Swalding Street, Kaponga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kaponga Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kaponga Playcentre is licensed to provide mixed-age sessional education and care for 30 children, two days a week. This includes 15 children up to the age of two. At the time of this review, there are 14 children enrolled and seven are Māori.
Since the February 2017 ERO report, aspects of the centre's indoor and outdoor play area have been redeveloped. Improvements have resulted in an enhanced environment for children.
The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. Centre members' expressed intent is to develop centre philosophy statements that incorporate their shared beliefs, values and desired outcomes for children.
Since the previous ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Kaponga Playcentre is part of the Lower North Island Region and is supported by a regional manager and support persons.
Whānau and families share responsibility for the curriculum. Day-to-day operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.
The previous ERO report for Kaponga Playcentre identified the need to strengthen knowledge and understanding of te ao Māori. Centre members continue to develop their awareness and capability in this area.
This review was part of a cluster of six playcentres reviews in the Lower North Island Region.
Positive and respectful relationships are evident, with each family supporting a sense of belonging. Children's active exploration through play and engagement in their learning is encouraged by attentive centre members. Children participate enthusiastically in a varied range of planned and spontaneous activities. They direct their own learning and create their own challenges. Further development for centre members should include a stronger emphasis on identifying and responding to children’s learning.
Infants are encouraged to become active communicators and explorers. Programme provision for these very young learners focuses on nurturing their wellbeing through responsive interactions. Adults and older children play and work alongside babies and support their developing skills.
Te reo me ngā tikanga Māori are beginning to be integrated into the daily programme. Children are developing confidence in karakia and some basic te reo Māori is heard throughout the daily programme. Centre members are reflecting on further ways to promote te ao Māori in a more local, place-based context.
Thoughtfully considered strategies support children and their families’ induction into the centre. Children’s transitions to school are acknowledged and celebrated. Centre members should consider ways to share information so that children’s confidence and capability at playcentre transfers to the new entrant classrooms.
A new parent group provides collaborative leadership and they value the skills and knowledge given by others with more experience. The revised parent education programme is becoming more accessible to centre members. There is a growing commitment to course participation that impacts positively on the quality of the sessions.
Internal evaluation is in the early stages of development. Strategic planning provides some useful direction for centre operation and teaching and learning. Further consideration should be given to reviewing the desired objectives in this plan and how these contribute to decision making and improved outcomes for children.
Appraisal processes for session support staff have been strengthened recently and implemented to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs and focus on achievement of goals. A next step is to continue to strengthen capability building for these leaders.
The national restructuring process continues to require some attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements. National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Targeted support to embed policies and procedures should further benefit centre members and improve outcomes for children.
A recent evaluation of how well the restructure has met the needs of the Playcentre community has resulted in further proposed changes. These are yet to be implemented.
Playcentre Aotearoa should support centre members to improve their understanding of and practices in:
assessment, planning and evaluation practices to guide future teaching and learning
effective internal evaluation through ongoing mentoring that helps them to measure the impact of practices on children’s learning
culturally responsive practices for all learners.
Playcentre Aotearoa should continue to:
implement systematic monitoring systems of policies and procedures
provide leadership and guidance to promote Te Tiriti o Waitangi based practices for all services.
Before the review, the staff and management of Kaponga 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.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
28 April 2020
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 |
Kaponga |
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Ministry of Education profile number |
50016 |
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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 |
30 children, including up to 15 aged under 2 |
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Service roll |
14 |
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Gender composition |
Boys 8, Girls 6 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
February 2020 |
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Date of this report |
28 April 2020 |
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Most recent ERO report(s) |
Education Review |
February 2017 |
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|
Education Review |
January 2014 |
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|
Education Review |
October 2010 |
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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 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.
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.
Kaponga Playcentre is one of 17 parent-led services under the umbrella of the Taranaki Playcentre Association (the association). A management team of elected volunteers oversees operation at governance level and provides the adult education programme, guidance and support for members.
It is licensed for up to 30 children, including 15 aged up to two years. Twenty one children are enrolled and three identify as Māori. The centre opens for mixed-age sessions two mornings a week.
Centre supporters are employed by the association to 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 centre-elected office holders. Parents share the duties associated with implementing the programme.
The New Zealand Playcentre Federation is planning a significant restructure for 2017 that includes amalgamating all Playcentre Associations. Playcentres will become part of a regional hub, supported by a regional manager and support persons.
The association philosophy of parent-led education and child-initiated play, alongside the principles and strands of Te Whāriki, the early childhood curriculum, guide and inform centre practices to promote positive outcomes for children.
The January 2014 ERO report for Kaponga Playcentre, identified that centre members, with support from the association, should continue to build assessment planning and evaluation through professional development; and improve self review to know the impact of adults' practices and learning on outcomes for children.
The report also indicated that external professional input should be sought to support the association to strengthen: annual and strategic planning; assessment, planning and evaluation; understanding about Māori success as Māori; regulatory requirements; and self review.
Kaponga Playcentre has participated in the Taranaki Playcentre Association led internal review, 'Strengthening Taranaki Playcentres.' There have been positive gains in building parent, family and community involvement.
This review was part of a cluster of eight playcentre reviews in the Taranaki Playcentre Association.
Children's purposeful engagement is anchored in playcentre philosophy and the principles of Te Whāriki, the early childhood curriculum. Values and beliefs are expressed through: whānau tangata, a sense of family and wider whānau connections; whakamana, individual prestige upheld; ngā hononga, respectful relationships; and kotahitanga, using all the senses. Children are viewed as confident, competent and curious learners.
Children have a strong sense of belonging. They independently lead their learning, make choices and actively participate. Access to a wide range of learning experiences includes community links that enhance the playcentre programme and foster wider relationships for children and adults. Excursions provide children with enriched localised learning opportunities.
Children's use of all their senses is encouraged through mathematics, literacy, science, creativity and physically challenging play and supporting resources.
Te ao Māori is integrated in centre practices. Karakia and waiata occur daily in rituals and areas of play. There are environmental signposts including kupu Māori, natural resources and children's creative art representing Taranaki maunga. Children's language, culture and identity are validated. Members identify continuing to strengthen their knowledge and understanding of te ao Māori, as a next step.
Children have a calm, settled environment with a high adult-to-child ratio. Tuakana teina relationships reflect nurture and support. Toddlers and infants are well supported. They participate across centre activities and all areas of play, interacting openly with children and adults. Their individual rhythms and interests guide their choices and participation in play. An inclusive environment supports all children.
Centre members are positive and enthusiastic. A core group has given input over time and this provides consistency and cohesion at the playcentre. Children, families and whānau know each other well. A useful transition process with local schools is in place.
Planning for learning is led by an education officer and guided by the employed association centre support person. The principles and strands of Te Whāriki, the early childhood curriculum guide planning and assessment. Parents meet each term to contribute to future planning for their children. Current interests of children are displayed, so that all members can purposefully support the learning.
Children's learning is shared in attractively presented folders. These include individual and group narratives, magic moments and observations that build a picture of children's interests, strengths, progress and achievements. Members are aware of the need to continue to strengthen the evaluative aspect of the planning and assessment process.
Members understanding and use of internal evaluation has been supported by an association professional learning programme. Continuing to strengthen evaluation as a centre, to gauge the effectiveness of practice, is an identified next step.
The association Māori representative of Puriri Whakamaru o Taranaki, supports centre members to gain further understandings of te ao Māori and this aspect is developing well as an integral part of the curriculum. Association and centre leaders should use strategic planning and internal evaluation to ensure the good practice occurring is sustained and continues to be built on.
The centre support person provides written reports that generally affirm environmental developments and programme practices. These reports should more deliberately focus on outcomes for children and next steps for centre members to improve teaching and learning. This should include a focus on providing centre members with evaluative feedback that assists them to sustain and further enhance the good practice already occurring.
Appraisal for centre supporters requires strengthening. The process should include: more focused goals that build their capability; and more regular and targeted feedback and feed forward about practices that enhance outcomes for children and their families.
Centre members should continue to:
strengthen knowledge and understanding of te ao Māori.
The association should:
improve appraisal for the centre support people to support individual needs and identify professional development to support them in their leadership roles
build centre support staff knowledge and capability to undertake effective internal evaluation.
Before the review, the staff and management of Kaponga 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 Kaponga Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
8 February 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 |
Kaponga |
||
|
Ministry of Education profile number |
50016 |
||
|
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 |
21 |
||
|
Gender composition |
Girls 12, Boys 9 |
||
|
Ethnic composition |
Māori Pākehā Samoan Cook Island Korean |
3 15 1 1 1 |
|
|
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 |
November 2016 |
||
|
Date of this report |
8 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2014 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
May 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:
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.