33 Paparata Road, Bombay
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bombay Playcentre is a well-established, parent-lead early childhood education service. It is situated next to Bombay School and offers group-supervised, general sessions for up to 30 children from birth to school age. Extended sessions for older children are provided as needed. These sessions are planned and overseen by employed supervisors.
Through the philosophy centre members aim to provide a safe and caring environment for children to play and learn, and for whānau to find friendship and support, growing together as part of the Bombay community.
The playcentre is one of 17 centres in the Counties Playcentre Association (CPA). The New Zealand Playcentre Federation (NZPF) and the CPA provide governance oversight for the centre. This includes strategic direction, management support, documentation and adult education programmes. In addition, the centre receives regular visits from experienced personnel who offer advice guidance and support to centre members. The NZPF is currently undergoing restructuring, and this has implications for CPA governance actions in the future.
The 2013 ERO review identified key next steps in relation to, provision for infants and toddlers, parent training levels and long-term planning for centre development. Centre members have given particular consideration to these areas through targeted self review, resulting in significant progress.
This review was part of a cluster of six playcentre reviews in the Counties Playcentre Association.
The centre philosophy forms the basis of relationships and the curriculum. Centre members give clear priority to establishing positive, respectful and reciprocal relationships with each family. They have created a welcoming and inclusive culture that is responsive to children's individual preferences and needs. A strong sense of wellbeing and belonging is demonstrated by children and their families.
An effective, shared model for leadership underpins centre operations. Members are involved, well supported to engage in training, and take on leadership roles that contribute to quality education and the life of the centre. Members have clearly identified priorities and plans that contribute to sustainability of the playcentre. Parent engagement in playcentre training, coupled with support and mentoring from experienced members is enhancing their knowledge of children's learning and educational theories in the context of Te Whāriki, the early childhood curriculum. Shared and collaborative leadership and training is resulting in common understandings and expectations for promoting positive learning outcomes for children and adults.
Self review is well developed and informs ongoing improvement and centre direction. Planned reviews ensure that all aspects of the playcentre are evaluated in a systematic way. Findings are well analysed and acted on to improve experiences and outcomes for children and families. In response to ERO's 2013 report centre members undertook specific self review in relation to babies and toddlers. This review has resulted in strengthened curriculum provision and more deliberate inclusion of these very young learners.
Children's play and exploration are promoted as valued learning. Children are confident and trusted by adults to follow interests, freely explore and contribute to their own and others learning. Parents are fully engaged alongside children, supporting and extending learning through listening, role modelling and asking open questions. High levels of cooperative learning among children and adults supports children's growing view of themselves as confident decision makers and successful learners.
Children benefit from a highly functional and rich learning environment. All areas of play are well represented. They are thoughtfully planned and presented in ways that respond to and motivate children's interests and curiosity. Careful attention is paid to ensure equitable access and learning opportunities for all children. Children enjoy extensive possibilities to follow an interest, set their own challenges and achievements.
The centre has well-developed procedures and practices for assessment, planning and evaluation. Useful assessment tools, shared contributions and support for members are resulting in meaningful assessment, planning and evaluation for individual and groups of children. Portfolios compile valuable records of children's interests, dispositions and continuity of learning over time. This approach to assessment for learning is enabling parents and other adults to understand and build on each child's learning pathway.
Bicultural awareness and practices are developing well. Centre members demonstrate a commitment to using te reo Māori in sessions, learning about and including significant events and celebrations. Parents are supporting their children to gain an appreciation and understanding of the Māori language and culture, and the bicultural heritage of Aotearoa.
Centre members have established positive relationships with the adjacent primary school. Playcentre children have many opportunities to become familiar with the school environment and routines, and to form relationships with teachers and children. Open and reciprocal sharing between the playcentre and school provides a sound foundation for strengthening the continuity of children's learning as they enter school.
The following next steps have been identified through the centre's self review and ERO's evaluation.
Centre members will continue to grow individual member's knowledge, confidence and capability to:
understand the early childhood curriculum
show continuity and development of children's learning in assessment records
consistently use session evaluations to support continuity of planning and learning from session to session
naturally use and promote te reo and aspects of tikanga Māori.
ERO recommends that CPA:
develops strategies to ensure that its centre members are kept up-to-date with obligations and expectations in relation to current regulatory requirements and policies.
Before the review, the staff and management of Bombay 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:
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 practice the association and centre members should ensure that all policies and documents are current, relevant and consistently implemented.
implement a system of regular appraisal for employees.
develop, document and implement an annual plan
secure heavy objects that might fall
record accidents and incidents to eliminate hazards
record risk assessment for excursions.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7, 8, HS6, 8, 12, 17. Section 319, Education Act 1989]
The next ERO review of Bombay Playcentre will be in three years.
Lynda Pura-Watson Deputy Chief Review Officer
30 June 2017
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.
|
Location |
Bombay, Auckland |
|
|
Ministry of Education profile number |
25200 |
|
|
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 |
44 |
|
|
Gender composition |
Girls 25 Boys 19 |
|
|
Ethnic composition |
Pākehā |
35 |
|
Review team on site |
February 2017 |
|
|
Date of this report |
30 June 2017 |
|
|
Most recent ERO report(s)
|
Education Review |
December 2013 |
|
Education Review |
September 2010 |
|
|
Education Review |
June 2007 |
|
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bombay Playcentre is situated next to Bombay School. The centre offers four sessions each week for up to 30 children. It is cooperatively managed and programmes for children are implemented by the group of 30 families who are centre members.
The playcentre philosophy of parents and children learning together underpins centre operations. The centre has a history of positive ERO reports.
Bombay Playcentre is one of 17 centres in the Counties Playcentre Association. The association provides a management and policy framework for centre operations. Liaison workers and other elected association officers provide support for centres. Association members deliver the playcentre adult education programme to help centre members build their understanding about their children’s learning.
This review was part of a cluster of eight reviews in the Counties Playcentre Association.
Children are confident learners. They choose from a wide range of easily accessible resources when initiating their own play. They play independently and cooperatively with each other, managing themselves in the secure environment. They show a strong sense of trust and belonging. Children sustain their creative play with the support of parents/whānau playing alongside them.
Centre members develop a shared knowledge about individual children and families. They respect each child’s uniqueness and build on their interests. There is a strong sense of a community of learners at play. Parents review each session to share information and help them plan future programmes.
Leadership is distributed across centre members. Daily teams work collaboratively to provide well organised, richly resourced and dynamic programmes for their day’s session. Parents share the responsibility for managing the centre. The centre’s committee includes elected individuals and teams with well defined roles. Centre members consider succession and sustainability when planning for the future.
Centre members are highly committed to the playcentre philosophy which is evident in practice. Parents are encouraged to lead and share their strengths to enhance the programmes for children. More experienced centre members support others to develop their role as educators. Continuing education and training for all parents is an ongoing priority.
A high level of meaningful self review helps to promote beneficial learning outcomes for children and to ensure children’s transitions to school are positive.
Association management practices are well established. Self review involves centre members, and contributes to decision making. A strategic review is currently underway, with a view to streamlining association systems and practices and making them more manageable for playcentre members. This review could also consider how the association can provide earlier, more focused support for centres that are facing challenges. Liaison workers should consider ways to help centres establish effective strategic and annual planning, and strengthen self review practices. Monitoring and supporting the quality of programmes in centres should be a more central aspect of the liaison worker role.
Centre members and ERO agree that next steps include:
As a result of this cluster of reviews, ERO recommends that the Counties Playcentre Association access support from the Ministry of Education and the NZ Playcentre Federation to refine the Association’s structure, systems and practices.
Before the review, the staff and management of Bombay 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 Bombay Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
9 December 2013
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.
|
Location |
Bombay, Auckland |
|
|
Ministry of Education profile number |
25200 |
|
|
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 |
44 |
|
|
Gender composition |
Girls 24 Boys 20 |
|
|
Ethnic composition |
Māori NZ European/Pākehā English Swedish Dutch German Thai |
4 31 4 2 1 1 1 |
|
Review team on site |
August 2013 |
|
|
Date of this report |
9 December 2013 |
|
|
Most recent ERO report(s) |
Education Review |
September 2010 |
|
Education Review |
June 2007 |
|
|
Education Review |
January 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:
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.