50 Goring Street, Opotiki
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Opotiki Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Opotiki Playcentre is a parent-led education and care service located in Opotiki in the Eastern Bay of Plenty. 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 15 under the age of two years. The current roll of 22 children includes 15 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. During this transition there is some overlap between associations and the new national regional systems and processes. At Opotiki Playcentre, co-presidents are supported by a committee of parent members. A centre administrator and support worker are provided by the federation.
Through their national philosophy, the playcentre 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.
Opotiki Playcentre has a positive reporting history with ERO. Since the last ERO review in 2015, the centre has recently responded to strengthening the process for internal evaluation.
This review was part of a cluster of four reviews in the Playcentre Aotearoa Central North Island Region.
Affirming interactions promote positive outcomes for children. Social competence and oral language are well supported by trusted adults who are engaged with children in their play. A well-resourced indoor environment provides a mixture of adult or child-led activities, supporting choice and decision making for children. Mathematics and literacy concepts, including music are integrated in the daily programme. Further consideration is required to make the outdoor environment engaging and inviting for children at all times. Trusting relationships support children to develop a sense of belonging and wellbeing.
There is a strong focus on learning through play. The emerging curriculum is inclusive for all learners, including families who have English as a second language. Children up to two years are well provided for. Free movement is encouraged in wide spaces which are appropriately resourced. Children’s strengths and interests are identified and used to support some planned activities. Further support is required for members to strengthen assessment and planning for learning.
Maōri children are well-supported to achieve success as Māori. Te reo Māori is visible in the environment. Māori whānau share their knowledge and expertise with others. Trips to a local marae, the use of waiata, bicultural resources and the promotion of tuakana teina relationships support all learners to appreciate the bicultural heritage of Aotearoa New Zealand.
New leaders are working towards building the knowledge and understanding for all members about playcentre education. A more strategic approach to succession planning is in place to ensure sustainability for the playcentre. New members are welcomed and encouraged into training and participation. A useful framework has been used to develop a strategic and annual plan and has been consulted on by all members. Leaders have a clear vision for the outdoor development. Regular meetings are held to share knowledge and information. Internal evaluation is at early stages of development. Members need to continue to embed this process.
The Playcentre Aotearoa overarching strategic plan, philosophy, vision and individual annual plans have been implemented and guide the playcentre direction. There is a focus on building capability through recently reviewed and improved parent education programmes. Regular communication and support between the Playcentre Aotearoa and regions through the restructure supported business as usual. Existing policies and systems support centre operations until all new systems developed by Playcentre Aotearoa are implemented nationally. The federation is committed to offering more accessible localised training to respond to the needs of the community.
The next step for Opotiki Playcentre members is to ensure that the whole environment (particularly outside) is well prepared and inviting for children to engage in and learn through play.
Management should place priority on providing ongoing support for members to increase their knowledge of the early childhood curriculum Te Whariki, and assessment and planning of children’s learning.
Before the review, the staff and management of Opotiki 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:
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 practice leaders should ensure that the sandpit edging, yellow box and slide outside, and low fencing on deck complies with up-to-date regulations and to identify these areas on daily hazard checks.
The outdoor area should be prepared with sufficient resources and equipment for use by children attending.
Licensing Criteria for Early Childhood Education and Care Centres, 2008, PF5, PF4.
The next ERO review of Opotiki Playcentre will be in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
20 February 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 |
Opotiki |
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Ministry of Education profile number |
40023 |
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|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 15 aged under 2 |
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|
Service roll |
22 |
|
|
Gender composition |
Girls 13 |
|
|
Ethnic composition |
Māori |
15 |
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Review team on site |
November 2018 |
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Date of this report |
20 February 2019 |
|
|
Most recent ERO report(s) |
Education Review |
June 2015 |
|
Education Review |
February 2012 |
|
|
Education Review |
November 2008 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Opotiki Playcentre is a parent-led early childhood service located in central Opotiki. The playcentre caters for children from birth to school age from a range of different ethnic backgrounds. It is licensed for 30 children including 15 up to the age of two. There are two morning sessions each week and a recently introduced, independent session for three to five year olds on Wednesday mornings. At the time of this ERO review there were 20 children on the roll, five of whom identify as Māori. Since the 2012 ERO review, the roll has increased, parent education has grown, and there have been significant improvements to the resources and indoor environment. Leadership roles and responsibilities have been clarified and strengthened, communication has improved, and the learning for children has been made more visible through assessment and planning processes. The Māori world view and respect for other cultures is strongly promoted within the playcentre.
Many parents are completing their playcentre course qualifications and a life member attends most sessions, providing support and guidance. Leadership roles are well distributed amongst parent members.
The centre philosophy is aligned to the playcentre philosophy that empowers adults and children to work, play, learn and grow together. The playcentre provides a safe, nurturing and stimulating environment that supports families and fosters life-long friendships.
This review was part of a cluster of eight playcentre reviews in the Eastern Bay of Plenty Playcentre Association.
Relationships amongst children and parents are positive, supportive and respectful. The learning environment reflects the social and cultural values and beliefs of children and their families. Parents are committed to Te Tiriti o Waitangi and the principle of partnership. They celebrate other cultures represented at the centre and promote an inclusive environment.
Children lead their play and make choices from a wide range of attractively presented resources and activities. Parents follow their children’s interests and join them in imaginary play. They extend children’s learning and inquiry through questions, supportive comments, and provide appropriate resources. Children were playing either cooperatively with others, or happily engaging in sustained play on their own.
Children have a strong sense of belonging in the playcentre. They are confident communicators and have opportunities to hear te reo Māori spoken. They engage in activities that promote literacy and mathematics, science and creative arts, and use their physical skills to explore the spacious outdoor environment.
Parents are constantly reviewing and improving the learning areas to enhance learning and play opportunities for children. Their voices and contributions are actively sought through monthly meetings, session planning, parent surveys, and informal discussions. The parent leader responsible for education is encouraging more parents to engage in workshops provided by the Playcentre Association.
Parents are increasing their skills at noticing, recognising and responding to children’s interests and inquiries. They reflect on learning and play activities that have occurred at the end of each session and record their observations. They use these to help write learning stories and inform future planning. Centre leaders now agree that a next step is to identify the learning that is happening for individual children during their session discussions, and ensure that their learning pathways are made clear throughout the planning process.
Centre leaders benefit from the knowledge and experience of a life member who is also the association president. Over the last two years they have had a deliberate focus on building collaborative and cooperative relationships that have facilitated improved organisation and communication. They have reviewed leadership roles to encourage new members to participate in leadership responsibilities and have also changed meeting times resulting in increased attendance and participation at meetings. Centre leaders now acknowledge that next steps are to create more opportunities for parents to form supportive friendships in a social setting, and to promote playcentre membership in the wider community.
The New Zealand Playcentre Federation provides overall guidance, support and strategic direction for the local association and centres. The Eastern Bay of Plenty Playcentre Association aims to grow and sustain parent membership and is proactive in supporting local events and activities. There are clear policies, procedures and guidelines for self review, assessment, planning and evaluation. Playcentre workshops help parents establish strategies and practices that ensure positive educational outcomes for children.
At the time of this ERO review the national federation was in the process of considering changes to the governance and management structure of the organisation. This is likely to present an opportunity for further review and improvement to communication and support for centres.
Parents are increasing their understanding and use of self review as a way of making improvements to the quality of education and care for children. They recognise that a next step is to strengthen and deepen the quality of self review in order to build more sustainable improvement. This includes recording and documenting self review, reflecting on progress in annual planning and meetings, and evaluating how it has led to better outcomes for children and parents.
Before the review, the staff and management of Opotiki 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:
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 Opotiki Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
5 June 2015
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 |
Opotiki, Bay of Plenty |
|
|
Ministry of Education profile number |
40023 |
|
|
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 |
20 |
|
|
Gender composition |
Girls 11 Boys 9 |
|
|
Ethnic composition |
Māori Pākehā Asian Other |
5 7 6 2 |
|
Review team on site |
March 2015 |
|
|
Date of this report |
5 June 2015 |
|
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
Education Review |
November 2008 |
|
|
Education Review |
January 2006 |
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:
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.