Westside Playcentre

Education institution number:
60010
Service type:
Playcentre
Total roll:
80
Telephone:
Address:

165 Renall Street, Masterton

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Westside Playcentre - 24/07/2018

1 Evaluation of Westside Playcentre

How well placed is Westside 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

Westside Playcentre is licensed to provide mixed-age education and care for 30 children, three sessions a week. This includes provision for 15 children aged up to two years. At the time of the review there are 40 children enrolled.

During 2018, playcentres are transitioning from operating as 32 regional associations to becoming one national body, Playcentre Aotearoa. In the lower North Island eight associations have merged into a region renamed Playcentre Aotearoa Lower North Island Region. Playcentre Aotearoa is governed nationally through an annual general meeting and a trustee board that reflects the organisation’s bicultural partnership model. The board includes equal membership from a general Tangata Tiriti caucus and Te Whare Tikanga Māori, a group of consisting of whānau Māori.

The philosophy of Playcentre Aotearoa, 'Whānau tupu ngātahi – families growing together', is to empower parents and children to learn, play and grow together. Alongside this, the centre philosophy acknowledges that, 'children initiate their own play' and they 'can help, teach and learn from each other'.

A centre support worker and an administrator are employed to visit playcentres and provide professional advice and support, and to promote improvement. For Westside Playcentre, the region’s centre support co-ordinator and te ao Māori field worker are yet to be appointed. Responsibility for day-to-day operation is undertaken by members who are office holders. Each session is supported by a team of parent educators who hold, or are working towards, Playcentre Education Awards.

Prior to 2018, little support was being provided to members at Westside Playcentre. New support staff acknowledge the need to prioritise this centre's contact and monitoring to improve some areas of practice. At the time of this review, support was in the beginning stages.

The November 2014 ERO report for Westside Playcentre identified areas for development for the centre and the former Wairarapa Association. Members were to continue to build the quality and consistency of assessment practices, enhance culturally responsive practices and build strong sense of team culture and emergent leadership. Progress in these areas is ongoing.

This is one of a cluster of two playcentre reviews in the Playcentre Aotearoa Lower North Island Region.

The Review Findings

Members have successfully maintained a positive learning environment for children during periods of reduced association support. They collaborate as a whānau, working respectfully alongside their own and other children to support their learning and wellbeing.

Children have good opportunities to make decisions and choices about their involvement in play. Positive interactions and tuakana teina relationships are evident. Thoughtful outdoor spaces invite children's exploration and discovery.

Some aspects of kaupapa Māori are evident. Plans are in place to build members' knowledge through valuable whānau expertise, Playcentre Aotearoa support and professional learning with local iwi. This should assist the centre to develop culturally responsive practices that support tamariki Māori and enact a localised bicultural curriculum, unique to Westside Playcentre.

Adults document useful observations and analysis of children's individual and group interests. Clear communication strategies are used to plan activities that allow children to revisit experiences. Members are alert to the valuable learning opportunities within play experiences, and usefully link assessment documentation to learning dispositions and Te Whāriki, the early childhood curriculum. A next step is to plan strategies that challenge children to extend their learning. As the cycle of assessment, planning and evaluation develops, regional staff should support members to use cultural information to strengthen their response to children's culture, language and identity.

At regional level, clear roles and expectations for centre support staff have been established. These include building effective internal evaluation practices at centre level. A more evaluative approach, including reporting more deliberately about impacts for children should assist both centre and regional personnel to know how well planned actions improve outcomes for all.

The organisation has useful monitoring and reporting systems, and these with clearer support and management roles, are likely to promote improvements. A good range of communication strategies is in place to inform parents and whānau of ongoing changes and invite their input. Some current policies and processes remain in place until new systems are implemented nationally. An emphasis on establishing consistency and efficiency, to better support effective practice in centres, is evident.

Key Next Steps

At Westside Playcentre, the priorities are to:

  • develop the cycle of assessment, planning and evaluation

  • build the bicultural curriculum and culturally responsive practices.

For regional staff, priorities are to support members to strengthen their:

  • understanding and implementation of new policies and systems

  • understanding of effective internal evaluation.

Recommendation

ERO recommends that regional staff actively support and monitor the quality and effectiveness of playcentre practices, in order to be assured that outcomes for children and their whānau are improved through effective systems, processes and internal evaluation.

Management Assurance on Legal Requirements

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

24 July 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

Masterton

Ministry of Education profile number

60010

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

40

Gender composition

Girls 24, Boys 16

Ethnic composition

Māori
Pākehā
Asian
Tongan

1
36
2
1

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:2

Better than minimum requirements

Review team on site

May 2018

Date of this report

24 July 2018

Most recent ERO report(s)

Education Review

November 2014

Education Review

March 2013

Education Review

June 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 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.

Westside Playcentre - 28/11/2014

1 Evaluation of Westside Playcentre

How well placed is Westside 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

Westside Playcentre is one of three parent-led early childhood centres administered by the Wairarapa Playcentre Association, (the association) which oversees governance operations. An executive committee provides the adult education programme, guidance and support for members. A centre support person is employed by the executive to visit playcentres and provide professional advice and feedback to strengthen practice and promote improvement.

The playcentre operates mixed age sessions, three mornings per week. Each session is run by a team of parents whose responsibility it is to set up, maintain activities and complete the end of session evaluation and planning for the next week. Playcentre philosophy recognises parents as the first teachers of their children and emphasises the importance of child-initiated play.

Concerns identified in the March 2013 ERO report have been, or are in the process of being, addressed. The New Zealand Playcentre Federation has provided centre members with professional learning and development (PLD) in self review; planning, assessment and evaluation, and positive guidance. This training has had a positive impact on the quality of the children’s programme.

This review was part of a cluster of three playcentre reviews in the Wairarapa Playcentre Association.

The Review Findings

Children enthusiastically engage in a child-initiated play-based programme. Playcentre philosophy guides practice and is underpinned by the early childhood curriculum, Te Whāriki.

Since the previous ERO review, members have been developing their assessment, planning and evaluation of children’s learning. As a result, there is improved quality and consistency in practice. Centre members have identified they should continue to access PLD to embed these processes to enhance children’s learning outcomes. Each child’s journey of learning and development is recorded in their individual portfolios, which are contributed to by parents and playcentre members.

Vibrant and stimulating indoor and outdoor spaces are organised to encourage children to learn, explore and develop their physical skills. Individuals confidently make decisions about their participation in play and activities. They take part in sustained cooperative engagement with peers.

Information provided by parents guides understanding of each child’s personality, communication skills and particular needs. Adults engage in conversation with children to extend language and thinking. Opportunities for children to be creative, imaginative and messy are abundant. Adults are highly attuned to children’s needs.

Infants and toddlers are well supported to explore, interact, plan and have fun with attentive adults and each other. Babies have the protection of a designated area within the main play space.

Literacy, numeracy, mathematics and science learning are integrated throughout the curriculum in appropriate ways.

Te ao Māori is reflected through waiata, signage and modelling basic te reo Māori. Increasing the capability of centre members and continuing to develop programmes that are responsive to the cultural identity of families is a next step.

Well thought out strategies support children’s and families’ induction and welcome into the centre. Succession planning for leaders is designed to ensure sustainability. Centre members see this as an ongoing development. Self review effectively informs improvement and change.

Strategic and annual planning clearly identifies the playcentre’s priorities and goals. They are strongly linked to positive learning outcomes for children.

Key Next Steps

Members have identified that they should continue to:

  • build the quality and consistency of assessment practices

  • enhance culturally responsive practice

  • build strong and sustainable playcentre through increasing a sense of team culture and emergent leadership.

The association provides good support and a range of training for members. Since the previous ERO review it has provided new personnel to support centres. The association should:

  • assist members to address the key next steps they have identified

  • engage with iwi to encourage a wider involvement of Māori

  • seek support to further develop cultural competencies

  • ensure the team leader's development needs are suitably identified and addressed through a robust appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Westside 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 Westside Playcentre will be in three years.Image removed.

Joyce Gebbie,

National Manager Review Services Central Region,

28 November 2014

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

Wairarapa

Ministry of Education profile number

60010

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 15 aged up to 2

Service roll

35

Gender composition

Girls 23, Boys 12

Ethnic composition

Māori

NZ European/Pākehā

Japanese

1

32

2

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

 

Over 2

1:2

Better than minimum requirements

Review team on site

October 2014

Date of this report

28 November 2014

Most recent ERO report(s)

Education Review

March 2013

 

Education Review

June 2009

 

Education Review

April 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.