Hinuera Road, Matamata
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hinuera Playcentre, near Matamata, provides education and care for children from birth to school age. The centre operates under the umbrella of the East Waikato Playcentre Association (EWPA) and is licensed for 30 children, including up to 15 under two years. There are 33 children enrolled, including two Māori. Children can attend an all-day session on Mondays and morning-only sessions for the rest of the week. The playcentre employs two qualified supervisors to cover all sessions.
The centre aims to enhance the learning and development of each child by providing a caring, safe and stimulating environment that is focused on individual children's interests and needs. Parents are committed to children learning through play, within a supportive family friendly rural environment.
Two parents have recently been appointed as co-presidents and the other committee positions have been filled by parents new to the playcentre. Recent enrolments of younger children have resulted in a stronger focus on provision of education and care for children under two years of age.
Since the 2013 ERO review, the centre has made limited progress in the key next steps related to bicultural practice, extending children's learning and consistency of assessment documentation. In addition, the EWPA has yet to put appraisal systems for supervisors into place.
The NZPF is currently undergoing restructuring and this has implications for EWPA governance actions in the future.
This review was part of a cluster of nine playcentre reviews in the EWPA.
Parents maintain a welcoming environment, with a strong sense of belonging and community for both children and adults. Children readily explore a wide range of resources and activities. Literacy and mathematics are naturally integrated into children's exploration and play. Children play and learn in a mixed-age group. The resulting tuakana-teina interactions, where children of all ages learn alongside one another, enhance outcomes for all children.
Children visit the neighbouring school and participate in various events. These strong connections are effectively supporting children's transition to school. Excursions into the wider community are a feature of the programme. Children benefit from a supportive, cooperative community where parents are actively involved as their first teachers.
Children enjoy warm, caring relationships with all parents. They are able to follow their interests or engage in authentic and interesting parent-led activities. Infants and younger children benefit from participating in the programme where they are well supported by their parents. Children's social competence is encouraged, which enables them to interact constructively and develop strong friendships with one another. ERO observed some examples of parents engaged in high quality interactions with children to extend their thinking. These members provide effective modelling for others at the playcentre. Children are well settled and engage in sustained learning in a physically and emotionally supportive environment.
There is some visibility of te reo Māori in wall displays and members are working to increase the everyday use of te reo Māori. Parents agree there is a need to further develop the way te reo and tikanga Māori are integrated throughout the curriculum.
Easily accessible individual profile books record individual and group activities, and some dispositions. Useful playcentre templates encourage parents to include learning outcomes for children and possible next steps to extend interests. A more consistent approach to the quality and frequency of assessments is needed to more successfully identify individual children's progress and development, and plan next steps for learning.
Parent education has continued as many members participate in playcentre courses through other associations. Members benefit from the input of two parents trained in early childhood education. The EWPA provides useful policies and procedures for centre management. There is a need to improve communication and support for the centre provided by the Playcentre Federation and the local association. It would also be beneficial to provide ongoing training for newly appointed committee members to build their knowledge of management and children's learning. It is important to support parents' commitment to providing a supportive, effective service.
Members informally review the daily programme and centre organisation. There continues to be a need to develop self-review processes to evaluate the curriculum and how effectively the service is promoting best learning outcomes for children.
There is a need to strengthen:
ERO recommends that the EWPA supports the committee to develop and implement a plan to address the key next steps and actions outlined in this report.
Before the review, the staff and management of Hinuera 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.
ERO identified areas of non-compliance. To meet the requirements EWPA must ensure that:
The next ERO review of Hinuera Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
11 May 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 | Matamata | |
| Ministry of Education profile number | 30002 | |
| 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 | 33 | |
| Gender composition | Boys 17 Girls 16 | |
| Ethnic composition | Māori Pākehā Other | 2 29 2 |
| Review team on site | February 2017 | |
| Date of this report | 11 May 2017 | |
Most recent ERO report(s)
| Education Review | September 2013 |
| Education Review | June 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.
Hinuera Playcentre is a sessional centre providing education and care for children from birth to school age. The centre operates as a parent cooperative under the umbrella of the East Waikato Playcentre Association and is licensed for 30 children, including up to 15 under two years. At the time of this review 32 children were enrolled including four of Māori descent. Members are committed to providing a child-centred, free-play programme within a supportive family-friendly environment.
Since the last ERO review in 2010, two new supervisors have been employed to lead the sessions. The playcentre building has been extended and an all-day session operates on Mondays, with morning-only sessions for the rest of the week. The centre has been operating for many years and there are second generation children on the current roll.
This review was part of a cluster of 10 playcentre reviews in the East Waikato Playcentre Association.
The East Waikato Playcentre Association provides an appropriate range of policies that have assisted the centre with the licensing process and to establish centre operational procedures. The association has implemented sound employment procedures when employing centre supervisors. However, the centre would benefit from an annual external appraisal process for the two paid supervisors. The association is not currently able to provide playcentre adult education, making engagement in course work difficult for members.
Centre leaders and members have established clear roles and take shared responsibility for centre operations. A good proportion of members have playcentre qualifications. Parents work well as a team and experienced members foster emergent leadership and mentor new members. The supervisors bring a wide range of knowledge and skills to enrich the centre programme and ensure continuity of learning for children. Together with centre members, they plan specific programmes with a mixture of child-initiated play and teacher-led topics. This programme is extended through trips to places of interest and regular celebrations such as birthdays and seasonal festivals. Centre members now need to develop an effective self-review programme that informs strategic planning.
A well-maintained and carefully presented learning environment provides generous spaces for children’s active play and exploration of the natural world. The new building extension has significantly improved the learning and care environment for adults and children. The centre is well equipped with a wide variety of high-quality equipment that is easily accessed by children. A feature of the centre is the emphasis on providing rich literacy and numeracy learning experiences through centre displays, books and the programme. An attractive area for babies and toddlers has been established and provides a safe place for them to play.
Parents have created a warm and friendly environment where a strong sense of belonging and well being is highly evident. Children play well in mixed-age groups. They confidently interact with other children and adults. Routines are flexible to meet children’s individual needs, while providing a familiar structure to the all-day session. Parents encourage children to engage in their imaginative and dramatic play, and work alongside them to support and provide positive guidance.
Centre members and ERO agree that consideration should now be given to strengthening the programme by:
ERO recommends that the East Waikato Association undertakes regular and rigorous external appraisal of the employed supervisors as part of their performance management process.
Before the review, the staff and management of Hinuera 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 Hinuera Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
16 September 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 |
Hinuera, Waikato |
|
|
Ministry of Education profile number |
30002 |
|
|
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 |
32 |
|
|
Gender composition |
Boys 20 Girls 12 |
|
|
Ethnic composition |
Māori NZ European/Pākehā |
4 28 |
|
Review team on site |
June 2013 |
|
|
Date of this report |
16 September 2013 |
|
|
Most recent ERO report(s) |
Education Review |
June 2010 |
|
Education Review |
June 2007 |
|
|
Education Review |
June 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:
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.