81 Lyttelton Street, Spreydon, Christchurch
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management, and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Lyttleton Street Playcentre is a whānau-led early childhood education service administered by Te Whānau Tupu Ngātahi o Aotearoa – Playcentre Aotearoa. Since the November 2014 ERO report there has been significant restructuring and change at the national Playcentre level. The service offers five morning sessions for children aged birth to school and one bespoke afternoon session for infants. Children attending come from diverse ethnic backgrounds with a small number identifying as Māori.
The service curriculum is consistent with the Playcentre philosophy and Te Whāriki, the early childhood curriculum. Parents and whānau work alongside a session facilitator implementing a play-based curriculum. They engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children’s preferences are respected, and they have opportunities to make decisions about their learning.
The environment is purposefully designed to provide quiet spaces, areas for physically active play, and space for a range of individual and group learning experiences. Whānau and parents work cooperatively to manage and govern the centre.
Next steps include:
increasing the opportunties available for children to hear the meaningful use of te reo Māori
developing clear expectations of culturally responsive practice and implementing these through the curriculum.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
keeping consistent records of children sleeping at the service. [HS9].
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
14 November 2022
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Early Childhood Service Name |
Lyttelton Street Playcentre |
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Profile Number |
70084 |
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Location |
Christchurch |
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Service type |
Playcentre |
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Number licensed for |
28 children, including up to 15 aged under 2 |
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Percentage of qualified adults |
0-49% |
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Service roll |
61 |
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Review team on site |
September 2022 |
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Date of this report |
14 November 2022 |
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Most recent ERO report(s) |
Education Review, November 2014; Education Review, October 2011 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
How well placed is Lyttelton Street Playcentre to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Lyttelton Street Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
This playcentre operates under the guidance of the Canterbury Playcentre Association. The playcentre is a parent cooperative. The parents are encouraged to be involved in all aspects of the programme and centre operation.
Lyttelton Street Playcentre has five morning sessions and one afternoon session. ‘Babies Can Play’ is a special programme for infants and parents that operates from this centre.
Since the October 2011 ERO review, the centre has developed better procedures for self review and introduced practical initiatives to improve children’s assessments and planning.
This review was part of a cluster of 11 playcentre reviews in the Canterbury Playcentre Association.
Children and parents experience a welcoming, settled and vibrant learning environment. They make good use of the well-resourced indoor and outdoor areas to play and learn together.
Parents are active partners in children’s play. They let children decide what should happen next, ask good questions to help children develop their ideas and use the resources in creative ways. Children are happy, motivated and confident.
Parents readily identify mathematics in children’s play and help children to better understand mathematical concepts. They have recently completed a review of mathematics in the programme. They developed a useful list of words that parents might use to extend children’s knowledge and enjoyment of mathematics.
The parents are making good progress in increasing the inclusion of te reo and tikanga Māori in the programme. Centre self review and training provided by the Canterbury Playcentre Association is well used to support parents with this important aspect of the curriculum.
The centre operates effectively as a parent cooperative. There are well-established systems and practices for the daily operation of the playcentre. The centre support person provides significant assistance. Parents make effective use of the playcentre parent training programmes to increase their knowledge of children’s learning and the operation of the playcentre.
The centre parents and ERO agree that the next steps for the centre include:
This is the third cluster review of a number of playcentres that ERO has undertaken in collaboration with the association. Each of the previous cluster reviews has identified emerging strengths from all playcentres reviewed. This process has resulted in key next steps for the association to further support playcentres to improve learning outcomes for children.
The association has made some good progress in addressing the recommendations from the previous two cluster reviews. This includes:
Further work is required to develop a stronger understanding of the government’s focus on priority learners so that the association can better support parent groups to respond to these children.
There continues to be significant change occurring in the structure of governance and management at association and federation levels. This has had a major impact on the association’s positive response to ERO’s recommendation from the previous cluster review, to document future planning.
During this cluster review the association has identified, and ERO agrees, that the next steps for the association include:
Before the review, the staff and management of Lyttelton Street 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Lyttelton Street Playcentre will be in three years.
Graham Randell
National Manager Review Services
Southern Region
12 November 2014
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.
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Location |
Christchurch |
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Ministry of Education profile number |
70084 |
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Licence type |
Playcentre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
24 children, including up to 10 aged under two |
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|
Service roll |
51 |
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Gender composition |
Girls 26 Boys 25 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese French South African |
3 41 2 3 2 |
|
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Reported ratios of adult to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
|
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Review team on site |
August 2014 |
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Date of this report |
12 November 2014 |
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Most recent ERO reports |
Education Review |
October 2011 |
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|
Education Review |
June 2007 |
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|
Education Review |
June 2004 |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.