Coatesville Playcentre - 31/10/2013

1 Evaluation of Coatesville Playcentre

How well placed is Coatesville 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

Coatesville Playcentre is purpose built and is open for five family morning sessions and one extended learning session for older children per week. Adults have a strong commitment to training with many parents continuing their studies to Course 2 and 3 of the Playcentre Parent Education Programme.

The centre has a positive ERO reporting history. The 2010 report recommended that members continue to use the centre’s very good self review processes to sustain effective practices and to identify aspects to improve.

The North Shore Playcentre Association manages and distributes centres’ funding and provides training programmes for parents/whānau to achieve playcentre qualifications. It also has good systems to support centre members to manage the playcentres and to provide educational programmes for children. The association is currently reviewing many aspects of its operations to help reduce the administrative workload for its members.

This review was part of a cluster of 21 playcentre reviews in the North Shore Playcentre Association.

The Review Findings

Centre members’ commitment to Playcentre philosophy is evident as they work cooperatively in planning and implementing a child-focused programme. Good administration of the centre and a shared sense of purpose enable adults to focus on supporting children’s learning. Centre members are encouraged to take on responsibilities and contribute to centre review and direction setting. They support each other in their parenting and education roles. Ongoing parent education has a positive impact on the programme provided for children.

Adults regularly reflect together on the programme and consider the developmental and educational needs of different age groups. Four year old children have an opportunity to attend a ‘Big Kids’ session to build their knowledge, skills and social confidence to help them prepare for school.

Centre members assess children’s learning through regular observations of individual children as they follow their preferred activities. They place a strong emphasis on the learning that occurs within play to support each child’s future learning. Meaningful links are made to the strands ofTe Whāriki, the early childhood curriculum.

Children benefit from an extensive outdoor area that provides scope for appropriate levels of physical challenge and imaginative play. The indoor layout links clearly defined areas of play with flexibility that enables children to choose their own learning experiences and resources. Children have many opportunities to develop their early literacy skills including te reo and tikanga Māori.

The tone of the centre is calm, relaxed and welcoming and children’s emotional development is nurtured. Children establish confident attachments with adults other than their own parents. They play in a mixed age group setting, which helps to foster a family atmosphere.

The association management team takes responsibility for specific tasks relating to the function of the association. They are committed to and enthusiastic about their involvement in Playcentre and actively foster emergent leadership to help sustain the association. The management team demonstrates the professional leadership necessary to help the association respond to change, make decisions and manage issues as they arise. The North Shore Playcentre Association provides effective support to help this playcentre remain well placed to provide positive learning outcomes for children.

A bicultural partnership with Māori whānau is evident in Association operations. The management team have a strong commitment to Te Tiriti o Waitangi and to building both adults’ and children’s familiarity with te reo and tikanga Māori.

Key Next Steps

ERO is confident in centre members’ self review capability to promote positive outcomes for children’s learning and development. ERO suggests members continue to monitor the effectiveness of centre practices and identify future improvements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Coatesville 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.

Centre members must ensure that planning for all excursions include assessment and management of risk (Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17).

Next ERO Review

When is ERO likely to review the service again?

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

Dale Bailey

National Manager Review Services Northern Region

31 October 2013

2 Information about the Early Childhood Service

Location

Coatesville, Auckland

Ministry of Education profile number

22039

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 25 aged under 2

Service roll

34

Gender composition

Boys 18

Girls 16

Ethnic composition

Māori

NZ European/Pākehā

Chinese

European

Indian

Korean

other

2

20

3

2

2

2

3

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:3

Better than minimum requirements

Review team on site

August 2013

Date of this report

31 October 2013

Most recent ERO report(s)

 

Education Review

September 2010

 

Education Review

November 2007

 

Education Review

October 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.