Woollams Avenue, Coromandel
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Coromandel Playcentre is well placed to promote positive learning outcomes for children.
Coromandel Playcentre is situated in the small coastal township of Coromandel, next to the local Area school. It is licensed for 30 children, including 13 children up to the age of two years. At the time of this review 15 children were enrolled, including seven Māori children. The playcentre is currently open for Tuesday and Friday sessions.
During 2018 and 2019, Playcentre transitioned from operating as 32 regional associations that were individual legal entities, to becoming one national body, Playcentre Aotearoa. This was legally amalgamated in June 2019. Six new regional offices are moving to streamline and standardise support across the country. The Central North Island Region was created and covers a large geographical area with a total of 94 centres, both urban and rural.
The governing body has recently appointed a centre support and centre administrator to provide support for the parent-led committee of members at Coromandel Playcentre. Parent members fill the key committee roles at the playcentre.
Through its national philosophy, Playcentre Aotearoa places emphasis on 'whānau tupu ngātahi – families growing together'. They empower adults and children to play, work and grow together and value and affirm parents as first and best educators of their children.
The April 2016 ERO evaluation identified the need for members to increase their knowledge of te reo and te ao Māori and make links with local hapū and iwi. This remains an area to strengthen.
This review was part of a cluster of four reviews in the Playcentre Aotearoa Central North Island Region.
The curriculum strongly reflects the interests, knowledge and skills that children and their whānau bring with them. Literacy and science are well integrated in the centre's programme. A recent self review of resources has resulted in increased opportunities for children to explore and make sense of their world. Review should be an ongoing process to respond in particular to older learners, to extend and challenge their learning. Children up to the age of two years attend with their families and develop trusting relationships with a small group of familiar adults and older children. Children develop a sense of belonging at the centre.
The newly appointed centre support worker, and the re-introduction of adult training in the area, support members to strengthen their knowledge of New Zealand's early childhood curriculum, Te Whāriki. Children have rich and attractively presented portfolios. The quality of assessment reflects the level of knowledge and training that a member has engaged with. Playcentre members should consider strengthening the use of multiple voices in portfolios to share their skills and knowledge. This should further support the portfolios to build the identities of all children as successful learners.
Children benefit from having their parents support them as first teachers. Oral language is supported by high adult-to-child ratios and regular learning conversations. Social competency is supported by some adults accessing community funded professional development. To further strengthen members' knowledge of positive guidance strategies, they should develop a shared understanding of useful strategies and follow the newly developed national policy recommendations. Leaders have identified that a useful next step is to access resources and information to further support understanding of diverse learning needs. Developing relationships with the adjacent school is supporting older learners to transition.
A focus for leaders since the previous ERO evaluation has been to keep the playcentre sustainable through a period of restructure. The centre was left for a significant period of time with insufficient support from governance. New support is having a positive impact on the operation of the centre. The local philosophy has recently been reviewed. Leaders understand parent and whānau aspirations and expectations. They work collaboratively and responsively to achieve these. Members ensure that the environment is attractive and well maintained. Internal evaluation has been strengthened and is leading to positive outcomes for children.
During the transition period there is some overlap between associations and the new national or regional systems and processes. National policies and an online management tool are currently being delivered throughout the new region. Management need to ensure that support is in place for local centres to fully implement these. A revised adult education training course has recently been offered across the region to support adults grow in their capabilities and knowledge. The overarching strategic plan, philosophy and vision of Playcentre Aotearoa, and individual centre annual plans, have been implemented and guide direction.
A particular strength of Playcentre Aotearoa is the two-house governance model, enabling tangata whenua and tauiwi to work within their own cultural processes to contribute to organisational decisions. Te Whare Tikanga Māori promotes self-determination for Māori members through regular hui, targeted funding and a long-term strategic plan to promote te ao Māori and encourage enrolments from Māori whānau.
This national initiative is yet to impact on practice for Māori learners at Coromandel Playcentre. Some elements of te ao Māori are present within the environment. Centre leaders should consider how to best use the leadership and knowledge of their whānau Māori. This will further support Māori learners to achieve success and for all learners to appreciate the importance of our Aotearoa's rich bicultural heritage.
The key next steps for Coromandel Playcentre are to consider ways to build capacity and share knowledge of:
committee roles to ensure sustainability for the centre
positive guidance strategies and information relating to diverse learning needs
te reo me ngā tikanga Māori and knowledge of local Māori history and legends to enrich the curriculum.
New support and professional development is in place for the centre. Those in governance and local members should continue to strengthen their relationships and align systems and processes to the new national directives.
Before the review, the staff and management of Coromandel 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.
In order to improve current practice, accurate record keeping aligned to the new policies is required, particularly in relation to retaining documentation of fire evacuation drills and excursions out of the centre.
Phil Cowie
Director Review and Improvement Services
Central Region
4 December 2019
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 |
Coromandel |
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Ministry of Education profile number |
32001 |
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|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 13 aged under 2 |
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|
Service roll |
15 |
|
|
Gender composition |
Male 11 Female 4 |
|
|
Ethnic composition |
Māori NZ European/Pākehā |
7 8 |
|
Review team on site |
August 2019 |
|
|
Date of this report |
4 December 2019 |
|
|
Most recent ERO report(s) |
Education Review |
April 2016 |
|
Education Review |
January 2013 |
|
|
Education Review |
December 2009 |
|
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.
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.
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.
Coromandel Playcentre is located in the small coastal township of Coromandel next to the local primary school. It is licensed to provide two sessions a week for 30 children including up to 13 children under the age of two years. At the time of this ERO review there were 24 children on the roll, including seven children identified as Māori. The centre's philosophy is evident in practice. Parents, care-givers and whānau take responsibility for all aspects of the running of the centre and play an active part in nurturing the holistic well-being and development of their children. Diverse cultures are welcome in this playcentre, and their culture, language and identity are acknowledged and respected.
Coromandel Playcentre is one of 13 centres governed by the umbrella organisation known as Thames Valley/Coromandel Playcentre Association (TVCPA) affiliated to the New Zealand Playcentre Federation. The centres in this association cover a wide geographical area which presents challenges for both the governance/management body and individual centres.
Since the previous Education Review in 2013 the TVCPA has under gone a complete restructuring. It has employed key personnel to undertake the day-to-day management of the association and centres. This change has allowed the governance board to plan more strategically, effectively manage their finances, property, personnel and health and safety requirements.
The centre has also made good progress in addressing the next steps identified from the previous ERO report. These were to further develop provision for babies and integrate te reo and tikanga Māori into the programme.
This review was part of a cluster of six playcentre reviews in the Thames Valley/Coromandel Playcentre Association.
Thames Valley/Coromandel Playcentre Association provide effective and responsive governance and management for the centre. Children were happy, confident and engaged in their learning. There is a strong and trusting relationship between adults and children. Coromandel Playcentre is a long-established centre that takes pride in its intergenerational connections. Valuable community networks developed in the centre adds to a strong sense of belonging for children and their whānau. Whānau involve themselves in children's play, extending children's interests from session to session, and bring ideas and activities that add complexity to children's learning.
A special feature of this playcentre is the strong commitment parents have to their children's early childhood education. Parents extend their own good practises of teaching and learning by participating in parent education courses provided by the TVCPA organisation. Centre members continue to develop a broad, interesting and engaging learning programme for their children. Self- review related to their outdoor environment supported the development for a long concrete path where children can practise and refine their motor skills with the use of scooters and bicycles. Children are given the opportunity to develop self management and social skills such as practice, tolerance, patience, cooperation and to experience success.
Bicultural practices are evident throughout the learning programme where children and their whanau learn te reo and tikanga Māori alongside each other. An experienced whanau member provides guidance and expertise for centre members. Puriri Whakamaru o Hauraki provides external guidance and support for the centre around bicultural practises. Since the last ERO visit, the centre has embarked upon an extensive self-review about how to improve children's bicultural experiences and enjoyment in meaningful contexts for learning. It is timely for the play centre to embed these practices across the learning programme so all children benefit from rich bicultural learning experiences.
Babies and toddlers are well supported. ERO observed parents with their babies enjoying a calm and peaceful designated area. Stimulating activities were also observed where babies were playing alongside their parents. Fathers are positive role models in the centre and were fully engaged in children's learning. Grandparents and extended whānau also have a strong presence in the playcentre and are valued for the knowledge and expertise they bring to the learning programme.
An experienced, collaborative and knowledgeable leadership group provide effective guidance and modelling for centre members. Centre leadership has a wide range of members from new to very experienced who have found strength in sharing roles and responsibilities. A newly appointed and experienced liaison officer offers support and guidance for centre operations.
The centre has a strong focus on developing effective oral language that creates positive outcomes for children. All areas of play are visible and accessible to promote child-led play. Centre members and leaders have established a useful framework for planning and evaluation that gathers meaningful information about children's learning. Parents skilfully use what they notice about children's learning to evaluate and plan further experiences and opportunities. These are well documented and presented in individual learning profiles that children proudly share with their families. These profiles show increasing levels of understanding as adults participate in ongoing training. It is now time for parents to develop a process that documents children's learning overtime to show their development and progress.
Transitions to school are well supported. Recent self-review has resulted in the school adopting familiar playcentre practises and philosophies into their morning programme for new entrant children. This is resulting in positive outcomes for whanau and children.
Centre members and ERO have identified that members should continue to receive assistance to increase administration efficiency and centre operations.
It is important for adults to continue to seek support from Puriri Whakamaru o Hauraki to:
Before the review, the staff and management of Coromandel 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.
The next ERO review of Coromandel Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
14 April 2016
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.
|
Location |
Coromandel, Waikato |
|
|
Ministry of Education profile number |
32001 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 13 aged under 2 |
|
|
Service roll |
24 |
|
|
Gender composition |
Girls 17 Boys 7 |
|
|
Ethnic composition |
Māori Pākehā Other European |
7 16 1 |
|
Review team on site |
February 2016 |
|
|
Date of this report |
14 April 2016 |
|
|
Most recent ERO report(s) |
Education Review |
January 2013 |
|
Education Review |
December 2009 |
|
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.
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.