16 Hall Street, Foxton
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.
Foxton Playcentre is one of 19 administered by the Central Districts Playcentre Association (the association). This review is one of seven undertaken by ERO in the association’s playcentres during Term 2, 2016.
The centre is open for three mornings a week and caters for children from birth to six years of age. Responsibility for day-to-day operations is undertaken by centre-elected office holders. An experienced paid facilitator has recently been employed. She supports parents and whānau to develop and implement the daily programme. Professional advice and feedback to strengthen members’ practice is provided by a liaison officer employed by the association.
The playcentre is licensed for 25 children. This includes 15 children up to the age of two years. There are 15 children enrolled, including seven Māori children. The centre philosophy that is under review gives priority to child-led play and learning. Parents as first teachers are valued. Adults participate in training programmes that build their capability to guide teaching and learning. A high proportion of children attending the centre are aged up to two years of age. High value is placed on developing and maintaining relationships within this community of learners. A strong sense of family is evident.
Playcentre's philosophy statement, 'whānau tupu ngātahi – ‘families growing together’, reflects the value placed on families and whānau working collectively to support children’s learning.
The New Zealand Playcentre Federation is currently reviewing the organisational structure of Playcentre across New Zealand. The outcomes of this review may result in changes to operation at centre level.
An internal restructure of the association leadership has created new team roles and responsibilities at executive level. Changes include the service provider contact, president, and new executive members. Information sharing now includes digital media to enhance ease of communication and foster increased support between playcentre teams.
Children are confident in the well-resourced learning environment and actively engage in the play-based programme. They have time and space to lead their own learning. Members know children well. The high adult-child ratios foster relationships and interactions that are warm and support children's interests. Adults promote the language development of infants and toddlers, through effectively responding to their verbal and non-verbal cues.
Regular profile entries document children's exploration and engagement in the programme. Members are developing a shared understanding of assessment for learning and regularly contribute their voice to the documentation. Leadership actively supports the continuing development of planning, evaluation and assessment. This is an ongoing next step.
Parents are encouraged to undertake course training, to support the development of shared understanding of Playcentre expectations and responsibilities. The parent group bring a range of strengths to contribute to the sustained success of the centre. ERO's evaluation agrees with leaders that ongoing parent education should assist with the future sustainability of the playcentre. Leaders agree that including a stronger focus on growth and development of practice should support enhanced learning outcomes for children.
Systems for internal evaluation are in the early stages of development. Leaders are aware of the need to develop members' understanding and implementation of effective self review. The facilitator is increasing members' ability to undertake spontaneous and regular review, leading to improvement. Parents ideas are valued in the process. A key next step is for the association to provide ongoing guidance and support to develop the internal evaluation capability of members.
A bicultural perspective is evident within the centre. Adult confidence in using te reo Māori is encouraged. Continuing to gather and respond to whānau aspirations should further support positive learning outcomes for Māori children.
Leaders have identified and ERO agrees that developing transition to school is a next step.
The association has recently redeveloped their appraisal process. This has yet to be set in place for the new facilitator. As the association develops new policies in line with recent legislation there is a need to communicate why these are relevant and how they are to be incorporated into practice at centre level.
At centre level, the priorities are:
to further develop understanding and implementation of internal evaluation to inform decision making
ongoing improvement of assessment, planning and evaluation.
The association should further develop:
systems to consistently respond to centre needs
understanding and implementation of internal evaluation
consistent, systematic appraisal for all employees
members' understanding of assessment, planning, evaluation.
ERO recommends that the association actively participate in and monitor the quality of support provided throughout the Playcentre restructure to ensure implementation of requirements that promote sustainability.
Before the review, the staff and management of Foxton 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.
The next ERO review of Foxton Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
27 July 2016
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.
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Location |
Foxton |
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Ministry of Education profile number |
52001 |
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Licence type |
Playcentre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, including up to 15 aged under 2 |
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Service roll |
15 |
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Gender composition |
Boys 8, Girls 7 |
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Ethnic composition |
Māori Pākehā |
8 7 |
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Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
June 2016 |
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Date of this report |
27 July 2016 |
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Most recent ERO report(s)
|
Education Review |
July 2013 |
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|
Education Review |
May 2010 |
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|
Education Review |
March 2005 |
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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.
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.
Foxton Playcentre is one of 20 managed by the Central Districts Playcentre Association (the association). This review forms part of a sample of five Education Reviews carried out in association playcentres during term 2, 2013. The service operates as a family cooperative catering for children from birth to six years of age, three mornings a week. The playcentre philosophy, 'whānau tupu ngātahi – families growing together’, is reflected in the collaborative methods of planning and organising the programme.
The centre is led by two experienced supervisors who work closely with the new management committee and parents. They have regular input and support from an association liaison officer. All parents have either gained or are working towards playcentre qualifications for parent educators.
Well-coordinated and shared teaching and learning practices, involving staff and parent educators, contribute to positive learning outcomes for children. Productive partnerships are fostered between staff, parents and whānau involved in the service. Leaders promote an ethos in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Children’s success is shared and celebrated around the centre.
Teachers and parents provide opportunities for children to make sense of their local natural and cultural environments, and to have fun as part of the learning process. A spacious and well-resourced indoor area is designed to help all children follow individual or group interests and strengths through play. Teachers and parents respond to children's interests effectively and provide opportunities for them to explore literacy and numeracy concepts.
Children access a well-equipped outdoor environment that encourages them to engage in physical activity and dramatic play. Recently added equipment offers increased physical challenge and choice for children of all ages.
Leaders and teachers show respect for te ao Māori, and create opportunities for whānau Māori to share their views and take on leadership responsibilities in the service. Parents and teachers use te reo Māori meaningfully in the curriculum. Resources, waiata and stories are used to affirm children’s culture and heritage. Increasing shared understandings of how supervisors and parents can use assessment and planning to promote success for Māori children as Māori is an area for development.
Responsive and secure relationships with adults promote the development of children’s positive sense of self. Parents and staff maintain a calm and measured pace with infants and toddlers. A well-designed infant area provides a suitable range of materials and resources appropriate to their age and interests. Good ratios of parents to children under two years old support their nurturing, care and access to stimulating learning opportunities and experiences.
Children’s successful transitions to school are helped by effective partnerships between families, education services, and schools.
Recent professional learning and development, facilitated by the association, has assisted parents to improve their skills in planning, assessment and self review. Children’s portfolios record and highlight their successful learning.
Playcentre members participate in reflection and self review which leads to improvements. Recent planned reviews have improved the quality of the bicultural curriculum and outdoor environment. The new management committee is supported by regular contact and liaison visits from association personnel. This support should be strengthened to include training and guidelines for improving appointment and appraisal practices.
A strategic plan effectively reflects the centre’s aspirations and priorities to improve education and care for children. Association policies are reviewed and adapted to the centre’s context and usefully guide procedures and systems in the service. It is timely for the philosophy to be reviewed to reflect the input and perspectives of new parents, management committee and supervisor.
ERO's evaluation identified, and centre managers agree, that priorities are to:
Before the review, the staff and management of Foxton 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 Foxton Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
24 July 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 |
Foxton |
||
|
Ministry of Education profile number |
52001 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including 12 aged up to 2 |
||
|
Service roll |
9 |
||
|
Gender composition |
Male 6, Female 3 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
6 3 |
|
|
Reported ratios of adults to children |
Under 2 |
1 : 1 |
Better than minimum requirements |
|
Over 2 |
1 : 3 |
Better than minimum requirements |
|
|
Review team on site |
May 2013 |
||
|
Date of this report |
24 July 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
March 2005 |
||
|
Accountability Review |
October 2001 |
||
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.