Taihape Playcentre

Education institution number:
51005
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
3
Telephone:
Address:

15 Kokako Street, Taihape

View on map

1 Evaluation of Taihape Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

Taihape Playcentre is not well placed to promote positive learning outcomes for children.

Background

Taihape Playcentre is licensed to provide mixed-age sessional education and care for 25 children one day a week. This includes 15 children up to the age of two years. At the time of this review, there are nine children enrolled and four identify as Māori.

The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. The centre's own philosophy promotes children leading their own learning through real life experiences and positive relationships to build trust and confidence.

Since the July 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Taihape Playcentre is part of the Lower North Island Region and is supported by a regional manager and support persons.

Whānau and families share responsibility for the curriculum. Centre operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.

Since the previous ERO report there has been a significant decline in membership. Key next steps identified in that report have not been progressed and adults have been unable to sustain some practices. Support provided to members through the time of national restructuring has been insufficient to progress needed developments.

This review was part of a cluster of 11 playcentre reviews in the Lower North Island Region.

The Review Findings

Systems and procedures that promote children's health and safety are not effectively implemented. Implementation of emergency drills, hazard checking, sleep monitoring and analysis of accidents requires strengthening. Records are not well maintained or easily accessible by centre members.

Assessment, planning and evaluation is not currently occurring to inform the curriculum. The development of assessment and planning practices to progress children's learning is a priority. Adults should also consider how to make children's learning visible to promote their revisiting of learning experiences.

The revised parent education programme is becoming more accessible to centre members. Several members are in the process of gaining initial qualifications. Participation in Playcentre education remains a priority to grow understanding of teaching and learning practices, curriculum and functioning of the parent co-operative.

National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Ongoing support is required to enable them to understand and implement these procedures. Systematic monitoring by Playcentre Aotearoa should be strengthened to ensure licensing requirements are upheld.

The national restructuring process continues to require significant attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements.

Self review occurs and results in changes to the environment. Parents should continue to embed their use of internal evaluation and use this to consider the impact of their actions on children's learning.

Aspects of the centre philosophy are evident in practice. Children make choices about their involvement in play. They have opportunities to follow their interests through freely accessing a range of resources. Some activities promote learning through real life experiences. Tuakana teina relationships support infants and toddlers' inclusion in the session.

Children have opportunities to engage with resources that reflect te ao Māori. Parents meaningfully weave te reo Māori into conversation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taihape 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 found significant areas of non-compliance in the service related to:

  • a curriculum consistent with the prescribed curriculum framework

  • assessment, planning and evaluation

  • adults' understanding of children's learning and development and relevant theories and practices in early childhood education

  • completion of relevant emergency drills

  • monitoring sleeping children

  • daily hazard checking

  • analysis of accidents to inform hazard management

  • a current annual plan

  • required documentation being made available.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, C1, C2, C4, HS8, HS9, HS12, GMA8, GMA12. Regulation 43 Curriculum Standard: general (1a)]

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Taihape Playcentre. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

11 February 2020

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

Taihape

Ministry of Education profile number

51005

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 15 aged under 2

Service roll

9

Gender composition

Female 6, Male 3

Ethnic composition

Māori

NZ European/Pākehā

4

5

Reported ratios of adults to children

Under 2

1:1

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

November 2019

Date of this report

11 February 2020

Most recent ERO report(s)

Education Review

July 2016

Education Review

August 2013

Education Review

December 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

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 Taihape Playcentre

How well placed is Taihape 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

Taihape Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). This review is one of seven undertaken by ERO in the association’s playcentres during Term 2, 2016.

The centre operates three mornings a week and caters for children from birth to six years of age. Responsibility for the day-to-day operation is undertaken by centre-elected office holders. Professional advice and feedback to strengthen members’ practice is provided by a liaison officer employed by the association.

The playcentre is licenced for up to 25 children, including 15 children up to the age of two years. There are 31 children enrolled, including six Māori children. The centre philosophy prioritises child-led play and learning. Parents as first teachers are valued. A high proportion of adults participate in training programmes that build their capability to guide teaching and learning.

Playcentres' philosophy statement, 'whānau tupu ngātahi – ‘families growing together’, reflects the value this organisation places on families and whānau working collectively to support children’s learning.

The New Zealand Playcentre Federation is currently reviewing the organisational structure of Playcentre across New Zealand. The outcomes of this review may result in changes to operation at centre level.

An internal restructure of the association leadership has created new team roles and responsibilities at executive level. Changes include the service provider contact, president, and executive team membership. Information sharing systems now include digital media to enhance ease of communication and foster increased support between playcentre teams.

The Review Findings

Children successfully lead their own learning in the play-based programme and actively participate in the centre's routines. High adult-child ratios foster interactions which are warm, responsive to children's interests, and scaffold their engagement. Adults identify strategies to build emerging skills in literacy and numeracy. Children and their whānau have a strong sense of belonging. The centre's philosophy of learning and growing together is clearly visible in action.

The environment is well resourced and caters effectively for all ages. Children have the space and time to take responsibility for their own learning. Routines are well understood and provide a useful framework for the daily sessions.

Bicultural practice is evident. Adults' use of te reo Māori is integrated in their interactions with children, and aspects of tikanga Māori are practised.

Children's portfolios show their participation in the programme, make links to Te Whāriki, the early childhood curriculum, and celebrate their successes. Termly summaries, where the focus for children is considered, provide affirmation of their development. Documentation for planning and evaluating of sessions to identify significant learning and how adults have responded to add challenge, requires strengthening.

Assessment, planning and evaluation requires ongoing development. In particular:

  • promoting children's culture through portfolios and session assessment

  • identifying children's progress in learning over time.

Systems for internal evaluation are in the early stages of development. Members are aware of the need to develop their understanding and implementation of effective self review. A key next step for the association is to provide ongoing guidance and support to develop the internal evaluation capability of members.

Regular review of centre policies is not well established. The development of a schedule for the review of all policies and procedures is a next step. The association has developed policies to reflect recent legislative changes. The relevance of these and how they are incorporated into practice at the centre should be better communicated to members.

The annual plan guiding the playcentre's operations requires updating. This should identify key tasks to be undertaken each year and clearly show how priority areas for improvement are planned for and achieved.

Key Next Steps

The priorities for the centre are to:

  • strengthen documentation to show progression of children's learning

  • update and display the annual plan

  • understand and use internal evaluation to inform future decision making

  • develop a schedule for policy review.

The association should further develop:

  • systems to consistently respond to individual centre needs

  • understanding and implementation of internal evaluation

  • consistent and systematic appraisal for all employees

  • members' understanding of assessment, planning and evaluation.

Recommendation

ERO recommends that the association actively participate in and monitor the quality of support provided throughout the playcentre restructure to ensure implementation of requirements that promote sustainability.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

28 July 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

Taihape

Ministry of Education profile number

51005

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 15 aged under 2

Service roll

31

Gender composition

Girls 16, Boys 15

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

6

16

4

5

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

May 2016

Date of this report

28 July 2016

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

December 2006

Education Review

January 2004

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.