Roslyn/Maori Hill Playcentre

Education institution number:
81036
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
21
Telephone:
Address:

Tyne Street, Dunedin

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1 Evaluation of Roslyn/Maori Hill Playcentre

How well placed is Roslyn/Maori Hill Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Roslyn/Maori Hill Playcentre is well placed to promote positive learning outcomes for children.

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

Background

Roslyn/Māori Hill Playcentre is open for five morning sessions for children from birth-to-school age. Most parents attend with their children. In the last few years, the roll has become more multi-cultural. Most children attend for one or two days each week and are under four years. Roslyn/Māori Hill Playcentre is one of 47 in the recently formed South Island Southern Region (SISR) hub.

Since the November 2014 ERO review, the playcentre has experienced significant change. Most of the parent council are relatively new to their roles. Instead of three paid educators, there is now a paid facilitator who works with parents. This reflects the playcentre philosophy of parents as children’s first educators.

The parent council oversees the day-to-day running of the centre, with members having specific responsibilities. Some members have completed some playcentre training. A centre support worker from the SISR regularly visits.

This review was one of four in SISR playcentres. The SISR is one of five regions under the New Zealand Playcentre Federation (NZPF). The playcentre organisation is nearing the end of an extensive restructure and review. All playcentres are now part of a national group known as Playcentre Aotearoa.

The Review Findings

The parent council and leaders are committed to growing and developing the centre in partnership with the families who attend. They, and other parents, warmly welcome children and their families and support them to settle, feel valued and engage with the playcentre programme and operation. The facilitator works collaboratively with parents to build their understanding about how to best support children's learning.

Children's wellbeing and learning are well supported. The appropriately resourced environment meets the interests and needs of children of different age groups. The high ratio of parents to children allows for many one-to-one interactions to support children's play, learning and development. Adults affirm and support other children as well as their own. Babies and toddlers especially benefit from a sensory rich/tactile environment.

There is an increasing emphasis on learning. Parents, with the facilitator, have identified key learning priorities/outcomes they want for children at this playcentre. The group programme reflects these priorities. Each child also has an individual goal. Leaders have identified that the quality of learning stories is variable and are working to strengthen this. Useful visual prompts help adults use child-led experiences to promote learning.

Children initiate and lead their play and learning, with adults thoughtfully extending this. The children confidently engage with the wide range of activities, resources and equipment provided. They also benefit from learning-focused excursions into the wider community.

Useful strategic and annual plans are helping guide development. An effective internal-evaluation process informs parents of next steps to improve various aspects of how well they support children and their families.

NZPF have developed and are implementing a clear national and regional management structure. Some of the new roles have had a very positive impact at centre level. Parent council members value the increased support they receive.

Of particular significance are:

  • the centre administrator role which provides sound monitoring of health, safety and compliance

  • the centre support worker who visits regularly to share best practice and monitor the quality of learning and teaching

  • the role of a facilitator, available at every session, to role model good practice and empower parents to implement effective early childhood education for their children.

Key Next Steps

ERO and the playcentre's parents and leaders agree that next step is to increase parent enrolment in the new NZPF training. This will help parents to:

  • grow their knowledge and skills as to how best support their children's learning, including having better understanding of Te Whāriki, the early childhood curriculum
  • become more involved in the planning, assessment and evaluation for group and individual children's learning
  • continue to strengthen the Māori dimension in the daily programme and centre practices.

The next steps for the SISR are to:

  • refine and embed the new NZPF structure, systems and processes, including monitoring and lines of reporting
  • continue to develop and strengthen the NZPF and individual playcentre internal-evaluation processes and practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Roslyn/Maori Hill 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

4 April 2019

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

Dunedin

Ministry of Education profile number

81036

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 15 aged under 2

Service roll

27

Gender composition

Girls 15, Boys 12

Ethnic composition

Māori
Pākehā
Other ethnicities

2
18
7

Percentage of qualified teachers

Educator/facilitator (qualified ECE teacher) and parent led (with range of playcentre qualifications)

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

February 2019

Date of this report

4 April 2019

Most recent ERO reports

Education Review

November 2014

Education Review

August 2011

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 Roslyn/Māori Hill Playcentre

How well placed is Roslyn/Māori Hill 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

Roslyn/Māori Hill Playcentre is open five mornings and one afternoon a week. It has three paid educators. There are over 50 children on the roll, though most attend part-time. The licence allows for up to 25 children, including 13 babies and/or toddlers.

Two educators and a small group of parents form a supervisors' group. This group leads the daily programme. There is a high parent to child ratio as many other parents choose to stay and help.

The centre is very welcoming and supportive for families. The educators know the children and their families well. Some parents have been involved with the playcentre for many years. As with all playcentres, parents are expected to engage in playcentre training.

In response to a 2011 ERO recommendation, the centre has improved its self-review processes. Other 2011 recommendations about strengthening the focus on children’s learning and Māori language and culture continue as areas for review and development.

This review was part of a cluster of reviews within the Otago Playcentre Association.

The Review Findings

Children settle quickly on arrival and confidently approach adults. The centre has a calm atmosphere where children enjoy their play. Routines are well established but flexible around children’s needs and interests.

Adults take time to listen carefully to the children. They notice and follow the children’s interests and ideas and build on these. There is a sense of fun and humour in the way children and adults interact with each other.

Children benefit from the way adults in this centre:

  • extend their oral language and foster a love of books
  • encourage independence and choice
  • build social competence
  • have created a safe and well-resourced area for babies/toddlers.

The centre gathers parents’ ideas about their child’s likes, interests and next steps for learning. Some children’s profiles have useful examples of adults specifically responding to these. This reflects the centre’s present focus on showing threads/links in records of children’s learning.

ERO is presently investigating how well centres through New Zealand support children’s early mathematical learning. Adults find frequent opportunities to include mathematical language and concepts in children’s play. The next step is to plan more purposefully, record and evaluate this learning.

A parent council oversees the efficient running of the centre. There are records of regular and well-documented meetings. Specific roles and responsibilities are shared by parents and regularly reported on. The centre has a healthy roll and practical systems to support new parents to contribute in useful ways and feel welcome.

The centre has well-developed guidelines and resources to support effective self review. Adults recently completed a detailed review of the centre philosophy and bicultural practices.

Key Next Steps

Educators need to put a stronger emphasis on children’s learning. Planning practices, daily session and assessment records (learning stories) tend to focus on children’s interests and activities. Adults need to show how they will promote individual, small and large-group learning. This includes regularly evaluating how well planned experiences and resources have supported the intended learning. Spontaneous reviews, especially those related to learning, could be better documented.

Adults in the centre have identified, and ERO agrees, that they need to continue to strengthen Māori language and culture in the centre. This includes purposefully supporting Māori children’s identity as Māori.

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 should find 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 Roslyn/Māori Hill 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 Roslyn/Māori Hill Playcentre will be in three years.

Graham Randell

National Manager Review Services

Southern Region

12 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

Dunedin

Ministry of Education profile number

81036

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 12 aged under 2

Service roll

54

Gender composition

Girls 28

Boys 26

Ethnic composition

Māori

NZ European/Pākehā

Asian

Other

4

35

12

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

Educator and parent led (with playcentre qualifications

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

 

Over 2

1:4

Better than minimum requirements

Review team on site

August 2014

Date of this report

12 November 2014

Most recent ERO report(s)

Education Review

August 2011

 

Supplementary Review

February 2007

 

Education Review

February 2006

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.