Collingwood Playcentre

Education institution number:
65104
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

Lewis Street, Collingwood

View on map

1 Evaluation of Collingwood Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

Collingwood Playcentre requires further development to promote positive learning outcomes for children.

Many members are new to this service and playcentre philosophy. They are still working to familiarise themselves with playcentre and legislative expectations for practice and operation.

ERO's findings that support this overall judgement are summarised below.

Background

Collingwood Playcentre is one of 78 playcentres in the Upper South Island region. It operates for two morning sessions each week and is licensed for 30 children, including 15 aged up to two years. Most children are aged three years and under.

At the time of the 2015 ERO review the centre was one of 13 administered by the Nelson Playcentre Association, under the umbrella of The New Zealand Playcentre Federation Inc. In June of 2019, the 32 associations nationwide amalgamated into one new entity, a charitable trust, Playcentre Aotearoa (the organisation). Nelson playcentres are now managed as part of a regional hub of the new organisation.

A centre support worker (CSW), employed by the organisation, regularly visits the playcentre and provides professional advice and feedback to strengthen the programme for children. A centre administrator (CA) works with members to support compliance with regulations. Day-to-day management is the role of centre-elected office holders. Two session facilitators with recognised levels of training provide ongoing support for the implementation of the daily programme.

Playcentre philosophy recognises the importance of parents working together, alongside their children, to support their self-initiated play and promote their learning.

The 2015 ERO report identified self review, bicultural practice and developing sustainability as areas for improvement. In addition, the Nelson Playcentre Association had several key next steps to address.

This review was one of four in Playcentre Aotearoa, Nelson region.

The Review Findings

The daily programme is largely child led with adults providing activities to provoke interest, new ideas and investigation. Children's choices, exploration, creativity and self-expression are valued and encouraged. Many confidently self manage and, at times, engage in extended social play.

Children benefit from the wide range of learning experiences they are able to access. Well-organised areas of play promote their interest and participation. The outdoor play space promotes adventure and challenge. Regular excursions extend the learning environment.

The planned programme is responsive to children's needs and emerging interests. The centre's approach to assessment is implemented by the session facilitators with parents' involvement expected and strongly encouraged. To strengthen assessment the CSW and session facilitators should continue to prioritise:

  • supporting parents to identify, respond to and record their children's learning

  • facilitating and recording children's progress over time

  • acknowledgement of te ao Māori in children's profile books

  • documenting how adults respond to parents' aspirations for their children's learning.

Children's transitions to school are well supported due to the positive relationship with the adjacent school.

A sense of community is evident. The service is in a redevelopment phase after significant changes in membership over the last year. Collaboration is a feature as the centre rebuilds with a core group of members and the session facilitators working alongside the CSW to grow support in this parent collective.

Nelson-based CSWs are receiving targeted professional learning and development linked to regional priorities for improvement from the organisation. A more constructive approach to CSW support for centres, including reporting that is more responsive to needs, is in the early stages of implementation.

An appraisal process is in place to support the development of the CSW and session facilitators' practice. Implementation of the process should be strengthened to ensure there is sufficient rigour in goal setting, observations of practice and feedback. The CA should have the opportunity to participate in an appraisal process and targeted training opportunities.

New policy guidelines, developed by the organisation, have now been adopted at centre level. When fully implemented these should support shared understanding of the playcentre expectations and accountabilities. A recent licensing check identified areas of non-compliance that members are working to address.

Self review is a valued and regular part of members' practice. Understanding and use of a more improvement-focused approach is at an early stage at this centre.

Key Next Steps

ERO and regional leaders agree that Playcentre Aotearoa should continue to prioritise:

  • support for the CSW and session facilitators to promote playcentre members' understanding of programme planning and evaluation, curriculum implementation and internal evaluation

  • development of CSW support and reporting

  • review and further development of the appraisal process for the CSWs and session facilitators.

The focus on developing leadership, growing a sense of community, parent participation and collaboration should continue.

Management Assurance on Legal Requirements

Before the review, the staff and management of Collingwood 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

The service had recently had a relicensing visit from the Ministry of Education (MOE). The MOE identified several areas of non-compliance relating to curriculum, premises and facilities, health and safety and governance and management. ERO also identified the following areas of non-compliance.

To meet requirements the service provider and playcentre members must ensure:

  • bark safety surfacing is replenished

  • contents of the first aid kit are regularly reviewed to meet requirements

Licensing Criteria for Early Childhood Education and Care Centres 2008, PF13, PF28.

In addition, the service provider should check requirements with the MOE for implementing a process that meets regulatory requirements for school age children visiting the playcentre in school time to see their parents/siblings so that the school and the playcentre know where these children are in the event of an emergency.

Since the on-site phase of the review, Collingwood playcentre has provided ERO with evidence that the non-compliances around bark safety surfacing and ensuring the first aid kit meets requirements, have been addressed.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

9 March 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

Collingwood

Ministry of Education profile number

65104

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

21

Gender composition

Male 12, Female 9

Ethnic composition

NZ European/Pākehā

21

Percentage of qualified teachers

0-49% 50-79% 80%+ Based on funding rates

0-49%

Reported ratios of adults to children

Under 2

1:1

Better than minimum requirements

Over 2

1:1

Better than minimum requirements

Review team on site

November 2019

Date of this report

9 March 2020

Most recent ERO report(s)

Education Review

May 2015

Education Review

April 2012

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 Collingwood Playcentre

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

Not well placed

Requires further development

Well placed

Very well placed

Collingwood Playcentre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Collingwood Playcentre operates under the guidance of the Nelson Playcentre Association. The playcentre is a parent cooperative. Parents are encouraged to be involved in all aspects of the programme and centre operation. A feature of Nelson Playcentres is the provision of a whānau room. These rooms are well used by parents to, socialise, care for very young children rest and participate in training.

Collingwood is a small, isolated rural community. The playcentre is the only early childhood centre in the area. The centre is well supported by parents and the local community. Many families have to travel long distances to attend playcentre sessions. Parents and centre staff also have to travel considerable distances to attend professional development and parent-training courses.

The centre operates three morning sessions. The supervisory team is rebuilding with a number of long-serving, experienced parents leaving the centre as their children transition to school. Currently, there is one supervisor in charge for all three sessions. Parents are encouraged to complete the playcentre parent-training courses. Some are currently in training.

Since the 2012 ERO review, the centre staff and parents have improved child assessment and planning practices.

The review was part of a cluster of 14 playcentre reviews in the Nelson Playcentre Association.

The Review Findings

The centre is welcoming of parents and extended whānau. Many of the parents have a long history of involvement with the centre. Parents are supportive of the centre and are involved in fundraising to assist the operations of the centre.

Children are happy and play well independently or in groups. Parents and supervisors are actively involved in supporting children in their learning. Supervisors know children and their families well. There are good links with home. Children bring their interests to the programme.

Indoor and outdoor environments are spacious and presented to a high standard. There is a focus on science in the programme. The centre has a good range of attractively presented activities and resources which are easily accessed by children.

Child assessment and programme planning provide clear direction for extending children’s learning and building on their interests. Learning stories show the learning occurring for each child and in many cases possible next learning steps. Parents are encouraged to write learning stories for their children.

There is a strong focus on children effectively transitioning to school. The playcentre is located in the grounds of the area school. The centre has an excellent relationship with the new-entrant class with mutual visits a feature of the programme.

Whilst children play well in mixed age groupings, the supervisor and parents are aware of the need to have a dedicated space with appropriate resources for children under two years of age. They have applied for funding to purchase more suitable resources for babies.

The supervisor and parents are committed to including te reo and tikanga Māori, and a bicultural dimension in the programme. They acknowledge that ongoing professional development is necessary to increase their confidence in this area.

The most recent self review by the supervisor and parents focussed on parent ideas and outcomes for children. The understanding and knowledge of self-review processes has been lost through turnover of members of the supervision team. The parent cooperative is committed to developing an understanding of, and implementing self-review practices that contribute to positive outcomes for children.

Key Next Steps

The centre and the association identified, and ERO agrees, that the key next steps for improving children’s learning include:

  • strengthening processes for sustaining a focus on bicultural Aotearoa/New Zealand and the use of te reo Māori
  • improving the supervisor’s and parents’ understanding of self review as a tool for improvement
  • the centre receiving ongoing support from the association to assist in building capacity and sustainability amongst the parent cooperative.

Nelson Playcentre Association

The playcentres, with support from the association are increasing their interest in te reo and tikanga Māori, and getting to know Māori parents and their aspirations better. The re-establishment of Te Rōpū, a special group for Māori parents, is beginning to grow Māori parents’ confidence and pride in being Māori.

Playcentre environments are inviting, attractively presented, well resourced and spacious. Good use is made of self review to ensure the wide range of equipment and resources are regularly updated and build children’s creativity, confidence and resourcefulness. Centres often have a strong focus on literacy, mathematics and science.

Families are valued and provided with considerable support in their parenting role. Parent-education courses are held during playcentre sessions and the majority of parents attend. A high percentage of parents are progressing quickly through the education courses.

Children and parents are well supported by experienced and long-serving supervision team members, who have also been or still are playcentre parents. Supervision team members provide considerable support to parents to understand and put into practice:

  • the playcentre philosophy
  • cooperative ways of working and sharing responsibilities
  • the best ways to promote the learning and development of infants, toddlers and children.

Individual centres are well supported by the association executive and the liaison officers who have a good knowledge of children’s wellbeing and learning, and playcentre operation. They are committed to making playcentres work well for families.

The association and centres have a good range of policies and procedures to guide the day-to-day operation of individual playcentres. The liaison officers use their extensive knowledge of playcentre to ensure the centres provide high standards of health and safety, are well maintained and activities are well presented and interesting for children.

There continues to be significant change occurring in the structure of governance and management at association and federation levels.

Key Next Steps for the association

The association executive and ERO agree that the key next steps for the association to continue to provide positive outcomes for all children include:

  • sustaining and strengthening of Māori perspectives in the curriculum and supporting Māori children to experience success as Māori
  • developing ways to ensure that children of Pacific heritage and other cultures maintain connections to their cultural identity and language
  • establishing an ongoing, well understood self-review process that monitors progress in achieving the strategic goals and improving learning and teaching
  • reviewing and strengthening the appraisal process for liaison officers and supervisors to ensure all children experience high-quality learning
  • establishing strategic direction for the organisation that clearly shows the association's priorities for its long-term development and sustainability.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Southern

11 May 2015

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

Collingwood, Tasman

Ministry of Education profile number

65104

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under two

Service roll

26

Gender composition

Girls 14; Boys 12

Ethnic composition

Māori

Pākehā

I-Kiribati

French Canadian

2

21

2

1

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

 

Over 2

1:5

Better than minimum requirements

Review team on site

March 2015

Date of this report

11 May 2015

Most recent ERO reports

Education Review

April 2012

 

Education Review

August 2007

 

Education Review

February 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.