Kerikeri Playcentre - 11/05/2018

1 Evaluation of Kerikeri Playcentre

How well placed is Kerikeri 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

Kerikeri Playcentre continues to provide high quality early childhood learning opportunities. The centre's strengths identified in ERO's 2015 review have been sustained, and improvements have been ongoing as a result of effective internal evaluation. A strong commitment to the Playcentre philosophy of learning through play continues to support positive outcomes for children.

The Playcentre is governed and managed cooperatively by centre members, who support each other in their parenting and educator roles. The centre offers four sessions per week for up to 30 children, including 15 under two years of age. Members provide three mixed-age parent-led sessions, plus an extended session with a paid supervisor and parent helpers, for older children.

Kerikeri Playcentre is a popular early childhood learning choice for families in the local community. While roll numbers can vary from year to year, the sessions are very well organised and well attended. Parents contribute to the efficient operation of the Playcentre with many attending the regularly scheduled cooperative planning and management meetings.

The centre is part of the newly established Northern North Island Playcentre Region. Regional systems support centre members to manage their centres and to provide educational programmes for their children. Playcentre personnel also provide training programmes for parents/whānau to achieve Playcentre qualifications.

This review was part of a cluster of nine Playcentre reviews in the Northern North Island Playcentre Region

The Review Findings

Children of all ages enjoy the well-established facilities, surrounded by mature trees, gardens and fruiting plants. Infants, toddlers and older children share the spacious indoor and outdoor play areas that are attractively set out and feature natural materials. Children's learning is resourced to enrich their play and to build their confidence and independence.

Centre members regularly evaluate and extend areas of play to support more complex and sustained levels of engagement. Children are encouraged to explore and be curious. Science and art resources complement imaginative, creative and physical play. Child-led learning is highly evident in the ways that parents and children of all ages, engage and utilise the facilities.

Respectful, child-centred interactions inform all aspects of the learning programme. Infants have areas for sleeping, and benefit from the family-like environment. Meaningful conversations with adults strengthen children's oral language and communication skills. Older children have opportunities to make decisions about centres of interest and move equipment to make their learning more challenging.

Communication and self-review have been enhanced with the use of a daily evaluation book and visual records of session activities. Wall displays and information about learning provide useful guidelines for parents to support children's development. The use of social networks assists in keeping parents informed and involved. Systematic record keeping and documentation enable centre improvements to be shared and sustained.

The centre welcomes new members and provides excellent ongoing support for families. More experienced and trained members develop and share examples of good practice in learning and assessment. Children's learning portfolios provide a record of their individual progress and development, together with centre activities and events.

Members have a positive approach to sharing playcentre roles and responsibilities. Leadership is nurtured and encouraged through the parent cooperative, which meets regularly to plan and review all aspects of centre operations. Session evaluation practices build the capability of all members to continually reflect on, and strengthen the centre's child-led learning approaches.

Regional leaders have a strong commitment to Te Tiriti o Waitangi. They are building links with local kaumātua that promote bicultural partnerships. Whānau Māori are invited to join Te Roopu Whakaaro Kotahi. The inclusion of te reo and tikanga Māori is an integral part of centre practices that affirm Māori children’s cultural identity.

Kerikeri Playcentre members have focused on strengthening bicultural practices. Their session routines and practices consistently support tikanga and te reo Māori. These developments have enhanced outcomes for all children, and increased the sense of belonging for tangata whenua. Members organise purposeful trips out of the centre to extend children's sense of context, history and location.

The regional structure is replacing individual Playcentre Associations. Newly appointed regional personnel are making good progress building on existing systems and establishing effective regional management structures for supporting centres. Centre support workers are guided by regional centre support coordinators. Systems are being developed for monitoring the quality of programmes for children, adult education levels, and health and safety requirements.

Key Next Steps

Playcentre members agree with ERO that future priorities for internal evaluation could focus on:

  • revisiting the centre philosophy, in relation to the revised Early Childhood Education (ECE) curriculum, Te Whariki (2017)

  • using children's dispositional learning outcomes and progress as criteria for planning, assessment and evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kerikeri 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 Kerikeri Playcentre will be in four years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

11 May 2018

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

Kerikeri

Ministry of Education profile number

16248

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

59

Gender composition

Girls 33 Boys 26

Ethnic composition

Māori
Pākehā
Australian
Other

8
44
3
4

Percentage of qualified teachers

N/A

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

March 2018

Date of this report

11 May 2018

Most recent ERO report(s)

Education Review

May 2015

Education Review

June 2012

Education Review

February 2009

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.