169 Mill Road, Otaki
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.
Otaki Playcentre is one of 19 parent-led early childhood centres governed and administered by the Wellington Playcentre Association (the association). The service is licensed to provide mixed age sessional education and care for 30 children four mornings a week. This includes provision for 18 children up to the age of two.
A council, of elected volunteer representatives from each of the association's member centres oversees operation of the association at the governance level. Their work is assisted by an operations manager and general manager.
An executive committee administers the adult education programme and tutors provide timely guidance and support for members. A centre support worker is employed to visit the centre and provide professional advice and feedback to strengthen practice and promote improvement. Responsibility for day-to-day operation is undertaken by centre-elected office holders.
The association philosophy, Whānau tupu ngātahi – families growing together, articulated as empowering parents and children to learn grow and play together, underpins practice. This was reaffirmed by the association and Otaki Playcentre at their 2016 annual general meetings. It guides service provision and practice for their learning community.
Curriculum planning and implementation, at Otaki Playcentre, is a shared responsibility. A paid centre member is supported each session by a duty team of parent educators who hold playcentre training certificates. Many centre members are involved in the adult education training programme provided by the association. In the past eighteen months the centre has undergone significant growth. It is challenged by an almost complete change of parents and children and the loss of several experienced centre members.
The association and centre responded positively to the areas identified for improvement in the 2014 ERO reviews. Internal evaluation and strategic planning were undertaken by association personnel to bring about changes to both the structural and organisational culture of the organisation. Clear boundaries between governance and management were expressed and changes made to improve the support to individual centres.
The New Zealand Playcentre Federation, of which the Wellington Association is part of, 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.
This review was part of a cluster of nine reviews in the Wellington Playcentre Association.
Children engage enthusiastically in a curriculum clearly aligned to the association philosophy and Te Whāriki. Centre members work collaboratively to provide a welcoming, inclusive learning environment for families. They recognise the importance of developing positive relationships with each other and knowing all children well.
Adults are positive role models for learning and encourage children’s holistic development through active participation in a play-based, child-initiated programme. A strong sense of community is apparent.
There are opportunities for children to lead their own learning. Their strengths and interests inform the programme. They are seen as confident, capable communicators. Literacy and mathematics learning is enhanced as part of children’s daily experiences. Adults' collective responsibility and engagement nurtures very young children with their learning and progress.
A comprehensive internal evaluation was undertaken, during 2014, to discover how well the association and centres included te reo me ngā tikanga Māori as part of a culturally-rich, responsive curriculum. Te reo me ngā tikanga Māori are increasingly part of learning experiences offered at the centre. Signposts include kupu Māori, natural resources and te ao Māori concepts. Local community contexts, that include weekly sessions in the bush, enrich children's learning experiences.
A useful transition process with the local school and a positive, collaborative relationship supports children's interactive experiences.
Otaki Playcentre members are made up of a diverse group of enthusiastic parents and whānau who bring valuable skills and knowledge to their roles. The high levels of involvement of the centre's community and a sense of collective responsibility to children, provide a positive platform for learning. Well-developed systems support the smooth day-to-day running of the playcentre.
The May 2014 ERO report, identified centre leaders would benefit from association support to further develop assessment, planning, te ao Māori and self-review practices. The dual purpose of self review for accountability and improvement is developing and increasingly guides ongoing decision-making. The association and centre support person should continue to build centre capacity in growing these practices to contribute to effective internal evaluation.
There is a deliberate commitment to improving internal evaluation. Spontaneous and informal review is used to reflect on aspects of practice. Recent professional development has supported centre members' improved understanding of planned review. Planning priorities are aligned to the service and association vision and focused on improving teaching and learning.
The association is an improvement focused organisation. The 2014 ERO reviews found the support provided at the centre level by association support workers was appreciated and supportive. ERO also recognised that formalising this arrangement to provide a more effective approach to responding to the needs of individual centres was a next step for development.
The association, as part of reviewing their structural organisation, reviewed the position of centre support workers and made improvements to human resource management. Timely and relevant support is provided for its member centres.
The centre support person and duty teams provide effective leadership that contributes positively to children’s early learning experience. The inclusion of te ao Māori, as an integral part of children's daily experience continues to strengthen through ongoing internal evaluation. Helpful strategies are in place to support newer members to the centre to document and record children's learning and progress.
Association and centre leaders should continue to improve outcomes for children and families by embedding understanding of internal evaluation to ensure good practice is sustained and prioritised developments are achieved.
Before the review, the staff and management of Otaki 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 Otaki Playcentre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
16 May 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 |
Otaki |
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|
Ministry of Education profile number |
60045 |
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|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 18 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 19, Girls 11 |
||
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Ethnic composition |
Māori |
1 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
March 2017 |
||
|
Date of this report |
16 May 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
December 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.
Otaki Playcentre is one of 20 parent-led early childhood centres administered by the Wellington Playcentre Association (the association). A council oversees operation at governance level and an executive committee provides guidance and support for members. Two centre supporters are employed by the association to visit playcentres and 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.
Playcentre philosophy recognises parents as the best first teachers of their children and emphasises the importance of child-initiated play in mixed-age sessions. Acknowledging Te Tiriti o Waitangi is an integral part of this philosophy.
Otaki Playcentre is one of many early childhood centres in the area. It serves a diverse community. Members place high value on the centre’s links with the community. They cooperatively make decisions. Positive relationships support centre operations and children’s learning. Three mixed-age sessions are held each week. Since the October 2010 ERO report, this service has been relicensed under the Education (Early Childhood Services) Regulations 2008. The licensing process was a focus for development for some time. The centre has a positive reporting history with ERO.
This review was part of a cluster of 20 reviews in the Wellington Playcentre Association.
Children experience key playcentre philosophical values. A sense of family and community is evident. There is an ongoing focus on building and maintaining positive relationships. Children are settled and happy learners. The friendly, welcoming culture and support for each other fosters parents’ ongoing commitment to become involved in management roles and training.
Children are supported to explore, extend their ideas and persevere in play. At times adults should allow children more opportunity to lead their play. This should help to promote children as independent learners.
Literacy and numeracy are well integrated into the programme in meaningful, play-based ways. Children’s language development is fostered through ever-present discussions and conversations. High ratios of adults to children promote opportunities for one-to-one interactions. A calm tone prevails.
Children have free access to a suitable variety of learning materials. The learning environment is spacious providing many opportunities for children to investigate and use appropriate resources. Provision for construction play is very well developed. The learning environment is extended through trips into the community.
Centre leaders are committed to continuing the development of bicultural practices in the centre. A review of their approach to implement te reo Māori has been undertaken. This has resulted in a specific, well considered plan supporting children and members. Members and ERO agree that continuing to deepen understanding of the diverse cultures in the community should support an enriched and extended programme.
There is good provision for infants and toddlers. They are well supported and encouraged to explore play spaces and use a full range of learning materials. A suitable area is specifically designated for those children not yet mobile. Continuing to extend the range of resources for this age group is an agreed goal and priority.
Since the previous ERO review professional development has been undertaken to enhance members' approach to planning for learning. Leaders are proactive in continuing to improve the process. There is a strong emphasis on identifying children’s learning linked to Te Whariki, the early childhood curriculum. A focus on children and session planning provide opportunity for parents to share their aspirations for developing interests and strengths of their children. Evaluation of sessions should be improved to better plan for individuals. Termly planning information should be more visible for members to make decisions during sessions.
A core group of members provide strong leadership. They have a good understanding of how to use self review for improving outcomes for children. They should continue to refine their understanding of high quality early childhood practices to support the reviews they undertake. Their knowledge and implementation of review could be shared with other teams across the association.
The association provides good support and a range of training for members. The centre supporter provides regular and valued face-to-face feedback and aid as needed. Comprehensive and up-to-date written policies and procedures guide office holders in their management roles and members in planning and implementing an appropriate programme.
The systematic review of and plan to restructure governance and management are being carefully worked through to support a new and more sustainable future for the organisation and the centre. Leaders are keen to delegate administration duties to a paid playcentre employee to allow even more time to focus on children’s learning.
Members should continue to:
The association should:
Before the review, the staff and management of Otaki 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.
ERO identified an area of non-compliance.
The next ERO review of Otaki Playcentre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
6 May 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 |
Otaki |
||
|
Ministry of Education profile number |
60045 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including 18 aged up to 2 |
||
|
Service roll |
15 children |
||
|
Gender composition |
Boys 8, Girls 7 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific |
7 6 2 |
|
|
Reported ratios of adults to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
March 2014 |
||
|
Date of this report |
6 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2010 |
|
|
Education Review |
December 2007 |
||
|
Education Review |
March 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.