Hataitai Playcentre

Education institution number:
60032
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

72A Hamilton Road, Hataitai, Wellington

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1 Evaluation of Hataitai Playcentre

How well placed is Hataitai 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

Hataitai Playcentre is one of 19 parent-led early childhood centres governed and administered by the Wellington Playcentre Association (the association). It is licensed to provide mixed age sessional education and care for up to 30 children, five mornings a week. This includes provision for 18 children up to the age of two at any one time. 

A council, of elected volunteer representatives from each of the association's member centres, oversees operation of the association at the governance level. Their work is assisted by an operations manager and general manager. An executive committee administers the adult education programme and tutors provide timely guidance and support for members. Responsibility for
day-to-day operation is undertaken by centre-elected office holders.

A centre support worker is employed to visit the centre and provide professional advice and feedback to strengthen practice and promote improvement. The support worker's more formalised role was developed after the 2014 ERO review that identified the need for a more effective response to the needs of individual centres. 

The association philosophy, Whānau tupu ngātahi – families growing together, is articulated as empowering parents and children to learn, grow and play together and underpins practice. This was reaffirmed by the association and Hataitai Playcentre in 2016 and guides service provision and practice for their learning community.

Hataitai Playcentre has a positive reporting history with ERO and responded proactively to the areas identified for improvement in the 2014 review. The 2014 ERO report identified that centre leaders would benefit from association support to further develop a more bicultural perspective, to refine assessment, planning and to strengthen self-review practices.  In addition the association was to redevelop the appraisal process for centre-based employees. All have been considered and appropriately actioned.

Curriculum planning and implementation, at Hataitai Playcentre, is a shared responsibility. Each session is supported by a duty team of parent educators or an employee who hold Playcentre training certificates. Most centre members participate in the adult education programme provided by the association.

The New Zealand Playcentre Federation, of which the Wellington Association is part, is planning a significant restructure for 2017. Playcentres will become part of a regional hub, supported by a regional manager and support persons.

The review was part of a cluster of nine in the Wellington Playcentre Association.

The Review Findings

Children’s holistic development is enhanced through their engagement in child initiated play-based learning. Te Whāriki and Playcentre philosophy underpin centre practice. Assessment and planning have been significantly improved, with clear guidelines for achieving positive outcomes for children as confident, lifelong learners. Effective systems to collate and communicate observations about children’s developing interests and skills inform planning and assessment. Individual learning portfolios celebrate children's progress, showing their developing skills, knowledge and attributes.

The centre support person and duty teams provide effective leadership that contributes positively to children’s early learning experience. Helpful strategies are in place to support newer members to the centre to document and record children's learning and progress.

The high levels of involvement in the centre's community and a sense of collective responsibility for children, provide a positive platform for learning. Members are a diverse group of enthusiastic parents and whānau who bring valuable skills and knowledge to their roles. Well-developed systems support the day-to- day running of the playcentre.  A four person leadership team ensures all aspects of organisation and operation are well managed. Each leader has responsibility to provide specific guidance for the smooth running of the centre.  This deliberate practice supports succession planning.

The centre’s bicultural journey has been intentionally planned to support all adults and children. A comprehensive internal evaluation was undertaken, during 2014, to discover how well the association expected to see te reo me ngā tikanga Māori as part of a culturally rich, responsive curriculum. In 2016, Hataitai Playcentre began a review of how successfully members engage with
te ao Māori and the impact on children. Success for children who identify as Māori is part of the review. ERO's evaluation affirms this process.

The dual purpose of self review for accountability and improvement is well understood and guides ongoing decision-making. Planning priorities are aligned to the service and association vision and positioned to improving teaching and learning.  Self-review practices have had a positive impact on children’s social development and learning. In 2015, a review of how well members support the sense of belonging and wellbeing of tamariki in relation to kai led to changes in routines. Leaders are aware of the importance of revisiting the impact of any review so that all members know the purpose and outcomes from the process.

Well-considered transition processes for children and parents new to the centre enable them to become part of the learning community. Parents are mentored by more experienced members who model an open collaborative approach. Well-chosen age-appropriate equipment and effective session planning enables and supports children of all ages to play and learn together. The centre is highly responsive and provides well for up to two year olds and for all children. Thoughtful improvements to the inside and outside environments provide support, challenge and fun in the programme.

Key Next Steps

Association and centre leaders should continue to improve outcomes for children and families by using internal evaluation effectively to ensure the good practice occurring is sustained and prioritised developments are achieved.

Management Assurance on Legal Requirements

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

4 May 2017

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

Wellington

Ministry of Education profile number

60032

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 18 aged under 2

Service roll

25

Gender composition

20 Boys, 5 Girls

Ethnic composition

Māori
Pākehā

7
18

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:3

Better than minimum requirements

Review team on site

March 2017

Date of this report

4 May 2017

Most recent ERO report(s)

 

Education Review

May 2014

Education Review

September 2010

Education Review

December 2007

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. 

1 Evaluation of Hataitai Playcentre

How well placed is Hataitai 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

Hataitai Playcentre is one of 20 parent-led early childhood centres administered by the Wellington Playcentre Association (the association). A council oversees operation at governance level and an executive committee provides the adult education programme, guidance and support for members. Two centre supporters are employed by the executive to visit playcentres and provide professional advice and feedback to strengthen practice and promote improvement.

Responsibility for day-to-day operation is undertaken by centre-elected office holders. The playcentre operates four mixed age sessions, a tamariki nui session specifically for four year olds, a starter session for children aged under two and a half years, and one session for supporting parents alongside their children(SPACE) session. Parents share the duties associated with implementing the programme. About 40% of children have dual enrolment with other early childhood services. It currently maintains a full roll.

Playcentre philosophy recognises parents as the best first teachers of their children and emphasises the importance of child-initiated play in mixed-age sessions. Acknowledging Te Tiriti o Waitangi is an integral part of this philosophy.

Hataitai Playcentre is a long established centre. Positive relationships, cooperative decision-making and management support operation and children’s learning.

Since the September 2010 ERO report, this service has been relicensed under the Education (Early Childhood Services) Regulations 2008. The centre has also undergone extensive internal remodelling resulting in an improved indoor area.

This review was part of a cluster of 20 reviews of centres in the Wellington Playcentre Association.

The Review Findings

Key philosophical values are reflected in practice. A real sense of family and community is evident. There is an ongoing focus on building and maintaining positive and relationships in the centre and beyond. Members are friendly and welcoming.

Children are cooperative, happy and engaged learners. A wide variety of challenging and attractive learning materials attracts children’s interest and promotes exploration. Flexible routines promote their independence. Literacy and numeracy are well integrated into the programme in meaningful ways.

There is good provision for infants and toddlers. They are well supported and encouraged to explore the play spaces and full range of learning materials.

A tamariki nui session is in place to provide additional, appropriate and enriched learning opportunities for older children. Well established links with the adjacent primary school are valued and maintained. Poroporoaki provide good support for children and families making the transition to school and opportunities for liaison between the two services.

Centre leaders are proactive in promoting Māori culture and identity, and supporting success for Māori children. They are committed to enhancing members’ understanding of Te Tiriti o Waitangi and to embedding a bicultural perspective within centre operations. This is supported by the centre’s Māori families, the association's Māori Whānau support group and members’ ongoing commitment to training. Members’ learning is reflected in the use of te reo me ngā tikanga Māori in the programme and in adult meetings. Members plan to continue to increase their use of te reo Māori during sessions.

The programme is strongly child-focused with adults providing good support for children’s choices. Respect for the culture, language and identity of all members is evident.

Adults know children well. Members maintain high levels of purposeful engagement with children. They are responsive to children, supporting them explore and extend their ideas. High ratios of adults to children promote opportunities for one-to-one interaction and for sustained learning conversations.

Regular meetings enable parents to share their aspirations for their children. This information is used to support planning. There has been a strong focus on promoting continuity in planning to promote children’s learning over time. Plans to access and use of modern technologies in the centre should support easier access to all centre information. A greater focus on children’s significant learning in session evaluation meetings should lead to improved planning for individuals and different age groups.

Children’s portfolios are rich records of children’s participation. They provide parents with an attractive record of their children's learning and range of experiences. Making profile books more accessible should provide additional opportunities for children to revisit their experiences and learning.

Adults take pride in being part of a community of learners with their children. Strong leadership and a collaborative culture support parents’ confidence and willingness to become involved in management roles and training. Newcomers to playcentre are encouraged to take an active role. The high number of experienced, long-term members supports continuity of leadership and institutional knowledge through induction, mentoring and transition.

Members are highly reflective and improvement focused. Strategic priorities are well articulated and supported with measures for monitoring and reviewing progress. Self review is an ongoing part of playcentre practice. The next step is for members to refine their understanding and use of self review to better support decisions about improvement and priorities for development.

The association provides good support and a range of training for members. The centre supporter provides regular and valued face-to-face feedback and aid as needed. A more evaluative approach based on identified priorities, and growing members’ practice, should better promote improvement over time. Comprehensive and up-to-date written policies and procedures guide office holders in their management roles and members in planning and implementing an appropriate programme.

The association is both improvement and future focused. The systematic review of and plan to restructure governance and management are being carefully worked through to support a new and more sustainable future for the organisation and individual centres.

Key Next Steps

Members should continue to:

  • incorporate te reo Māori into the learning programme
  • explore ways of strengthening child-led learning
  • refine their approach to assessment, planning and evaluation.

The association should:

  • support members to strengthen their understanding and use of self review to promote improvement
  • continue to develop centre support processes based on identified needs and priorities
  • redevelop the appraisal process to ensure the development needs of centre-based employees working with children, are met.

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

13 May 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

Hataitai, Wellington

Ministry of Education profile number

60032

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 18 aged up to 2

Service roll

53

Gender composition

27 boys

26 girls

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

4

39

10

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

March 2014

Date of this report

13 May 2014

Most recent ERO report(s)

Education Review

September 2010

 

Education Review

December 2007

 

Education Review

December 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.