Oxford Playcentre

Education institution number:
70094
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
16
Telephone:
Address:

Main Road, Oxford

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1 Evaluation of Oxford Playcentre

How well placed is Oxford 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

Oxford Playcentre operates under the guidance of the Canterbury Playcentre Association. The playcentre is a parent cooperative. Parents are encouraged to be involved in all aspects of the playcentre's programme and management.

The centre has three morning sessions a week for children from birth to school age. It has an increasing roll.

The community has become increasingly transient and culturally diverse due to changes in employment and the agricultural industry.

Since the 2013 ERO review, the centre has made very good progress integrating te reo and tikanga Māori into the environment, resources and programme. Parents are working on ways to evaluate the best teaching practices that promote children's learning.

This review was part of a cluster of nine playcentres in the Canterbury Playcentre Association.

The Review Findings

Children and families are well supported in a friendly, welcoming and inclusive culture. Their wellbeing is sustained by a caring and collaborative team of parents.

Children confidently play well in mixed age groups. They enjoy responsibility, have leadership opportunities, and their ideas are valued and regularly used in the programme

Children are provided with a wide range of interesting learning activities and experiences. Adults effectively support and extend children's learning by the way they present activities, the environment and use of a range of resources. The outdoor area is spacious and has a good range of equipment that extends children's physical skills and encourages active exploration.

Infants and toddlers are valued and well provided for. The adults have set up a suitable play area that has a good range of appropriate resources for babies and young children.

New Zealand's bicultural heritage is well integrated into the environment, programme and resources. Te reo and tikanga Māori are effectively used in a range of contexts including story reading, group time, music and activities. It is highly visible in the centre with visual prompts to support parents' use of te reo Māori and understanding of Māori culture. Knowledgeable parents support other parents' learning about te ao Māori.

The adults are reflective, and have good processes to evaluate the programme, operations and resources. Reviews such as a bicultural review, the under-two year old environment and resources, and a focus on extending children's learning have improved outcomes for children. The parents are currently working with their local community learning cluster to improve transitions for children and families into and out of the playcentre.

The playcentre leaders confidently model effective practices for new parents that engage children in learning. Most parents are involved in the association's parent education training programme. Parents make good use of the association's guidelines and systems to ensure the operation of the centre and learning outcomes for children meet their high expectations.

Parents regularly monitor the playcentre's strategic plan, which is closely linked to the association's strategic goals.

The Canterbury Playcentre Association has made significant progress since the 2014 ERO cluster review. They have implemented a strategic plan that effectively identifies goals, plans and progress. The centre support and education teams have been structured to provide more efficient and timely support and guidance for the centres. The parent education programme has become more accessible to parents. Noticeably more parents are participating in all levels of the training and are making good use of this new knowledge in the centres. The centre support team is successfully facilitating the sharing of useful knowledge and practices across centres.

The association has high expectations for every child to experience high quality education and all parents to be actively involved in parent education and the management of the centres. They have established some very useful systems and practices to ensure the sustainability and improvement of the organisation and the centres. This includes effective evaluation and monitoring of the quality of education for parents and improved outcomes for children.

The key next steps for the association are to:

  • review how well the individual playcentre philosophies are meeting the changing contexts of centres
  • implement appraisals for the members of the centre support team to align more closely with centre needs and association expectations.

Key Next Steps

The association, parents, and ERO agree that the next steps for the playcentre include:

  • better identification of children's learning and next teaching steps in learning stories

  • considering ways that different family cultures can be included in the programme and resources

  • strengthening systems to support transient families to transition quickly into the playcentre's programme and operation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Oxford 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

ERO identified areas of non-compliance relating to appraisal. To meet requirements the association needs to improve its performance in the following areas:

  • implement a system of regular appraisal for members of the Education Support Team.

[Regulation 47 (GMA7) Licensing Criteria for Early Childhood Education and Care Centres 2008]

Next ERO Review

When is ERO likely to review the service again?

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

Lesley Patterson

Deputy Chief Review Officer Southern

2 March 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

Oxford, North Canterbury

Ministry of Education profile number

70094

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under two

Service roll

28

Gender composition

Boys 14; Boys 14

Ethnic composition

Māori

Pākehā

4

21

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

October 2016

Date of this report

2 March 2017

Most recent ERO reports 

Education Review

May 2012

Supplementary Review

June 2008

Education Review

June 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 The Education Review Office (ERO) Evaluation

Oxford Playcentre is one of 49 centres that operate under the Canterbury Playcentre Association. This centre opens for two morning sessions each week. Supervision of the sessions is provided by an employed coordinator. Parents also remain at the centre during sessions and assist in running the programmes.

The centre has made good progress since the June 2008 ERO review with assessment, self review and increasing parent involvement with children in the programme.

The centre fosters an inclusive and supportive culture in which children’s interests are supported and extended in a relaxed and enjoyable environment.

Other positive features of this centre are:

  • children being supported to increase their independence
  • a high level of parent participation and contribution
  • the shared understanding of experiences and opportunities that most effectively support children’s learning.

ERO, the coordinator and centre parents agree that the next steps for continuing improvement are to extend aspects of assessment, planning and self review.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of Oxford Playcentre was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Oxford Playcentre.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Areas of strength
Programme

Children benefit from the child-led programme that is developed from and focuses on extending their interests. There is an appropriate mix of group and individual learning experiences. Parents and the coordinator have a shared understanding of their centre’s philosophy which is evident in the programme in action.

Children are supported to develop independence in their learning and self-care tasks. The programme also provides for periods of uninterrupted play where children are supported to sustain their attention in activities.

The children’s profile books show a good record of children’s participation in the centre programme and aspects of the learning that has occurred.

Environment

The indoor and outdoor areas are spacious, well resourced and well maintained.

The outdoor environment is interesting and varied. It is inviting for children and provides many opportunities for them to explore and make discoveries. There is a range of equipment that provides physical challenges and is well used by children to extend their skills and build confidence.

Parents are guided in their teaching roles during sessions through wall displays of useful information about programme objectives and ways to assist children’s engagement.

Interactions

Relationships among children and between adults and children are positive and friendly. On the day of the ERO review, adults were actively and continually involved with children. They were affirming of children’s choices and responsive to them as the children engaged in their chosen activities.

Language interactions between adults and children are varied and supportive of children’s play and language development. Some adults make effective use of questions and prompts to extend children’s thinking and exploration.

The adults provide clear and consistent expectations that are helpful to children in developing their social skills.

Areas for development and review

The coordinator and parents have made good progress in noticing and recording children’s interests and involvement in the programme. The next steps are to:

  • continue developing skills in identifying the learning that is occurring for children
  • more clearly respond to the next steps for children’s learning including planning learning experiences to address these
  • make better use of information about children’s learning and the quality of teaching in reviews of programme effectiveness.

3 Management Assurance on Legal Requirements

Before the review, the staff of Oxford Playcentre completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

4 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

Graham Randell

National Manager Review Services

Southern Region

About the Centre

Type

Sessional Playcentre

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

25 children, including up to 8 children aged under two

Roll number

16

Gender composition

Girls 8 Boys 8

Ethnic composition

NZ European/Pākehā 16

Review team on site

March 2012

Date of this report

24 May 2012

Previous three ERO reports

 

Supplementary Review June 2008

Education Review June 2007

Education Review June 2004

24 May 2012

To the Parents and Community of Oxford Playcentre

These are the findings of the Education Review Office’s latest report on Oxford Playcentre.

Oxford Playcentre is one of 49 centres that operate under the Canterbury Playcentre Association. This centre opens for two morning sessions each week. Supervision of the sessions is provided by an employed coordinator. Parents also remain at the centre during sessions and assist in running the programmes.

The centre has made good progress since the June 2008 ERO review with assessment, self review and increasing parent involvement with children in the programme.

The centre fosters an inclusive and supportive culture in which children’s interests are supported and extended in a relaxed and enjoyable environment.

Other positive features of this centre are:

  • children being supported to increase their independence
  • a high level of parent participation and contribution
  • the shared understanding of experiences and opportunities that most effectively support children’s learning.

ERO, the coordinator and centre parents agree that the next steps for continuing improvement are to extend aspects of assessment, planning and self review.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Graham Randell

National Manager Review Services

Southern Region

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.