46A Ferry Road, Spring Creek
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Spring Creek Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Spring Creek Playcentre is one of five set up by the Marlborough Playcentre Association (the association). It operates for two morning sessions each week and is licensed for 24 children, including 15 aged up to two years. At the time of this review 20 children were enrolled.
The New Zealand Playcentre Federation (the federation) is undergoing a significant restructure that includes amalgamating the 32 associations nationwide into one organisation, Playcentre Aotearoa. To date the legal amalgamation of the associations has not been completed so centres continue to operate in accordance with association policies. Marlborough playcentres are now managed from a regional office based in Christchurch.
A centre support worker (CSW) visits the centre to provide professional advice and feedback to strengthen the programme for children. Support for compliance with regulations is the responsibility of a centre administrator (CA). Both the CSW and CA are employed by the federation. Day-to-day management is the role of centre-elected office holders. Members run daily sessions as a team. Since the September 2013 ERO review, all parents are new to the centre.
A course to introduce new members to Playcentre philosophy and ways of working helped build the roll in 2018. This philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning.
This review was one of five in the Marlborough Playcentre Association.
Children are independent learners who display a strong sense of wellbeing and belonging. They have free access to a wide range of learning materials. The outdoor play space is well equipped to promote adventure and challenge. Children enjoy the opportunities provided. Many sustain their play for long periods.
The programme is responsive to children's needs and emerging interests. Adults encourage children to investigate, socialise, make their own choices and have fun. Creativity and self-expression are fostered. There is good provision for infants and toddlers. Children are settled, cooperative, confident and happy learners.
With the recent influx of new families there is ongoing work to be done to promote shared understanding of assessment for learning. The focus on encouraging parents' interest and input into their children's learning plans and supporting their understanding of the revised early childhood curriculum, Te Whāriki, should continue. The CSW should also consider ways to make planning and evaluation increasingly learning focused, rather than activity-based.
Guidelines and processes are in place to help members successfully support children's transitions to primary school. This should be a continued focus for development if the centre is seeking to retain learners up until school age.
The association’s and federation’s acknowledgement of the importance of bicultural partnership is starting to become evident in the centre's daily practice and development planning. The recent appointment of a Māori development officer at federation level, and regionally-based field worker, should assist with this work.
The CSW provides regular and valued face-to-face feedback and assistance to members. ERO's evaluation concurs with the centre support coordinator's findings, that CSW support should be increasingly focused on centre needs and improvement. A more evaluative approach linked to strategic priorities, and aimed at growing practice, is likely to further promote and sustain improvement over time.
A new appraisal process is in place to support the CSW and CA in their roles which links to job descriptions and federation expectations, and supports reflection on practice. This process should be reviewed after its first cycle to ensure sufficient rigour in relation to goal setting, observations of practice and feedback to effectively support development. The CA has yet to be appraised in her role.
A comprehensive range of association policies is in place to support members' shared understanding of Playcentre expectations. Many of these are past their review date. Some no longer reflect current legislation at association level. While the legal amalgamation of the associations is imminent, in the interim, the centre should have access to a full range of up-to-date guidelines for practice.
A range of tools is being developed to assist with the implementation of internal evaluation at all levels. In this centre, understanding and use of this improvement-focused approach is developing.
The restructure of playcentre operation is being carefully worked through to support a new and more sustainable future for the organisation. The regional office provides a range of support for centres. This includes the creation of new roles designed to redistribute the management of compliance and administration, and provide improved assistance to members for curriculum, teaching and learning, internal evaluation, adult education, marketing and property. Leaders report that the strategic focus on growing a sense of community, and increased membership and parent involvement, is already resulting in increased collaboration across centres and interest in Playcentre philosophy. Detailed action plans should contribute to progress in meeting goals.
ERO and regional leaders agree that the federation should prioritise the:
support for the CSW to promote members' understanding of programme planning and evaluation, internal evaluation, te ao Māori and implementation of a bicultural curriculum
further development of CSW support and reporting
review and further development of the appraisal process for CSWs and CA.
The continuing focus on strengthening leadership, growing a sense of community, parent participation and collaboration between playcentres should continue.
Before the review, the staff and management of Spring Creek 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 the service provider should ensure:
the centre has a complete set of up-to-date policy guidelines
hazards to the safety of children and adults in event of an earthquake are a more regular focus
provision for sleeping children is clarified.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
11 June 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 |
Spring Creek |
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Ministry of Education profile number |
45201 |
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Licence type |
Playcentre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
24 children, including up to 15 aged under 2 |
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Service roll |
20 |
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Gender composition |
Girls 10, Boys 10 |
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Ethnic composition |
Māori |
2 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:1 |
Better than minimum requirements |
|
|
Review team on site |
March 2019 |
||
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Date of this report |
11 June 2019 |
||
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Most recent ERO report(s) |
Education Review |
September 2013 |
|
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.
Spring Creek Playcentre is part of a cluster of five parent-led centres that operate under the umbrella of the Marlborough Playcentre Association (the association). The centre is open for two sessions per week on Monday and Wednesday from 9.30 to 12.00pm. It is licensed for 24 children including 15 children up to two years old.
The centre is well supported by the association. Support workers, team leaders, tutors and facilitators provide professional advice and guidance for team members, often modelling effective planning skills and teaching strategies. Clear overarching policies support centre operation. The association is responsible for the recruitment, appointment, police vetting and appraisal of all paid staff.
The centre’s philosophy of ‘child-initiated, free uninterrupted play’ and strong networks for families is evident in the programme. Members support each other and learn together. Parents are valued as ‘first educators’ and all parents have, or are working towards, Playcentre qualifications.
The centre curriculum is clearly linked to the principles and strands of Te Whāriki, the early childhood curriculum. There is an appropriate focus on belonging.
Planning for individuals and groups is responsive to children’s emerging interests. Children follow their own interests and strengths. Learning stories capture involvement and engagement in centre activities. A notice, recognise and respond model of assessment and evaluation is capturing special moments and developing parents' confidence to contribute to their child’s learning. There is a need to continue to develop team members' understanding of assessment and evaluation.
The programme effectively contributes to children’s learning and development and is responsive to the range of age levels. Team members know children well and play alongside them. Good use is made of the local community environment through excursions. Positive interactions are modelled and oral language is fostered by questioning to promote conversation and extend play. Established routines support independence. Parents discuss each session and evaluate the programme and use of play areas to enable children’s emerging interests and learning to continue from one session to the next.
Centre displays promote a strong sense of belonging for all. High quality resources contribute to the implementation of the programme, effectively supporting freedom of play and self choice. A specific area for children up to two years with resources appropriate to their age promotes their development. Outdoors, children can explore, investigate and care for living things participating in challenging, physical play.
Interactions are positive, supportive and caring. Children appear happy, are actively engaged and cooperate well, respecting each other in their personal play. They confidently approach adults to ask questions and share achievement. Older children confidently take on leadership and support roles with their younger peers. Children and parents have fun together.
Inclusive bicultural practices are evident. Māori perspectives and resources, use of waiata and karakia provide a sense of belonging for Māori children and whānau. Increased use of te reo Māori has been identified by the team as an area for further development. ERO’s evaluation affirms this next step. Teams also need to develop an understanding of how they can promote success for Māori children as Māori.
There is a cooperative and shared approach to leadership. All parents are supported to take on leadership roles and are involved in some way. Strategic planning is appropriately based on the association plan. The team document their own interpretation and how they are to achieve its goals. A next step is to develop additional goals that reflect local centre priorities and identify strategies for achieving all goals as an annual plan.
A sound self review framework is emerging. Set questions guide the direction of reviews. However, these questions could be more evaluative. The development of indicators for the expected outcomes of what is being reviewed would help team members know what progress they are making to achieve their goals.
ERO and team members have identified that there is a need to continue to develop:
Before the review, the staff and management of Spring Creek 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 Spring Creek Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
4 September 2013
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 |
Spring Creek |
||
|
Ministry of Education profile number |
45201 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
24 children, including 15 aged up to 2 |
||
|
Service roll |
6 |
||
|
Gender composition |
Boys 5, Girls 1 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
1 5 |
|
|
Reported ratios of adults to children |
Under 2 |
1 : 1 |
Better than minimum requirements |
|
Over 2 |
1 : 1 |
Better than minimum requirements |
|
|
Review team on site |
June 2013 |
||
|
Date of this report |
4 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
2007 |
|
|
Education Review |
2004 |
||
|
Education Review |
2001 |
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.