Newlands Tamariki Playcentre

Education institution number:
60041
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

134 Newlands Road, Newlands, Wellington

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Newlands Tamariki Playcentre - 09/05/2017

1 Evaluation of Newlands Tamariki Playcentre

How well placed is Newlands Tamariki 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

Newlands Tamariki 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, four 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, articulated as empowering parents and children to learn, grow and play together, underpins practice. This was reaffirmed by the association and Newlands Tamariki Playcentre at their recent annual general meeting and guides service provision and practice for their learning community.

Newlands Tamariki Playcentre has responded proactively to the areas identified for improvement in the 2014 ERO review. The report identified that centre leaders would benefit from association support to further develop a more bicultural perspective, assessment, planning and self‑review practices.

In 2013, Newlands Tamariki Playcentre had already identified this need and piloted a self review of their use of te reo and te ao Māori in play that was adopted by the association and administered in Wellington centres in 2014.

Curriculum planning and implementation is a shared responsibility. Each session is supported by a duty team of parent educators who hold playcentre training certificates. All centre members are supported and encouraged to participate in the adult education programme provided by the association. The centre has sustained high numbers of trained members over time, enabling parents to be actively involved in their child's education.

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.

This 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, curriculum planning and evaluation practices provide adults with timely and useful information. This helps them plan meaningful learning experiences, responsive to children’s interests. Their progress, developing skills, knowledge and attributes are celebrated in individual learning portfolios.

The centre support person and duty teams provide strong, 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.

High levels of involvement in the centre's community and a sense of collective responsibility for the 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 smooth day-to-day running of the playcentre. 

A comprehensive internal evaluation by the association was undertaken, during 2014, to discover how well the association and centres included te reo me ngā tikanga Māori as part of a culturally rich, responsive curriculum.

The inclusion of te ao Māori is an integral part of children's daily experience. Planning is strengthened by the up-skilling of members in te reo Māori who bring their new knowledge and enthusiasm to the sessions.

A weekly bilingual session where tamariki and adults practice their te reo Māori through pepeha, karakia, waiata, games and books is supported by a kaitiaki. This session is also attended by tamariki and their parents from other centres. The centre’s bicultural journey has been deliberate and planned.

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. Self review has had a positive impact on children’s social development and learning.

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 centre children of all ages to play and learn together. Planning and evaluation activities are colourfully displayed enabling continuity between sessions. The centre provides well for children's learning needs.

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. One of these developments is to improve the inclusion of Pacific cultures in centre environment and learning resources.

Management Assurance on Legal Requirements

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

9 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

60041

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

28

Gender composition

Boys 16, Girls 12

Ethnic composition

Māori
Pākehā
Pacific

  3
21
  4

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

9 May 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

October 2010

Supplementary Review

April 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. 

Newlands Tamariki Playcentre - 30/04/2014

1 Evaluation of Newlands Tamariki Playcentre

How well placed is Newlands Tamariki 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

Newlands Tamariki 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. Parents share the duties associated with implementing the programme.

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.

Newlands Tamariki Playcentre is a long established centre in the area. It serves a diverse community. Members place high value on the centre’s links with its community. They use cooperative decision making and management, and positive relationships to support operation and children’s learning.

Responsibility for day-to-day operation is undertaken by centre-elected office holders. The playcentre operates four mixed-age sessions for children up to six years each week. In addition it operates a SPACE session on Friday afternoons. Parents share the duties associated with implementing the programme.

Since the October 2010 ERO report, this service has been relicensed under the Education (Early Childhood Services) Regulations 2008. The licensing process was a focus for development for some time. Extensive upgrading and refurbishment resulted in the centre operating from premises within Paparangi School for part of 2013. The centre relocated to its newly renovated space in term four, 2013.

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

The Review Findings

Key philosophical values of Playcentre are reflected in practice. A sense of family and community and respect for culture, language and identity of members 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 settled, cooperative and happy learners. They are busy and engaged with much sustained play evident. Members are responsive to children, supporting them to explore, extend their ideas and persevere in their play. Literacy and languages are well integrated into the programme in meaningful, playbased ways. High ratios of adults to children promote opportunities for one-to-one interaction.

Children have free access to a suitable variety of learning materials, displayed to attract children’s interest and promote learning. The curriculum is extended through trips into the community which support topical interests planned by parents. Consideration should be given to ways to allow children to revisit their learning experiences during sessions.

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. These youngest playcentre members show confidence in making choices and leading their learning. A suitably resourced area is currently being developed for those children who are not yet mobile. Recently upgraded change and sleep areas are now well used.

The programme is strongly child led with adults playing a supporting role. Members are committed to ongoing training and development. Their approach to planning for learning places a strong emphasis on identifying children's significant learning linked to Te Whāriki, the early childhood curriculum. Session planning meetings enable parents to share the developing interests, strengths and aspirations for their children. Termly session planning is made visible to better support ongoing planning. Learning stories provide clear records of children’s progress in learning. A suitable next is to develop consistency in how these stories are written. Improving the evaluation of sessions would assist members to analyse interests and plan for the learning of individuals and different age groups.

Centre leaders have made good progress in strengthening members’ understanding of Te Tiriti o Waitangi partnership and establishing a bicultural perspective within the centre’s environment and curriculum. There is a strong commitment to the fostering of te reo me ngā tikanga Māori.

The varied cultural backgrounds of children are recognised and valued. Members seek ways to share these during sessions. Continuing to deepen understanding of the diverse cultures in the community should support an enriched programme and progress in meeting the centre's strategic goal of being one that reflects the Newlands community.

Established links with local primary schools are valued and maintained. These provide good support for families making the transition from playcentre to school. Informal contact is ongoing. Strong links developed with Paparangi School during the recent renovations.

Good leadership and a friendly, supportive culture fosters parents’ confidence and willingness to become involved in management roles and training. Members are reflective and committed in their roles.

Leaders have a strong understanding of self review and use this to undertake reviews that support decisions about improvement and priorities for development. Their commitment and sense of community should lead to a positive future for this service.

The association provides good support and training for members. They also guide members to plan and implement an appropriate programme. Comprehensive, up-to-date written policies and procedures guide office holders in their management roles.

The association is both improvement and future focused. The centre supporter provides regular, valued feedback and aid as needed. A more structured and evaluative approach based on identified priorities, and growth of members’ practice, should better promote and sustain improvement over time.

A systematic review of and plan to restructure governance and management are being carefully worked through. This should support a new and more sustainable future for the organisation and individual centres.

Key Next Steps

Members should continue to:

  • implement bicultural perspectives in the learning programme
  • strengthen their approach to assessment, planning and evaluation
  • implement plans to culturally enrich the curriculum.

The association should:

  • continue to develop centre support processes in response to identified needs and priorities
  • provide leadership to members to help them define their understanding of success for Māori as Māori
  • redevelop the appraisal process to ensure the development needs of centre-based employees are met.

Management Assurance on Legal Requirements

Before the review, the staff and management of Newlands Tamariki 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.

In order to improve current practice members should develop a more comprehensive daily hazard checking procedure.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Newlands Tamariki Playcentre will be in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

30 April 2014

2 Information about the Early Childhood Service

Location

Newlands, Wellington

Ministry of Education profile number

60041

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 18 aged up to 2

Service roll

44

Gender composition

Girls 24,

Boys 20

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Chinese

Indian

4

30

4

4

2

Reported ratios of adults to children

Under 2

1:1

Better than minimum requirements

 

Over 2

1:3

Better than minimum requirements

Review team on site

February 2014

Date of this report

30 April 2014

Most recent ERO report(s)

 

Education Review

October 2010

 

Supplementary Review

April 2009

 

Education Review

February 2008

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.