Hastie Lane, Kaiwaka
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.
Kaiwaka Playcentre is licensed to provide three sessions each week for up to 25 children from birth to school age. Programmes for children are underpinned by the Playcentre philosophy of parents and children playing and learning together and supporting children to become independent learners. Centre members are currently enrolled in Playcentre adult education programmes.
The Playcentre philosophy values parents/whānau as the first and best educators of their children. They take on roles and responsibilities that contribute to the running of the centre. This structure offers opportunities for emergent leadership.
ERO's 2013 report recommended improving self-review processes. The centre has experienced a change of families and centre structure since 2013. Parents are implementing new approaches as they learn more about them. The centre continues to attract families from the local community, and now has three group sessions each week.
The centre is part of the Northland Playcentre Association, which provides governance and management support for 31 Playcentres in Northland. The Association provides systems and adult education programmes to help members manage centres and support their children's learning. A centre support worker (CSW) regularly visits each centre. The Association also provides education support for five Playcentres in the Far North.
Playcentre Aotearoa is in the process of a national restructure. It is expected that a new regional manager and centre support personnel will be appointed towards the end of 2017.
This review was part of a cluster of 10 Playcentre reviews in the Northland Playcentre Association.
Children are happy, settled and engaged. They are building friendships with each other. Children have access to a wide range of resources and move freely between the available activities.
The Playcentre philosophy is evident in practice. Parents follow children's lead. They provide resources, support the children’s decisions and nurture their independence. Some parents have good strategies for nurturing children's vocabulary, and supporting their play-based learning.
A daybook is used to record children's participation in the programme. Planning and children's individual portfolios include connections to Te Whāriki, the early childhood curriculum. Centre members need to consider how they can increase the continuity across sessions, based on children's interests. This coherence would strengthen programme planning. Portfolios could more strongly reflect children's individual learning and development over time.
The programme includes good examples of bicultural practice. Māori resources are varied and accessible. Te reo Māori is used frequently during the session, and a karakia is sung prior to morning tea. Children's whakapapa is evident in their portfolios. Association workshops have helped to build parent/whānau confidence in using te reo, and some parents model good practice for others. Provisions such as these support the cultural background of Māori children, and help all children to become familiar with the bicultural heritage of Aotearoa New Zealand.
The centre's strategic goals are focused on continual improvement. A planned review of the outdoor area could include a focus on making the centre more inviting, and providing more physical challenges to help improve children's upper body strength. Playcentre adult education courses and guidance from the Association are continuing to increase centre members' confidence in managing the centre.
The centre support worker (CSW) team is aware of the strengths and needs of each centre. Individualised and effective support helps each centre to continue fostering positive learning outcomes for children. CSWs provide good professional leadership to sustain improvement and growth.
The Association continues to provide a sound management framework to assist members in managing their centres. Centre members' leadership and increased participation in adult education courses help to sustain the Association and centre viability. The governance board works collaboratively to share information with centre members as they respond to changes, including the national restructure.
To enhance current practices centre members should work with the CSW to:
strengthen how well the programme supports children's ongoing learning
use programme evaluations to promote ongoing improvement and continuity of learning
strengthen internal evaluation by revisiting decisions made and outcomes for children's learning
provide more outdoor challenges to improve upper body strength.
To enhance current practices in all Northland Playcentres, the new regional manager and support personnel should assist centre members to:
build their knowledge of te ao Māori, increase their bicultural understandings and promote ongoing educational success for Māori children, as Māori
document and evaluate progress towards strategic goals
strengthen internal evaluation to guide ongoing improvement.
Before the review, the staff and management of Kaiwaka 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 Kaiwaka Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
16 November 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.
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Location |
Kaiwaka |
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Ministry of Education profile number |
16765 |
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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 16 aged under 2 |
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Service roll |
10 |
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Gender composition |
Girls 5 Boys 5 |
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Ethnic composition |
Māori |
6 |
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Percentage of qualified teachers |
Parent led |
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Reported ratios of adults to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
August 2017 |
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Date of this report |
16 November 2017 |
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Most recent ERO report(s) |
Education Review |
September 2013 |
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|
Education Review |
April 2010 |
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Education Review |
February 2007 |
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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:
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.
Kaiwaka Playcentre is a parent cooperative, in which parents and whanau take responsibility for their children’s education and for centre operations. The Playcentre is part of the Northland Playcentre Association. The Association provides support personnel and organisational frameworks for parent education programmes and to guide centre management.
Kaiwaka Playcentre is open four days a week, providing two open sessions for children up to six years of age. The Playcentre is also open for two extended sessions which cater specifically for children over four years of age. A supervisor is employed for the extended sessions. This report is based on observations of an open and an extended session. Good practices identified in ERO’s 2010 report remain evident.
This review was part of a cluster approach to reviews of eight Playcentres within the Northland Playcentre Association.
The Playcentre philosophy of parents/whānau and children learning, playing and growing together is highly apparent. Respectful relationships are a feature of the programme. Adults value children’s knowledge and take the time to listen to children. They make purposeful responses to extend children’s learning in meaningful ways. Infants and toddlers are well provided for, with a specific area for these younger children, as well as opportunities to play in mixed-age groups. Older children are well supported to take the lead in their learning as decision-makers and investigators.
The supervisor models effective teaching practices. She is responsive to children’s ideas and skilfully prompts extension of learning through creative and imaginative play scenarios. She promotes use of te reo Māori in the context of children’s learning. Children confidently use te reo Māori during group times.
The programme is jointly planned by adults and children. Adult led extension activities are skilfully integrated alongside child-initiated learning. Individual records of learning are well developed. The supervisor and experienced Playcentre members clearly identify the learning that is happening in play and plan next steps for children’s individual learning.
Many members are involved in ongoing education courses. Adults share their learning and continue to improve the quality of the learning programme. They work together to collaboratively manage the centre.
Centre members continue to build their self-review capacity using review formats provided by the Playcentre association. Long-term planning is currently based on property development. Members are considering ways to focus these goals on improving learning outcomes for children.
ERO and centre members agree that key next steps include:
Before the review, the staff and management of Kaiwaka 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 Kaiwaka Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
27 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 |
Kaiwaka |
||
|
Ministry of Education profile number |
16765 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 16 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 16 Girls 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other |
8 19 3 |
|
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
|
Over 2 |
1:3 |
Meets minimum requirements |
|
|
Review team on site |
July 2013 |
||
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Date of this report |
27 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
April 2010 |
|
|
Education Review |
February 2007 |
||
|
Education Review |
February 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.