. Centre leaders needed to review planning and assessment practices to ensure they are documented in meaningful ways. A core group of parents have responded positively to the advice and guidance given.

The playcentre is one of 17 centres in the Counties Playcentre Association (CPA). The New Zealand Playcentre Federation and the CPA provide governance oversight for the centre. This includes strategic direction, management support, documentation and adult education programmes. The centre receives regular visits from association personnel whose role is to provide advice, guidance and support to centre members. The New Zealand Playcentre Federation is currently undergoing restructuring, and this has implications for CPA governance actions in the future.

This review was part of a cluster of five playcentre reviews in the Counties Playcentre Association.

The Review Findings

Children's play and learning is enriched by the 16 areas of play which form the basis of the playcentre curriculum. These areas are well laid out, well-resourced and easily accessible to children. Children lead their own play and learning, while being encouraged to play co-operatively and alongside others. Parents use open-ended questioning to extend children's thinking and support their oral language development. Children are empowered to make choices about their learning and develop independence and self-management skills.

Children up to the age of two are well supported. As well as gaining the advantages of a mixed-age setting where infants are learning alongside older children, there is a designated area for mothers and their infants. This allows parents and their children to interact and explore in a stress-free and less-hurried environment. Parents are conscious of supervising the infant area well in order to provide a safe and nurturing space. This contributes to the very young gaining confidence in their environment.

Parents are at the beginning stages of enacting culturally responsive practices that promote Māori children's sense of belonging and give non-Māori children a greater understanding of their bicultural heritage. A newly appointed bi-cultural officer has begun to source resources with a Māori theme that can be integrated into the various areas of play. Some parents have begun learning a karakia to bless kai.

ERO observed children who were engaged in their learning. There are shared understandings about managing children's behaviour in a positive way and children's rights are respected as they are involved in decisions that affect them. Most parents, observed by ERO, interacted positively not only with their own, but also other children. This promotes children's sense of belonging and enhances their social skills and self confidence. Children benefit from having their learning extended as parents begin to recognise and respond to the learning they see in play.

Transition to school for children and their families could be strengthened. There is an intention to renew previous transition practices and establish reciprocal relationships with the school. Leaders should consider to further facilitate children's smooth transition to school by re-establishing regular playcentre visits and attend school events as appropriate.

Termly plans that have been recently developed support parents to follow children's interests. Weekly evaluations deepen parents' understanding of how to extend learning. A buddy system has been implemented to support those parents in training through workshops and childcare. Workshops are often facilitated during sessions in order to make it easier for parents to attend. Parents are well supported to deepen their knowledge on noticing, recognising and responding to learning for children.

Strategic planning identifies areas for improvement particularly in relation to property and health and safety. Self review is also developing. It follows a useful process and has led to some change and development. Further review on the curriculum and environment will supports a quality learning space for children.

A CPA centre support worker provides effective support for supervising centre sessions. She models good practice through positive learning conversations and interactions with children and adults. A CPA liaison officer regularly visits the centre to provide members with advice and guidance, support with aspects of playcentre training, and role modelling on quality parent-child interactions and planning and assessment. The centre education officer has maintained continuity of day-to-day centre operations through a period of challenge and change. She is encouraging emergent leadership and building the confidence of new members as they take increasing responsibility for centre management. This shared leadership approach is contributing to centre sustainability and fostering ongoing commitment to training amongst centre members.

The Counties Playcentre Association has recognised the need to provide targeted support to assist playcentre parents with planning and assessment. In addition to the work of the liaison officer and the centre support worker, the association has also contracted a professional learning and development officer to provide guidance in this area.

Key Next Steps

ERO and playcentre leaders agree that in order to improve provision for learning parents should:

  • increase and strengthen the scaffolding available to parents to assist them to recognise and respond to children's learning

  • continue to implement the action plan set by the professional development facilitator to improve planning and assessment

  • investigate ways to include aspects of local Māori history and sites of significance in the programme. This is necessary to enhance Māori children's sense of identity and belonging, and further promote New Zealand's bicultural partnership

  • ensure the strategic plan has a greater emphasis on curriculum development.

Recommendation

ERO recommends that CPA:

  • develops strategies to ensure that its centre members are kept up-to-date with obligations and expectations in relation to current regulatory requirements and policies.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manukau Peninsula 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 Manukau Peninsula Playcentre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

15 August 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

Waiuku, Auckland

Ministry of Education profile number

25204

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

29

Gender composition

Boys 17 Girls 12

Ethnic composition

Māori
Pākehā
Other

5
20
4

Review team on site

May 2017

Date of this report

15 August 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

October 2010

Education Review

May 2017

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.

Manukau Peninsula Playcentre - 04/04/2014

1 Evaluation of Manukau Peninsula Playcentre

How well placed is Manukau Peninsula 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

Manukau Peninsula Playcentre provides for up to thirty children and their families in Matakawau, on the Awhitu Peninsula. The centre is cooperatively managed by centre members who implement programmes for children. The centre offers three general sessions each week, when children attend with their parents. The Playcentre philosophy of whānau and children learning together underpins centre operations.

Manukau Peninsula Playcentre is one of seventeen centres in the Counties Playcentre Association, which provides a management and policy framework for centre operations. Liaison workers and other elected Association officers provide support for centres. Association members deliver the Playcentre adult education programme to help whānau build their understanding about children’s learning.

Manukau Peninsula Playcentre is a small rural centre with established strong links and relationships with the community. The philosophy of providing an empowering and stimulating environment in which adults and children are able to develop new skills for a lifetime of learning guides centre practice. Centre members place the child at the heart of centre practices.

The 2010 ERO report stated that "children have many opportunities for uninterrupted play and that they confidently initiate play ideas". These affirming practices continue to be evident. Since ERO’s 2010 review, health and safety practices have been improved.

This review was part of a cluster of four playcentre reviews in the Counties Playcentre Association.

The Review Findings

Adults provide a welcoming and inclusive centre atmosphere that helps children to interact positively with each other. Centre members show genuine respect, appreciation and support for one another. High levels of trust are evident among adults and children.

Children know each other and adults well. They benefit from positive relationships with adults and are encouraged to develop social and leadership skills. Caring and respectful interactions enable infants and toddlers to learn alongside older children. This supportive environment contributes to children’s independence and promotes a strong sense of manaakitanga in the centre.

Children choose from a variety of play spaces and enjoy the large outdoor area, which provides many opportunities for exploration and physical challenge. Centre members could consider including signs, symbols and letters to enhance children’s literacy and numeracy experiences outdoors. Adults skilfully allow children time and space to develop their play. They engage in conversations with children to help them make sense of their learning. Good practices support children to make smooth transitions into the centre and on to school. Strong relationships with the neighbouring school provide children with valuable learning experiences that give them the confidence to succeed when they leave the centre.

Bicultural awareness and practices are reflected in the programme and the learning environment. Centre members’ bicultural commitment and their acknowledgment of te ao Māori help build both adults’ and children’s confidence and familiarity with te reo and tikanga Māori. This commitment should now be reflected in the centre’s philosophy statement.

Centre members are developing systems for self review, which they have identified as an area for continued improvement. Informal self review is ongoing and informs programme planning. Adults evaluate sessions daily and use this information to extend children’s interests. Portfolios celebrate children’s learning and are available for adults and children to revisit past experiences. The centre’s philosophy guides its newly developed strategic and annual plans.

Association management practices are well established. Self review involves centre members and contributes to decision making. A strategic review is currently underway, with a view to streamlining association systems and practices and making them more manageable for centre members. This review could also consider how liaison workers could help centres to establish effective strategic and annual planning, and strengthen their self-review practices.

Key Next Steps

Centre members and ERO agree that next steps for Manukau Peninsula Playcentre include:

  • continuing to improve strategic and annual planning, and self-review processes, to support ongoing centre growth and development
  • better targeting ongoing professional development and adult training levels to support strategic and annual plans
  • continuing to develop adults’ skills in supporting children to become critical thinkers by engaging them in more in-depth conversations
  • reviewing planning and assessment practices to ensure they are documented in meaningful ways.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manukau Peninsula 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 Manukau Peninsula Playcentre will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

4 April 2014

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

Waiuku, Auckland

Ministry of Education profile number

25204

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

21

Gender composition

Girls 11

Boys 10

Ethnic composition

Māori

NZ European/Pākehā

1

20

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

December 2013

Date of this report

4 April 2014

Most recent ERO report(s)

Education Review

October 2010

 

Education Review

May 2007

 

Education Review

May 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.