Clyde Playcentre

Education institution number:
81007
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
19
Address:

38 Fache Street, Clyde

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1 Evaluation of Clyde Playcentre

How well placed is Clyde 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

Clyde Playcentre is located in the town of Clyde in Central Otago. It provides five morning sessions each week for children aged from birth up to school age. One of the sessions is primarily for older children. Some families travel long distances to attend and so some families attend only one or two sessions a week. The playcentre is led by a paid supervision team. At the time of this review there were changes within this team. A parent council has oversight for the day-to-day management and operation of the service.

Clyde Playcentre is one of 25 within the Otago Playcentre Association (OPA). The Association consists of a core group of dedicated paid and elected members. To support members it provides a framework for management and operations, parent education programmes and personnel.

The OPA is experiencing a time of change as all playcentre associations throughout New Zealand merge with the New Zealand Playcentre Association (NZPF) to reduce duplication and make cost savings. The restructure is resulting in significant changes at an association level.

Since the 2014 ERO report, the team has made good progress in key identified areas, particularly in improving planning, assessment and evaluation systems.

This review was part of a cluster of four playcentre reviews in the Otago Playcentre Association.

The Review Findings

Parents at Clyde Playcentre, with the encouragement of the supervision team, are becoming increasingly involved in the programme and in their children's learning. This involvement and the sense of belonging in the playcentre are contributing to positive outcomes for children. They are supported to be confident in the programme and make choices based on their interests. Children benefit from having visitors to the centre and making trips into the local community.

The supervision team provides a strong and integrated bicultural programme that supports Māori children's language, culture and identity, and all children to learn about New Zealand's bicultural heritage. Children have many opportunities to hear and use te reo Māori, and experience aspects of te ao Māori.

Children benefit from responsive and respectful interactions with adults. Supervisors and parents support children to develop social skills through role modelling appropriate language and strategies. Children play well together and use their imagination. Children's learning is enriched through many planned and broad opportunities to:

  • develop their early mathematics and literacy skills

  • develop physical skills

  • experience different cultural celebrations

  • make links with the local school.

A weekly session by supervisors caters well to the learning needs of older children, and assists them in their transition to school. Children with diverse cultural backgrounds are given opportunities to learn about their cultures. The wellbeing and learning of infants is well supported by adults through close and nurturing relationships. Improvements made by supervisors and parents have led to an environment that caters better to the needs of infants, allowing for greater opportunities to explore in their own time and space.

The supervision team has developed useful systems for planning, assessment and evaluation for individual children. Parent aspirations for their child's learning are regularly sought and responded to. The next step is for supervisors to continue to find ways for all parents to contribute regularly to both their own and other children's assessment to show children's progress over time.

The supervision team and parents are improvement focused. They have made good use of spontaneous evaluation to make positive changes to improve the way they provide for children's learning. Leaders have improved internal evaluation practice after involvement in the NZPF professional learning. The next step is to ensure that effective internal evaluation practice is embedded and sustained within the playcentre.

The current philosophy has not been reviewed for some time and does not reflect the values or desired outcomes for learning of the current parent group. This needs to be reviewed in line with the OPA expectations.

There are high levels of parent involvement in the day-to-day programme and life of the playcentre. The parent council is responsive to community needs, focuses on roll growth and ongoing sustainability.

The playcentre benefits from ongoing support from the OPA. Centre advisors use effective internal evaluation to monitor how well centres are promoting positive outcomes for children. They identify the strengths and areas for support for each playcentre and report to the OPA. The OPA ensures that decisions are made that support the playcentre. Regular appraisals are carried out, however the appraisal process needs to be further developed to be effective.

The OPA is achieving its strategic goal to increase the numbers of parents who participate in playcentre training to ensure ongoing sustainability. The OPA regularly monitors progress towards the strategic goals and evaluates the effectiveness of strategies.

Key Next Steps

The playcentre supervisors and parents with the support of the Otago Playcentre Association need to:

  • review the playcentre philosophy

  • continue to strengthen internal evaluation practices

  • continue to strengthen individual and group planning, assessment and evaluation.

Key next step for the OPA is to ensure that the appraisal system continues to be developed and embedded.

Management Assurance on Legal Requirements

Before the review, the staff and management of Clyde 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.

To improve current practice, the OPA should ensure playcentre members use the most recent OPA policies and procedures to guide their practice.

Next ERO Review

When is ERO likely to review the service again?

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

17 October 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

Clyde

Ministry of Education profile number

81007

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Service roll

44

Gender composition

Boys: 25

Girls: 19

Ethnic composition

Māori
Pākehā
Other

2
37
5

Percentage of qualified teachers

Parent Led

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

June 2017

Date of this report

17 October 2017

Most recent ERO report(s)

Education Review

November 2014

Education Review

July 2011

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.

1 Evaluation of Clyde Playcentre

How well placed is Clyde 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

Clyde Playcentre is located in the small historic township of Clyde in Central Otago. Some families travel considerable distances to attend. A number of families have a very long history with the playcentre. Parents told ERO that the playcentre has a supportive atmosphere and children feel like it is their second home.

Educators and parent helpers provide a range of morning sessions for children from birth to school age, including a specialised programme for babies and an extension session for four year olds. On the day of the review ERO observed the 4 year old session.

Since the 2011 ERO report many new families have enrolled. The parent committee and education team have effectively reviewed the philosophy to ensure that it meets families' needs. The lead educator has taken a major role in strengthening and integrating Māori perspectives.

The playcentre is managed by the parents and is one of 35 playcentres supported by the Otago Playcentre Association (OPA). As part of the playcentre philosophy parents complete initial training and education. Some of the parents are continuing to build on this training. This review was part of a cluster of 12 Playcentre reviews in the OPA.

The Review Findings

Children play and have fun in spacious and inviting indoor and outdoor areas. There is a wide range of high quality resources to support their learning. On the day of this review children were settled and very focused. They confidently made choices about what they wanted to do. Children were observed to have strong friendships with one another.

There are warm and caring relationships between the children and adults in the centre. ERO observed adults joining in children’s play and working closely alongside them, supporting their learning and fostering their interests. Adults know the children well. This was evident in the natural flow of conversation and quick response to children’s non-verbal cues.

Children of all ages are well provided for. They have a wide range of interesting learning experiences, for example, grandparents sharing their expertise, and trips into the local community. Older children are supported to nurture younger children in their play. Profile books show parents and educators have a good understanding of the learning and development of infants and toddlers. As children near school age there is a stronger focus on group activities, early literacy, exploration and building physical skills.

As part of this review, ERO investigated how well the curriculum supports children to become confident and competent mathematical learners. ERO found there were many opportunities for children to explore mathematics, particularly number knowledge and concepts including patterning, one-to-one correspondence and sequencing. The next steps are to:

  • build further understandings and widen mathematics learning possibilities in the programme
  • more deliberately plan for and capture children’s progress in mathematics learning.

The education team is helped by a very experienced mentor who provides ongoing advice when requested. The lead educator is developing a strong Māori dimension within the centre. She:

  • has grown her own knowledge
  • has made connecting links to local iwi and shares this in the centre
  • shares te reo Māori with children and adults
  • helped children learn their mihi, say karakia, enjoy legends and waiata.

Māori perspectives are visible through wall displays, natural resources and experiences provided such as harakeke (flax weaving).

The education team, with the support of the OPA centre advisor, has developed a useful system for assessment and planning for children. A positive feature is way the educators capture in stories children’s learning and development over time.

The centre parents work well to ensure the smooth day-to-day-running of the centre. They have a useful process of self review to guide and show improvements.

Key Next Steps

The next steps for educators and parents are to:

  • make all children’s next learning steps accessible to all and ensure that all children are planned for over time
  • share planning information with parents so that the parents can contribute more meaningfully during the sessions
  • develop planning to show the overall learning for the group, and strategies used to support children’s learning
  • evaluate the effectiveness of their planning to show the difference it has made to children’s learning.

Governance

The Otago Playcentre Association is facing challenges and uncertainty as the Playcentre Federation and the training it provides undergoes a period of restructuring. During this time the association has made it a priority to focus on the daily operations of the playcentres. This includes:

  • managing an association-wide system for all aspects of health, safety and compliance
  • ongoing provision of playcentre training.

ERO found that the association needs to:

  • strengthen the appraisal process for all employed personnel
  • ensure that association policies provided to the playcentres are regularly reviewed
  • be more responsive and timely to training needs to enable playcentres to meet licensing and employment requirements.

Each playcentre has the ongoing support of a centre advisor. This includes:

  • regular visits to provide informal and formal feedback and encouragement
  • helping parents know what to do to meet the licensing requirements
  • centre advisors finding ways to make best practice common practice across the association, for example through effective self review and planning.

Management Assurance on Legal Requirements

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

Graham Randell National Manager Review Services Southern Region

26 November 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

Clyde, Central Otago

Ministry of Education profile number

81007

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Service roll

29

Gender composition

Boys: 17 Girls: 12

Ethnic composition

Māori

NZ European/Pākehā

Samoan

3

25

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

Educator with playcentre qualifications and parent help

Reported ratios of staff to children

Under 2

Must attend with parents

 
 

Over 2

1:15

Meets minimum requirements

Review team on site

August 2014

Date of this report

26 November 2014

Most recent ERO report(s)

Education Review

July 2011

 

Education Review

February 2008

 

Education Review

August 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.