Binnie Road, Katikati
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.
Katikati Playcentre is a parent-led, mixed-age service. It is licenced for 25 children, including 12 up to the age of two years. Since the last ERO review there has been a decline in the roll and currently 15 children attend. The centre is currently operating three morning sessions on Monday, Tuesday and Thursday. A Supporting Parents Alongside Children's Education (SPACE) programme is also available for parents with infants.
During 2018 playcentres are transitioning from operating as The New Zealand Playcentre Federation (NZPF) with 32 regional associations to a national organisation with six offices. In the central North Island eight associations have merged into a regional hub renamed Playcentre Aotearoa Central North Island. This region includes 95 playcentres spread over a large geographic area. During the organisation transition there is some overlap between association systems and new national approaches. At the time of this ERO review there is some uncertainty as new processes become established.
The governance management structure consists of a regional manager and a centre support coordinator who provides guidance and management for the playcentres. A centre administrator (CA) and centre support worker (CSW) were appointed in early 2018 to provide support and guidance for centre operations. A national professional learning and development team is in the early stages of planning for additional learning support to build members’ capability as first teachers of their children. Responsibility for centre leadership is shared across centre members.
Through their philosophy the centre aims to support adults and children to learn together through play and discovery in a safe, stimulating and caring learning environment.
The centre has a positive reporting history with ERO. Since the last ERO review in 2015, the centre has made good progress in most areas identified as next steps. These include strengthening members' confidence in te reo Māori and improving internal evaluation and the planning and assessment of children's learning. A need for more work around policy review and development remains.
This review was part of a cluster of six playcentres reviews in the Western Bay of Plenty under the governance of Playcentre Aotearoa Central North Island.
A collaborative group of members provide effective leadership of the centre. They have clear roles and responsibilities that help to promote positive learning outcomes for children. Members have developed a useful strategic and annual plan to guide improvement. They have also internal evaluation practices that are informing centre development. Members are strongly committed to the playcentre philosophy and participate in ongoing parent education programmes when available. Decisions are focused on children and their parents growing and learning together.
The curriculum is well designed to support children's emerging interests and strengths. A child-focused programme is planned around the knowledge that children and their families bring to the centre. Literacy, mathematics and science are integrated well and opportunities for sensory exploration enriches children's learning. A recent focus on environmental sustainability is contributing to children's project work. The bicultural curriculum has been strengthened. Tikanga and te reo Māori are valued and incorporated into the programme by members. Pacific children share their language, culture and identity with others in the centre. Children develop a strong sense of belonging.
Children are well supported to become independent and confident learners. Rich assessment portfolios capture children's learning. They acknowledge the identity of the child as a successful learner and document their strengths and interests. Members notice, recognise and respond to children’s emerging interests and plan around the emerging curriculum. Daily sessions are evaluated to plan for future learning opportunities. Children's emerging interests are well supported.
Children's learning is enhanced through responsive, respectful and trusting interactions. Their social competence is supported in a calm and settled environment. Through inclusive practice children are seen as individuals and positively affirmed for their contributions. Children up to the age of two years are supported by their primary caregiver, through strong secure attachments. Tuakana/ teina relationships are formed and within the mixed-age setting the youngest children are supported by more competent or older children, who in turn benefit from leadership opportunities. Children and their families develop a sense belonging and wellbeing.
The Central North Island region is in the early stages of providing support for centres during a time of transition. Existing polices and systems are supporting centre operations until new systems developed by Playcentre Aotearoa are implemented. The strategic and annual plans are yet to consistently guide regional and centre direction. A particular strength is the Te Whare Tikanga Māori initiative, which promotes self-determination for Māori members through regular hui and targeted funding and enacts the partnership aspect of Te Tiriti o Waitangi.
ERO has identified the need for Playcentre Aotearoa Central North Island management to develop:
In addition, playcentre members, with support from the CSW and CA, have identified a need to increase membership to ensure sustainability for the service and to share roles and responsibilities.
Before the review, the staff and management of Katikati 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 an area of non-compliance related to appraisal.
The current appraisal process does not meet Ministry of Education regulatory requirements. Governance needs to ensure suitable human resource management practices are developed, documented and implemented.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7.]
The next ERO review of Katikati Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
28 June 2018
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 |
Tauranga |
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Ministry of Education profile number |
40017 |
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|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, including up to 12 aged under 2 |
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|
Service roll |
15 |
|
|
Gender composition |
Girls 11 Boys 4 |
|
|
Ethnic composition |
Pākehā Asian Samoan |
11 2 2 |
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Review team on site |
May 2018 |
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Date of this report |
28 June 2018 |
|
|
Most recent ERO report(s) |
Education Review |
February 2015 |
|
Education Review |
September 2011 |
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|
Education Review |
September 2008 |
|
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.
Katikati Playcentre is located in Katikati in the northern Bay of Plenty. The playcentre is licensed to provide mixed-age education and care for 25 children, including a maximum of 12 children up to two years of age at any one time. It currently operates three morning sessions a week.
Katikati Playcentre operates under the umbrella of the Western Bay of Plenty Playcentre Association (WBOPPA). The parent-led cooperative benefits from the ongoing support and guidance of an experienced centre liaison officer and centre administration officer provided by the association. The WBOPPA also provides useful documentation and frameworks to guide centre training workshops and operations. These guidelines are underpinned by the association’s philosophy, which is highly evident in parents’ practice.
Since the 2011 ERO report, the centre has made good progress in using self review and annual planning to improve aspects of centre operation, including the programme and environment. In 2014, enthusiastic parents raised community awareness of the service which resulted in an increase of new parent members. Many parents are currently involved in playcentre training modules and workshops run by the association.
ERO observed a session that is regularly supported by many parents with higher levels of playcentre training. The centre employs a member who has completed Course Three to support parents in training at other sessions.
Parents are committed to learning together with their children. They place priority on supporting children to become responsible, creative, problem solvers, who think for themselves and know that it is okay to ask for help.
This review was part of a cluster of six playcentre reviews in the Western Bay of Plenty Association.
Children who attend the session observed by ERO, are capable, independent and enthusiastic learners. They confidently make choices, initiate play, and communicate well with each other and adults. Older children include younger siblings and toddlers in their play. Children enjoy trusting relationships and sustained dramatic and imaginative play with their friends. They make extensive use of a wide variety of interesting and thoughtfully presented equipment and materials to support their play. Toddlers know the routines and environment well, and confidently explore, experiment and direct their own learning. Children demonstrate a strong sense of wellbeing and belonging.
The programme that ERO observed was highly consistent with playcentre philosophy and responsive to children’s identified strengths and interests. Planning ensures a good balance of adult-planned and child-initiated activities. Parents enrich the programme by sharing their enthusiasm, knowledge and experience about gardening, the creative arts and farming with children. They demonstrate a strong commitment to biculturalism and continuing to increase the quality and consistency of their use of te reo Māori. This aspiration is strongly reflected in wall displays, centre resourcing and daily monitoring of the use of te reo Māori with children.
Parents regularly reflect on ways to improve planning, evaluation and assessment systems and processes. Individual portfolios record children’s participation in a rich variety of individual and group learning experiences. Parents’ involvement and dedication to playcentre training is contributing to ongoing improvement in the quality and consistency of programmes for young children.
ERO observed high-quality interactions amongst parents and children that nurture a love of learning. Adults know the children well. They are highly responsive to the diverse abilities and needs of individual children and celebrate their successes. Parents skilfully foster the development of social, language and thinking skills, mathematical concepts, and problem solving through rich conversations with children. Experienced adults model meaningful ways to integrate early literacy and mathematical concepts throughout the programme.
Parent members effectively share leadership responsibilities and decision making. They make good use of individual members’ knowledge, strengths and ideas to sustain centre management and operations. Parents understand the need for regular self review to ensure ongoing development and improvement. Emergent leadership is fostered through buddy systems to support parents to take on new roles, and to welcome and support new members. All parents are focused on providing positive outcomes for children and their families.
Centre leaders and ERO agree that the next steps for the centre are to:
Before the review, the staff and management of Katikati 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 Katikati Playcentre will be in three years.
Dale Bailey
Deputy Chief Review Officer-Northern Northern Region
27 February 2015
|
Location |
Katikati |
|
|
Ministry of Education profile number |
40017 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
25 children, including up to 12 aged under 2 |
|
|
Service roll |
26 |
|
|
Gender composition |
Boys 14 Girls 12 |
|
|
Ethnic composition |
Māori Pākehā |
1 25 |
|
Review team on site |
November 2014 |
|
|
Date of this report |
27 February 2015 |
|
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
Education Review |
September 2008 |
|
|
Education Review |
June 2005 |
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.