2610 Awhitu Road, Matakawau, Waiuku
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.
Manukau Peninsula Playcentre is a well-established, parent-led early childhood education service. It is situated half an hour northwest of Waiuku in a rural area of Awhitu Peninsula in Matakawau, adjacent to the local primary school. The playcentre offers three group sessions per week, one of these is led by a paid supervisor employed by the association. The playcentre caters for up to 30 children from birth to school age in a mixed-age setting. The current roll is 29, five of whom identify as Māori. The roll is characterised by a core group of families that attend consistently as well as large number of more casual and transient families.
Through the playcentre philosophy centre members aim to provide a safe, stimulating, empowering and nurturing environment. Parents aim to enable children to reach their full potential develop new skills and extend children’s learning through activities focussed on their interests.
The previous ERO report in 2014 identified that parents should continue to improve strategic and annual planning and self-review processes. The association was asked to provide targeted ongoing professional learning and development for the playcentre in order to support higher-quality interactions between children and parents. Centre leaders needed to review planning and assessment practices to ensure they are documented in meaningful ways. A core group of parents have responded positively to the advice and guidance given.
The playcentre is one of 17 centres in the Counties Playcentre Association (CPA). The New Zealand Playcentre Federation and the CPA provide governance oversight for the centre. This includes strategic direction, management support, documentation and adult education programmes. The centre receives regular visits from association personnel whose role is to provide advice, guidance and support to centre members. The New Zealand Playcentre Federation is currently undergoing restructuring, and this has implications for CPA governance actions in the future.
This review was part of a cluster of five playcentre reviews in the Counties Playcentre Association.
Children's play and learning is enriched by the 16 areas of play which form the basis of the playcentre curriculum. These areas are well laid out, well-resourced and easily accessible to children. Children lead their own play and learning, while being encouraged to play co-operatively and alongside others. Parents use open-ended questioning to extend children's thinking and support their oral language development. Children are empowered to make choices about their learning and develop independence and self-management skills.
Children up to the age of two are well supported. As well as gaining the advantages of a mixed-age setting where infants are learning alongside older children, there is a designated area for mothers and their infants. This allows parents and their children to interact and explore in a stress-free and less-hurried environment. Parents are conscious of supervising the infant area well in order to provide a safe and nurturing space. This contributes to the very young gaining confidence in their environment.
Parents are at the beginning stages of enacting culturally responsive practices that promote Māori children's sense of belonging and give non-Māori children a greater understanding of their bicultural heritage. A newly appointed bi-cultural officer has begun to source resources with a Māori theme that can be integrated into the various areas of play. Some parents have begun learning a karakia to bless kai.
ERO observed children who were engaged in their learning. There are shared understandings about managing children's behaviour in a positive way and children's rights are respected as they are involved in decisions that affect them. Most parents, observed by ERO, interacted positively not only with their own, but also other children. This promotes children's sense of belonging and enhances their social skills and self confidence. Children benefit from having their learning extended as parents begin to recognise and respond to the learning they see in play.
Transition to school for children and their families could be strengthened. There is an intention to renew previous transition practices and establish reciprocal relationships with the school. Leaders should consider to further facilitate children's smooth transition to school by re-establishing regular playcentre visits and attend school events as appropriate.
Termly plans that have been recently developed support parents to follow children's interests. Weekly evaluations deepen parents' understanding of how to extend learning. A buddy system has been implemented to support those parents in training through workshops and childcare. Workshops are often facilitated during sessions in order to make it easier for parents to attend. Parents are well supported to deepen their knowledge on noticing, recognising and responding to learning for children.
Strategic planning identifies areas for improvement particularly in relation to property and health and safety. Self review is also developing. It follows a useful process and has led to some change and development. Further review on the curriculum and environment will supports a quality learning space for children.
A CPA centre support worker provides effective support for supervising centre sessions. She models good practice through positive learning conversations and interactions with children and adults. A CPA liaison officer regularly visits the centre to provide members with advice and guidance, support with aspects of playcentre training, and role modelling on quality parent-child interactions and planning and assessment. The centre education officer has maintained continuity of day-to-day centre operations through a period of challenge and change. She is encouraging emergent leadership and building the confidence of new members as they take increasing responsibility for centre management. This shared leadership approach is contributing to centre sustainability and fostering ongoing commitment to training amongst centre members.
The Counties Playcentre Association has recognised the need to provide targeted support to assist playcentre parents with planning and assessment. In addition to the work of the liaison officer and the centre support worker, the association has also contracted a professional learning and development officer to provide guidance in this area.
ERO and playcentre leaders agree that in order to improve provision for learning parents should:
increase and strengthen the scaffolding available to parents to assist them to recognise and respond to children's learning
continue to implement the action plan set by the professional development facilitator to improve planning and assessment
investigate ways to include aspects of local Māori history and sites of significance in the programme. This is necessary to enhance Māori children's sense of identity and belonging, and further promote New Zealand's bicultural partnership
ensure the strategic plan has a greater emphasis on curriculum development.
ERO recommends that CPA:
Before the review, the staff and management of Manukau Peninsula 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 Manukau Peninsula Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
15 August 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 |
Waiuku, Auckland |
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Ministry of Education profile number |
25204 |
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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 10 aged under 2 |
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|
Service roll |
29 |
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Gender composition |
Boys 17 Girls 12 |
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Ethnic composition |
Māori |
5 |
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Review team on site |
May 2017 |
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Date of this report |
15 August 2017 |
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Most recent ERO report(s)
|
Education Review |
April 2014 |
|
Education Review |
October 2010 |
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|
Education Review |
May 2017 |
|
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.
Manukau Peninsula Playcentre provides for up to thirty children and their families in Matakawau, on the Awhitu Peninsula. The centre is cooperatively managed by centre members who implement programmes for children. The centre offers three general sessions each week, when children attend with their parents. The Playcentre philosophy of whānau and children learning together underpins centre operations.
Manukau Peninsula Playcentre is one of seventeen centres in the Counties Playcentre Association, which provides a management and policy framework for centre operations. Liaison workers and other elected Association officers provide support for centres. Association members deliver the Playcentre adult education programme to help whānau build their understanding about children’s learning.
Manukau Peninsula Playcentre is a small rural centre with established strong links and relationships with the community. The philosophy of providing an empowering and stimulating environment in which adults and children are able to develop new skills for a lifetime of learning guides centre practice. Centre members place the child at the heart of centre practices.
The 2010 ERO report stated that "children have many opportunities for uninterrupted play and that they confidently initiate play ideas". These affirming practices continue to be evident. Since ERO’s 2010 review, health and safety practices have been improved.
This review was part of a cluster of four playcentre reviews in the Counties Playcentre Association.
Adults provide a welcoming and inclusive centre atmosphere that helps children to interact positively with each other. Centre members show genuine respect, appreciation and support for one another. High levels of trust are evident among adults and children.
Children know each other and adults well. They benefit from positive relationships with adults and are encouraged to develop social and leadership skills. Caring and respectful interactions enable infants and toddlers to learn alongside older children. This supportive environment contributes to children’s independence and promotes a strong sense of manaakitanga in the centre.
Children choose from a variety of play spaces and enjoy the large outdoor area, which provides many opportunities for exploration and physical challenge. Centre members could consider including signs, symbols and letters to enhance children’s literacy and numeracy experiences outdoors. Adults skilfully allow children time and space to develop their play. They engage in conversations with children to help them make sense of their learning. Good practices support children to make smooth transitions into the centre and on to school. Strong relationships with the neighbouring school provide children with valuable learning experiences that give them the confidence to succeed when they leave the centre.
Bicultural awareness and practices are reflected in the programme and the learning environment. Centre members’ bicultural commitment and their acknowledgment of te ao Māori help build both adults’ and children’s confidence and familiarity with te reo and tikanga Māori. This commitment should now be reflected in the centre’s philosophy statement.
Centre members are developing systems for self review, which they have identified as an area for continued improvement. Informal self review is ongoing and informs programme planning. Adults evaluate sessions daily and use this information to extend children’s interests. Portfolios celebrate children’s learning and are available for adults and children to revisit past experiences. The centre’s philosophy guides its newly developed strategic and annual plans.
Association management practices are well established. Self review involves centre members and contributes to decision making. A strategic review is currently underway, with a view to streamlining association systems and practices and making them more manageable for centre members. This review could also consider how liaison workers could help centres to establish effective strategic and annual planning, and strengthen their self-review practices.
Centre members and ERO agree that next steps for Manukau Peninsula Playcentre include:
Before the review, the staff and management of Manukau Peninsula 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 Manukau Peninsula Playcentre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
4 April 2014
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 |
Waiuku, Auckland |
||
|
Ministry of Education profile number |
25204 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
21 |
||
|
Gender composition |
Girls 11 Boys 10 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
1 20 |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:3 |
Better than minimum requirements |
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Review team on site |
December 2013 |
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Date of this report |
4 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
October 2010 |
|
|
Education Review |
May 2007 |
||
|
Education Review |
May 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.