Paterson Street Playcentre

Education institution number:
33019
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

40 Paterson Street, Hamilton Central, Hamilton

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1 Evaluation of Paterson Street Playcentre

How well placed is Paterson Street Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Paterson Street Playcentre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Paterson Street Playcentre is a parent-led education and care service located in Hamilton. It caters for children from birth to school age and operates two mixed-age morning sessions per week. The playcentre is licensed for 30 children including up to 17 under the age of two years. The current roll of 16 children includes four who identify as Māori.

During 2018, the New Zealand Playcentre Federation transitioned from operating with 32 regional associations to become one national body with six regional offices. In the central north island six associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island Region that now includes 95 playcentres over a large geographic area. At Paterson Street Playcentre the president is supported by a committee of parent members. A centre administrator and centre support worker are provided by the Federation to assist with session operation.

Through their national philosophy the playcentre places emphasis on whānau tupu ngatahi – 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.

Paterson Street Playcentre has a positive reporting history with ERO. Since the 2015 ERO review, improvements to the induction process has supported a more systematic way of welcoming people into the centre. Roles and responsibilities have been given clarity, and there has been a strategic focus on increased te reo Māori being used by members. General maintenance of the premises has been kept up to date.

This review was part of a cluster of 10 playcentre reviews in the Playcentre Aotearoa Central North Island Region.

The Review Findings

Responsive interactions promote rich and inclusive learning opportunities. Children are encouraged to be independent, confident and competent learners. Their language, culture and identity is visible in displays around the walls of the playcentre. Parents have developed good strategies to support positive behaviour and social competence. Children under the age of two years enjoy a calm and responsive learning space. It is age appropriate and allows for free movement, fostering curiosity and independence. Members are reading and responding appropriately to infant and toddlers cues. Children benefit from learning partnerships that value and affirm the experiences they bring to their learning.

The playcentre is well resourced and all curriculum areas are visible and accessible. Children lead their own play and make decisions about their learning. Planning, assessment and evaluation identifies children’s interests and develops future plans for extending those interests. A range of assessment tools and support is given to new members to encourage building of knowledge about children’s learning. There is now a need for a consistent approach to assessment. Literacy and numeracy is visible in the environment. The environment is print rich and supports early reading skills. Children benefit from a programme that is focused on enabling them to take risk and challenge through their learning.

There is a strong focus on building capability of speaking te reo and increasing the te ao Māori world view in sessions. Whānau Māori and their tamariki are welcomed and experience opportunities to have their language and culture affirmed. There is a considered approach to strengthening the bicultural curriculum dimension through the integration of waiata and tikanga Māori into the programme.

Positive and respectful relationships are promoted across the playcentre between leaders and members. All roles and responsibilities have been allocated and are well established. Knowledge sharing between experienced members and new members and opportunities for professional learning and development are offered. Information is shared with the playcentre community through various means, communication is robust and successful. The centre support worker and the centre administrator provide detailed reports that are leading to improved awareness of quality practice, and building capability.

The Playcentre Federation’s overarching strategic and individual annual plans guide playcentre direction. Parent education programmes have a focus on building knowledge and understanding of children’s learning and development. Communication and support between the federation and regions throughout the restructure has supported ongoing operations. Current policies and systems are in place until new systems implemented by federation are rolled out nationally. The playcentre philosophy and vision and documented strategic goals have been set. There is now the need to measure the impact of actions taken on outcomes for children.

Key Next Steps

Members now need to focus on:

  • using a robust internal evaluation framework to identify and plan for improved outcomes for children

  • consistency of learning and progress over time in children's assessment, making links to the learning outcomes from the early childhood curriculum, Te Whāriki and to children's language, culture and identity.

In order to improve practice the Playcentre Aotearoa Central North Island regional leaders should continue to:

  • develop and implement strategic and annual regional plans

  • monitor and strengthen each playcentre’s understanding of internal evaluation to inform ongoing improvement and systems and processes meet regulatory requirements

  • support individual playcentre personnel to robustly report on the progress towards their appropriate strategic goals

  • strengthen appraisal processes to support centre support workers and centre administrators to grow their practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paterson Street 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.

Phil Cowie

Director Review and Improvement Services

Central Region

19 June 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

Hamilton

Ministry of Education profile number

33019

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 17 aged under 2

Service roll

16

Gender composition

Female 9 Male 7

Ethnic composition

Māori
NZ European/Pākehā
Other

4
5
7

Review team on site

April 2019

Date of this report

19 June 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

June 2012

Education Review

May 2009

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.

1 Evaluation of Paterson Street Playcentre

How well placed is Paterson Street 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

Paterson Street Playcentre is located in the Dinsdale/Frankton suburb of Hamilton. It is licensed to provide sessional education and care for 30 children from birth to school age, including a maximum of 15 children up to two years of age at any one time. The centre operates three morning sessions a week that parents and whānau attend with their children. The roll of 22 reflects the increasing cultural diversity of the local community, and includes six children of Māori descent. Almost all the children who currently attend the centre are under two and a half years old.

The New Zealand Playcentre Federation and the Waikato Playcentre Association (WPA) continue to provide effective governance and strategic direction for the centre. Members also benefit from the ongoing the guidance and support of centre support workers, and adult education courses. This support and training is underpinned by the association’s its philosophy 'Whānau tupu ngātahi -families growing together'. The association’s commitment to Te Tiriti o Waitangi is evident in its bicultural leadership model, support for Māori whānau, and funding to support members to include te reo and tikanga Māori in learning programmes.

Since the 2012 ERO review, the leadership team has changed, and there has been a three-fold increase in centre membership since June 2014. The previous report identified the need for members to further improve the quality of learning conversations with children. Current members make effective use of interactions with children to extend and enrich their thinking and learning.

All centre members are actively involved in playcentre training, course work and centre organisation. Some members have advanced levels of playcentre training and hold external tertiary qualifications in education.

The centre’s philosophy is 'to provide a warm, safe and stimulating environment where children and adults can play, work, learn and grow together.'

This review was part of a cluster of six playcentre reviews in the Waikato Playcentre Association.

The Review Findings

Children are capable and competent learners. They develop positive and trusting relationships with a variety of adults and children, and demonstrate a strong sense of belonging. Children confidently move between the 16 playcentre areas of play, initiate learning, and independently access equipment. Flexible routines allow them to explore their interests and play for long periods without interruption. They make creative use of natural resources to support and enhance dramatic and imaginative play. Children are adept at communicating their needs, ideas and working theories about the world, and enjoy making music, exploring sounds and singing as they play.

Adult interactions with children and other adults are caring, respectful and affirming. Members effectively support and extend children’s learning by:

  • preparing interesting and imaginative environments
  • modelling high quality and complex language, and providing frequent opportunities for children to use their emerging language and thinking skills
  • responding to children’s ideas and providing props to support and enhance play
  • knowing when to allow children to independently explore their own ideas
  • using positive guidance to support children’s developing social skills in a calm and relaxed manner.

The programme provides many opportunities for children to explore sensory experiences and the creative arts. Children also experience physical challenges, participate in baking activities, and regularly go on trips to learn about the local community and environment. More experienced members make good use of opportunities to include early literacy, mathematics and science in meaningful ways. Children also benefit learning alongside family members who know them well and can make links between home and centre learning.

Centre leaders have substantially enhanced systems for identifying, planning for and sharing children’s learning and interests, and their parents’ aspirations for their children. This has resulted in more purposeful use of observations and daily evaluations to enrich children’s learning and development.

Collective leadership and decision-making gives members a strong sense of ownership and commitment to the centre’s vision and strategic objectives. Self review results in ongoing development and improved outcomes for children. Centre leaders have established a warm and welcoming whānau culture and open and honest communication between members. They systematically foster emergent leadership and build organisational knowledge. Newer members feel valued, affirmed, and inspired to contribute to centre operations.

Key Next Steps

Centre members recognise the importance of systematically building members’ confidence and ability to:

  • take on positions of responsibility, such as session coordinator and other leadership roles
  • use te reo Māori with the children during sessions.

Leaders are also keen to increase enrolments of three to five year olds by promoting the benefits of high quality, mixed-age playcentre sessions for this age group.

In addition, at WPA level there is a need to review and strengthen:

  • Centre Support Worker (CSW) reports linked to licensing criteria and the strategic aims of this centre
  • the appraisal system for paid supervisors that includes a clear job description and specific feedback aligned to expectations for teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paterson Street 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 Paterson Street Playcentre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

2 October 2015

2 Information about the Early Childhood Service

Location

Dinsdale, Hamilton

Ministry of Education profile number

33019

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 11

Girls 11

Ethnic composition

Māori

Pākehā

Māori/Samoan

Filipino

Indian

3

13

3

2

1

Review team on site

August 2015

Date of this report

2 October 2015

Most recent ERO report(s)

Education Review

June 2012

 

Education Review

May 2009

 

Education Review

June 2006

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.