Levin Playcentre Incorporated

Education institution number:
52007
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
18
Telephone:
Address:

13a Paisley Street, Levin

View on map

1 Evaluation of Levin Playcentre Incorporated

How well placed is Levin Playcentre Incorporated 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

Levin Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). The centre is licensed to provide sessional education and care for 30 children, five sessions a week, in a mixed-aged setting. This includes provision for 15 children up to the age of two. At the time of this review there were 19 children enrolled and six identify as Māori.

The New Zealand Playcentre Federation, of which Central Districts Association is part, is undergoing a significant restructure that includes amalgamating associations. Playcentres will become part of a regional hub, supported by a regional manager and others.

The federation philosophy, 'whānau tupu ngātahi – families growing together', is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy fosters quality environments supporting a child-led curriculum.

Whānau and families are valued as the primary educators of their children. Curriculum planning and implementation is a shared responsibility. Each session is supported by a team of parent educators who hold Playcentre training certificates.

Centre support people regularly visit playcentres to provide professional advice and support to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders.

The July 2013 ERO report of Levin Playcentre affirmed self-identified areas for development and review. These included: evaluating Māori success as Māori; the impact of changes through and as a result of self review; and annual planning of educational goals and outcomes. Progress is evident.

The review was part of a cluster of 11 reviews in the Central Districts Playcentre Association. 

The Review Findings

The playcentre philosophy is highly evident in practice. Children are purposefully engaged as they learn through play. Their experiences in mathematics, science, literacy, creative arts and physical exploration are promoted through the well-resourced indoor and outdoor spaces. The programme is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum.

Adults view children as confident, competent and communicative learners. Children enthusiastically make choices and show enjoyment in learning. A sense of belonging is upheld through positive relationships among children, parents and whānau who know each other well. Social competencies are nurtured through tuakana teina, with younger children supported by others.

The programme for infants and toddlers fosters unhurried play and follows their natural rhythms. Adults are responsive to their verbal and non-verbal cues, and promote opportunities for them to problem-solve, collaborate with peers and engage in challenges.

Centre leaders effectively guide members' assessment, planning and evaluation practice. The curriculum responds to children's preferences, interests and needs well. Members write about these in individual learning plans and portfolios. These show the breadth of children's learning experiences, continuity, and progression over time. An online platform invites families' contributions to their children's learning.

Te ao Māori enhances day-to-day experiences for children as they contribute to karakia, waiata and proudly acknowledge their whakapapa. Māori children experience success as Māori in a culturally affirming climate. Children's culture, language and identity are celebrated.

A considered transition to school process is in place. It is suitably responsive to the needs of children and families.

The previous ERO report identified self review as well embedded and used to enhance learning experiences for children. This practice has been sustained and some elements of evaluation that identifies what is working well and why, are evident in practice. Furthering understanding of internal evaluation practice, through professional development, is building members' capability.  An evaluation of cultural responsiveness is a recent example of good practice.

Suitable planning priorities and objectives are incorporated into the centre's strategic and annual planning. There is a strong focus on growing membership. The appraisal processes usefully grows practice. Centre members affirm the value of this process. 

Key Next Steps

At playcentre level the priority is to:

  • clearly identify through internal evaluation what is making the most difference for learning and to continue to grow capacity of members to undertake and lead internal evaluation.

At the association/federation level the priority is to continue to support members' understanding and implementation of effective internal evaluation.

Recommendation  

ERO recommends that the new regional team actively monitor and evaluate the quality of support provided to playcentres.

Management Assurance on Legal Requirements

Before the review, the staff and management of Levin Playcentre Incorporated 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 Levin Playcentre Incorporated will be in four years.

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

30 April 2018 

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

Levin

Ministry of Education profile number

52007

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

19

Gender composition

Boys 11, Girls 8

Ethnic composition

Māori
Pākehā
Samoan
Other ethnic groups

6
9
2
2

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

February 2018

Date of this report

30 April 2018

Most recent ERO report(s)

Education Review

July 2013

Education Review

April 2010

Education Review

March 2005

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.

Evaluation of Levin Playcentre Incorporated

How well placed is Levin Playcentre Incorporated 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

Levin Playcentre Incorporated is one of 20 playcentres managed by the Central Districts Playcentre Association (the association). This review forms part of a sample of five education reviews carried out in association playcentres during Term 2 2013.

The service operates as a family cooperative catering for children from birth to six years of age, five mornings a week. The playcentre philosophy ‘whānau tupu ngātahi – families growing together’ is reflected in the collaborative planning and organising of the programme. As result of recent self review the centre programme has been extended to include a weekly afternoon session for children aged up to one year.

The centre, administered as an incorporated society, is a parent-run cooperative with experienced supervisors who work collaboratively with the management committee and parents. Effective management of financial resources enables the centre leaders to maintain high quality facilities and equipment. An association liaison officer provides regular assistance and input to support all adults in their role as educators. All parents have, or are working towards attaining, Playcentre qualifications.

Māori perspectives, te reo me ngā tikanga Māori are well integrated into governance and management procedures and teaching practices. The outdoor environment includes natural features, plants, materials and textures to enrich learning opportunities. Children’s independence and choice are fostered by easy access to a wide range of resources and equipment.

The Review Findings

Supervisors and parents have established a culture in which children are valued, celebrated and affirmed. A high level of relational trust is established among all adults involved in the service. Collaborative ways of working enable parents to be actively involved in the learning, wellbeing and development of all children.

Educators have clear and shared expectations and processes for responding to children’s strengths, interests, abilities and needs. Opportunities are provided for parents and whānau to contribute their perspectives to the design of centre programmes. Leadership is encouraged and distributed amongst parents and staff across the centre. Appropriate professional development is provided to support needs and aspirations of leaders and parents.

Indoor and outdoor spaces encourage children to learn, explore, develop their physical skills and engage in imaginative, creative play. The environment provides well for the physical and emotional wellbeing of very young children. Early literacy and numeracy learning opportunities are effectively integrated in the programme and environment.

Children are purposefully engaged in learning and confidently make decisions about their involvement and participation. Responsive and flexible routines support children's engagement in sustained and purposeful play. Infants and toddlers are supported to interact and play with older children.

Children’s learning is recorded meaningfully in attractive profiles and analysed to decide next steps for development. Recent initiatives have successfully increased parents’ involvement in assessment, planning and evaluation of children’s learning.

The bicultural perspective of New Zealand is positively reflected throughout the centre. Children’s cultural identity is acknowledged and celebrated. Success for Māori children is effectively promoted. Appropriate resources, displays and practices that reflect te ao Māori, enable children to develop knowledge and understanding of their dual heritage. Parents are committed to developing their practice to continue to support Māori children achieve success as Māori.

Well thought out, clear strategies support children and their families’ induction into the centre. Children’s transitions to school are acknowledged and celebrated using appropriate practices that reinforce their individual culture and identity.

A robust self-review process, focused on outcomes, is well embedded and used to enhance learning experiences for children and inform strategic direction.

The centre’s governance and management systems, policies and procedures effectively promote positive outcomes for all children. The centre philosophy, aligned with Te Whāriki, the early childhood curriculum and Tiriti o Waitangi, is reviewed annually.

Key Next Steps

Centre leaders have effective systems and procedures for monitoring, sharing and reporting on initiatives and curriculum developments. They have identified, and ERO affirms, that their next steps are to:

  • evaluate curriculum effectiveness for supporting Māori children to achieve success as Māori
  • expand the annual plan to more explicitly define educational goals and expected outcomes
  • evaluate the impact of changes implemented as a result of self review.

Management Assurance on Legal Requirements

Before the review, the staff and management of Levin Playcentre Incorporated 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 Levin Playcentre Incorporated will be in four years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

19 July 2013

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

Levin

Ministry of Education profile number

52007

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 15 aged up to 2

Service roll

18

Gender composition

Girls 10, Boys 8

Ethnic composition

Māori

NZ European/Pākehā

6

12

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

May 2013

Date of this report

19 July 2013

Most recent ERO report(s)

Education Review

April 2010

 

Education Review

March 2005

 

Education Review

October 2001

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.