Haumoana Playcentre

Education institution number:
55066
Service type:
Playcentre
Definition:
Not Applicable
Total roll:
9
Address:

Holden Street, Haumoana

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Haumoana Playcentre - 21/08/2019

1 Evaluation of Haumoana Playcentre

How well placed is Haumoana Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Haumoana Playcentre is well placed to promote positive learning outcomes for children.

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

Background

Haumoana Playcentre is located ten kilometres east of Hastings and operates under the umbrella of Playcentre Aotearoa. The service is licensed to provide mixed-age sessional education and care for 17 children two days a week. This includes 10 children up to the age of two.

Since the December 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Haumoana Playcentre is part of the Lower North Island regional hub, supported by a regional manager and support persons.

Centre support workers and centre administrators employed by Playcentre Aotearoa regularly visit playcentres. Their role is to provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by an employed session coordinator and centre-elected office holders. Centre members share the duties associated with implementing the programme. Many centre members and centre-elected office holders are new to their roles.

The previous ERO report for Haumoana Playcentre identified that continuing to develop understanding of transitions, children requiring additional learning support, internal evaluation practice, and assessment, planning and evaluation was needed. Centre members are making progress in responding to these areas.

This review was part of a cluster of nine reviews in Playcentre Aotearoa, Lower North Island.

The Review Findings

The Playcentre Aotearoa philosophy of 'whānau tupu ngātahi – families growing together' guides centre practices. Centre members have identified the need to develop their own centre philosophy to incorporate their shared beliefs, values and desired outcomes for children.

Positive and responsive relationships are evident. Children and families demonstrate a strong sense of belonging and learn alongside each other. Children participate in a range of planned and spontaneous activities. Infants and toddlers are well supported to participate in the programme. Older children include and value their interactions with younger peers and are encouraged to take leadership roles during rituals and routines. A next step is for centre members to make greater use of deliberate strategies to enhance outcomes for children's learning.

Te reo me ngā tikanga Māori are included in children's daily experiences. Children use te reo Māori and adults respond appropriately. Centre members continue to deepen their understanding of local places of significance to Māori.

Induction for new children and families is a collective responsibility and is considered and thoughtfully implemented. Children’s transitions to school are acknowledged and celebrated. Relationships with local schools are providing opportunities for children and families to participate within school communities.

Parent education courses are valued and many parents are working towards Playcentre Aotearoa recognised qualifications. This is impacting positively on the quality of the sessions. Planned and spontaneous review is used to reflect on aspects of practice. Internal evaluation practices inform teaching and learning.

Playcentre Aotearoa are reviewing their strategic plan. The 2014 to 2019 plan identifies useful priorities and goals towards achieving the Playcentre vision. Further consideration by centre members is needed to develop useful objectives and success criteria for Haumoana Playcentre that align to the service's annual plan. Playcentre Aotearoa and members should continue to use internal evaluation to identify how well their practices improve outcomes for children.

The centre support worker provides written reports that generally affirm environmental developments and programme practices. These records are beginning to focus on outcomes for children and next steps for centre members to improve teaching and learning. Reports should focus on providing centre members with evaluative feedback that assists them to sustain and further enhance the good practice.

Appraisal for the centre support workers, centre administrators and session facilitators requires improving. Further attention should be given to developing deliberate strategies for working towards educators' inquiry goals and making links to relevant professional learning and development. Supporting staff to strengthen their knowledge of high quality practice should be a key next step.

Key Next Steps

Playcentre Aotearoa should further support centre members to:

  • develop a centre specific philosophy

  • deepen assessment practices

  • align the centre's annual plan and objectives with the Playcentre Aotearoa strategic plan to strengthen internal evaluation and improve outcomes for children.

Playcentre Aotearoa should:

  • improve appraisal processes for the centre support workers, centre administrators and session facilitators to enhance their professional growth

  • continue to support leaders to build centre members' understanding of effective internal evaluation through ongoing mentoring that helps them to measure the impact of practices on children’s learning.

ERO's evaluation shows that increased oversight and guidance from the organisation is needed to progress the playcentres' areas for development and to better meet legislative requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Haumoana 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.

ERO identified areas of non-compliance relating to premises and facilities. To meet requirements the service is required to provide:

  • furniture for children to sleep on at a ratio of at least one to every 5 children under the age of two years

  • stable nappy change facilities that are located near to hand washing facilities and are safe and appropriate for the age /weight of children needing to use them.
    Licensing Criteria for Early Childhood Education and Care Centres 2008, PF25, PF 36.

Since the onsite stage of the evaluation, centre members have taken steps to address the areas of non-compliance.

Phil Cowie

Director Review and Improvement Services Central

Central Region

21 August 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

Haumoana

Ministry of Education profile number

55066

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 10 aged under 2

Service roll

24

Gender composition

Male 12, Female 12

Ethnic composition

Māori
NZ European/Pākehā

2
22

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

0-49%

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:2

Better than minimum requirements

Review team on site

June 2019

Date of this report

21 August 2019

Most recent ERO report(s)

Education Review

December 2016

Education Review

February 2014

Education Review

August 2010

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.

Haumoana Playcentre - 06/12/2016

1 Evaluation of Haumoana Playcentre

How well placed is Haumoana 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

Haumoana Playcentre is located within the small seaside community of Haumoana. The centre is open for two morning sessions per week. It is licensed for 17 children, including 10 children up to two years of age. Parents stay with their children.

The centre is managed as a parent cooperative with support from experienced personnel from the Hawkes Bay Playcentre Association (the association).

Members assist each other and learn together. All parents have or are working towards a playcentre qualification. The centre is currently going through a rebuilding stage to increase membership. A number of older children have left to attend school and there has been an increase in the enrolments of infants and toddlers. Inquiring into, and catering for the learning needs of this group is a focus of the centre’s current internal evaluation.

The association has addressed the areas for development identified in the February 2014 ERO report. It has defined the roles and responsibilities of the executive committee to provide better support for individual playcentres. Procedures for the employment of paid staff have been developed and implemented. These include police vetting and appraisal.

Playcentre's philosophy emphasises the importance of parents sharing the responsibility for the education of their children within a community-based family environment where play is valued as meaningful learning. A commitment to Te Tiriti o Waitangi is expressed and aspects are evident in practice. Haumoana Playcentre is considering developing its own philosophy to better reflect what members value.

This review was part of a cluster of seven in the Hawkes Bay Playcentre Association

The Review Findings

Children learn and play in a positive, calm and unhurried environment. They are supported to take risks and problem solve, develop confidence and a sense of belonging. Children are encouraged to lead their learning, experiment and engage in creative play.

Literacy, numeracy and science are appropriately integrated into the programme. Children have easy access to resources and contribute to decision making. This fosters a strong sense of independence. Adults actively engage with children, fostering child-led learning.

There is a strong desire for children to be physically active, with adults assisting their skill development through providing an outdoor environment that encourages physical play. Flexible learning spaces and open-ended resources promote curiosity, inquiry and exploration. Careful consideration is given to the individual needs of all children, including those up to the age of two years.

The curriculum is informed by Te Whāriki, the early childhood curriculum, and the playcentre philosophy, and is focussed on outcomes for children's learning. It is responsive to children's interests and developmental milestones. Assessment, curriculum planning and evaluation practices provide adults with useful information to help them plan programmes responsive to children's interests, strengths and identified needs.

Progress has been made in improving assessment, planning and evaluation practices. More experienced members have identified the need to continue to assist new parents to develop knowledge and understanding of assessment, planning and evaluation. Planned workshops for new members should continue to help their understanding of children's assessment.

Individual profile books are attractive and valued by children and their parents. They capture and celebrate children's participation and engagement in centre activities and events. A strong sense of family is evident which is aligned to the playcentre philosophy.

Strengthening understanding of children requiring additional learning support to enable them to participate in the playcentre programme is a next step.

As a result of recent self review, members have sought professional learning opportunities to strengthen practices that support Māori learners. Continuing to develop culturally responsive practices should assist with celebrating diversity. Puriri Whakamaru o Heretaunga is an association initiative which provides support to Māori whānau attending playcentre, and guidance to individual centres to strengthen their understanding of te ao Māori.

Children's time at playcentre is formally celebrated as they leave. Continuing to strengthen relationships with local schools should help to promote experiences that assist children and their families as they transition to school.

Parents are strongly committed to the playcentre philosophy and increasing participation. With the number of new members attending, they are seeking ways with the support of the association to achieve a playcentre qualification with a focus on succession and sustainability.

A framework for the appraisal of paid team members has been developed. The association continues to support the playcentre with its implementation.

There is an established framework for self review which guides the inquiry process and results in improvement. It is focussed on positive learning outcomes for children. Continuing to build capability of new members to develop their understanding of internal evaluation is a next step.

The association has put in place sound systems and processes to provide ongoing centre support until the national restructure of playcentre has been completed.

Key Next Steps

Members and ERO have agreed that there is a need for parents, with the support of the association, to continue to develop their knowledge and understanding of:

  • assessment, planning and evaluation

  • children requiring additional learning support

  • transitions

  • internal evaluation.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

6 December 2016

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

Haumoana

Ministry of Education profile number

55066

Licence type

Playcentre

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 10 aged under 2

Service roll

14

Gender composition

Girls 7, Boys 7

Ethnic composition

Māori

Pākehā

12

2

Reported ratios of adults to children

Under 2

1:2

Better than minimum requirements

Over 2

1:3

Better than minimum requirements

Review team on site

October 2016

Date of this report

6 December 2016

Most recent ERO report(s)

Education Review

February 2014

Education Review

August 2010

Education Review

December 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.