2053 Miranda Road, Pokeno
View on mapMangatangi & Districts Playcentre
Mangatangi & Districts Playcentre - 06/12/2019
1 Evaluation of Mangatangi & Districts Playcentre
How well placed is Mangatangi & Districts Playcentre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Mangatangi & Districts Playcentre is well placed to promote positive learning outcomes for children.
Background
Mangatangi & Districts Playcentre changed its name from Kaiaua/Miranda Playcentre following the May 2016 ERO report. The playcentre is a parent-cooperative early childhood service. It is located in a rural setting adjacent to Mangatangi School. The service is licensed for 30 children, including 10 children up to two years of age. The playcentre is currently open for two mixed-aged morning sessions per week.
Since the previous ERO review, the centre has responded well to the key next steps in the report through the support of the bicultural officer.
During 2018 and 2019, Playcentre transitioned from operating as a federation, with 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 in November 2017 when eight associations merged. It covers a large geographical area with a total of 94 centres, both urban and rural.
The governing body has recently appointed a centre support worker and centre administrator to provide support for the parent-led committee of members at Mangatangi 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.
This review was part of a cluster of four reviews in the Playcentre Aotearoa Central North Island Region.
The Review Findings
Children and their families mutually benefit from the knowledge and interests that they bring to the centre. Children’s interests are affirmed and extended in a well-resourced and print-rich environment. Their learning is valued and attractively displayed on the walls. Children are encouraged to be confident and independent learners. They have many opportunities to explore, take risks and problem solve. Learning about science is deliberate and well-integrated in the programme, enriching children’s learning.
Māori children are affirmed in their culture and identity. Early concepts of literacy and numeracy are promoted in dual languages of English and te reo Māori. Support and guidance from the bicultural officer continue to build practice in this area. Significant landmarks of the local hapū and a shared marae visit support a localised place-based curriculum. Children demonstrate a strong sense of mana whenua at the centre.
Children up to two years of age are well supported by their parents, older children and other familiar adults. Home routines are responded to and children's stages of development are nurtured.
Trusting relationships and high adult-to-child ratios support learning outcomes for children. Ongoing training and development by some members promotes respectful practice. Further developing a shared understanding of positive guidance across the centre should support consistency of practice.
Playcentre families maintain supportive and reciprocal relationships with the local school and community. A strong relationship with the local school supports children’s transitions.
Children have attractively presented portfolios. Parent aspirations and individual 'learner maps' support planning. Aspects of intentionally planned activities and some examples of continuity of learning over time are evident. Documenting the contribution of multiple voices and learning outcomes in children's assessment stories is likely to strengthen these processes. Support from the new centre support worker and involvement in adult training is assisting members to further strengthen their knowledge of New Zealand's early childhood curriculum, Te Whāriki.
Collaborative leadership, based on relational trust and open communication, fosters a team culture for learning and development. Some committee roles are co-facilitated to share the workload. To build capacity, leaders share their knowledge and experience with new members and actively support and encourage participation.
Knowledge and understanding of self-review and internal evaluation and how this contributes to developing high quality practice and outcomes for children is not well developed. Playcentre Aotearoa should provide support to members to build their understanding and use of self-review and evaluation.
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 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 model initiative for governance. Te Whare Tikanga Māori promotes self-determination for Māori members. This national initiative is yet to impact on practice for Māori learners at Mangatangi Playcentre, as members continue to strengthen bicultural practice.
Key Next Steps
The key next steps for Mangatangi Playcentre are to:
-
review and strengthen sustainability of bicultural practice across the centre
-
strengthen assessment, planning and evaluation that, incorporates learning outcomes and make visible extension of children's learning over time
-
improve understanding and use of self-review and internal evaluation to support improved outcomes for all children.
Recommendation
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.
Management Assurance on Legal Requirements
Before the review, the staff and management of Mangatangi & Districts 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.
Actions for compliance
ERO identified areas of non-compliance relating to health and safety practices. To meet requirements the service needs to improve its performance in the following areas and ensure:
- that furniture, specifically the stereo, is secured or placed at a level that will avoid causing injury
- hazards to the safety of children are eliminated, isolated or minimised, specifically electrical sockets covered
- the annual review of emergency plan is undertaken
- children are able to access drinking water independently
- a clear procedure is available to ensure the water quality from the water tank is safe to drink.
[Licensing Criteria for Early Childhood Education and Care Centres 2008; HS6, HS7, HS12, HS21]
Since the onsite stage of the review the service has provided evidence of the steps they have taken to address the procedure for ensuring water quality; covering of electrical sockets and securing of the stereo in the children's play space.
To improve current compliance practice:
The early childhood service management should ensure:
-
accurate and improved record keeping that is aligned to the revised Playcentre Aotearoa policies, particularly in relation to the following: sleep records; evaluating fire drills; and recording ratios on excursions out of the centre. Positive guidance and child protection policies should also be reviewed and updated.
Phil Cowie
Director Review and Improvement Services
Central Region
6 December 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 |
North Waikato |
|
Ministry of Education profile number |
32003 |
|
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 |
15 |
|
Gender composition |
Female 10 Male 5 |
|
Ethnic composition |
NZ European/Pākehā Other |
13 2 |
Review team on site |
August 2019 |
|
Date of this report |
6 December 2019 |
|
Most recent ERO report(s) |
Education Review |
May 2016 |
Education Review |
April 2013 |
|
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
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.
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.
Mangatangi & Districts Playcentre - 17/05/2016
1 Evaluation of Kaiaua/Miranda Playcentre
How well placed is Kaiaua/Miranda 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
Kaiaua/Miranda Playcentre is a parent cooperative early childhood service operating under the umbrella of the Thames Valley Coromandel Playcentre Association (TVCPA) and affiliated to the New Zealand Playcentre Federation. The centre is licensed to cater for 30 children including up to 10 children under two years of age. Currently there is one session per week that caters for seven children. The centre is located on spacious, attractive and well-maintained grounds in a rural setting adjacent to Mangatangi School. Playcentre families maintain supportive and reciprocal relationships with the school and local community.
Since the 2013 ERO report a new president took up her position at the end of 2015. There have been significant changes to membership and a drop in roll numbers. Centre members have made good progress in addressing the areas for development related to providing further opportunities for children to direct their own learning, sustain and extend their interests and experience a programme that recognises and responds to their language, culture and identity.
Since 2013 TVCPA has undergone a complete restructuring. It has employed key personal 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. There are 13 centres in the association covering a wide geographical area, which presents challenges for both the governance/management body and individual centres.
The centre philosophy aims to encourage children to be active, respectful, confident, creative problem solvers, learning in a stimulating, friendly and supportive environment.
This review was part of a cluster of six playcentre reviews in the Thames Valley/Coromandel Playcentre Association.
The Review Findings
Thames Valley/Coromandel Playcentre Association provide effective and responsive governance and management for the centre. The philosophy is highly evident and enacted in the life of the centre. Centre members are dedicated to ongoing training and maintaining a valuable service where families and children can learn alongside one another.
Children demonstrate high levels of confidence and belonging as they explore the interesting areas of play provided. The environment provides children with easy access to a wide variety of plentiful, and high quality equipment and materials. Older children make decisions about how they will use these resources to enhance their play and creativity. Children enjoy playing both independently, in small groups and sharing together at planned and spontaneous whole-group times. Their understanding of their role as caretakers of the living world is enhanced by learning alongside adults in the centre gardens, planting fruit trees and engaging in other sustainable practices such as harvesting and sharing food together. Younger children work cooperatively alongside older children and siblings, and enjoy opportunities to observe and join in play with them. Infants benefit from maintaining familiar routines with their mothers and quiet spaces for breastfeeding and sleeping.
Adults plan trips and excursions to places of interest in the wider community to extend and enhance children's learning about the wider world.
Aspects of Māori culture are valued and recognised in the environment and programme. Children are developing their skills with poi and rakau and enjoy sharing waiata with adults at mat times. Individual pepeha are displayed and there is good inclusion of the diverse cultures of all families in the programme.
Adults plan and implement a programme that contributes to children developing:
-
curiosity and love of learning
-
leadership and social skills
-
confidence in their physical ability to manage challenge and risk taking
-
ability to be involved in projects over time and add complexity to their learning.
The programme is clearly linked to Te Whāriki, the early childhood curriculum, documented and evaluated at regular meetings. Individual profile books and attractive centre displays enable children and families to revisit and share their learning and successes together.
Adults consistently make good use of their detailed knowledge of children's strengths, interests and life at home to provide a relevant and meaningful programme. They use open-ended questions to invite children's ideas and opinions. Children's oral language is enriched by the conversations they have with interested adults. Calm, respectful and unhurried interactions are a strength of the centre and a positive outcome of learning gained from ongoing training and course work.
Children benefit from a well-planned and reciprocal process as they successfully make the transition to the adjacent primary school. Parents report that children are well prepared for ongoing learning in the school environment.
Centre members are enthusiastic, work cooperatively and foster emergent leadership amongst newer members in a welcoming and inclusive environment. There is a good understanding of succession planning for centre roles and responsibilities and this contributes to centre sustainability. Centre members have worked effectively to strengthen annual planning and self review. This is resulting in ongoing centre development and improvement.
A particular strength of the centre is the ongoing mentoring, support and guidance from a dedicated and experienced liaison officer. She visits the centre regularly, is available for advice and information sharing, and provides members with documented and relevant feedback. This support is highly valued by members.
Key Next Steps
It is now important for adults to seek support from Pūriri Whakamaru o Hauraki to:
-
further support children and adults to learn about the history of local hapū and iwi through meaningful experiences and stories
-
increase adults' knowledge of te reo and include this in meaningful contexts during sessions
-
continue to build the confidence and competence of centre members to provide a programme that reflects the bicultural heritage of Aotearoa, New Zealand.
Centre members are dedicated to continue to find ways to promote their centre in the local community with a view to increasing their membership to ensure the future viability of the centre.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kaiaua/Miranda 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 Kaiaua/Miranda Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
17 May 2016
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 |
Mangatangi, Waikato |
|
Ministry of Education profile number |
32003 |
|
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 |
7 |
|
Gender composition |
Boys 5 Girls 2 |
|
Ethnic composition |
Pākehā |
7 |
Review team on site |
February 2016 |
|
Date of this report |
17 May 2016 |
|
Most recent ERO report(s) |
Education Review |
April 2013 |
Education Review |
June 2010 |
|
Education Review |
May 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.