6A Glenside Avenue, Pakuranga, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pakuranga-Rahihi Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pakuranga-Rahihi Playcentre is a parent cooperative that operates under the umbrella of the Playcentre Aotearoa, Auckland Regional Hub (ARH). It operates in a well-resourced building with an aesthetically designed natural playground. It is licensed for 25 children, including up to 15 under two years of age. It operates for three sessions per week. Children are from a culturally diverse community.
The Playcentre Aotearoa philosophy of 'whānau tupu ngātahi', adults and children learning together, guides centre practices. Sessions are guided by Te Whāriki, the early childhood curriculum, and a commitment to Te Tiriti o Waitangi.
ERO's 2016 report identified positive aspects of the programme such as rich learning experiences, and an environment that supported children's learning about the natural world. Areas for improvement included planning, assessment and evaluation, strategic planning, and bicultural practice. Good progress has been made in these areas.
The new structure of Playcentre Aotearoa is now fully operational and a review of this new structure is currently underway. The organisation provides a sound management framework as well as support personnel to assist centre members in managing their centres. Playcentre Aotearoa administers centres’ funding and provides an adult education programme for parents/whānau to achieve Playcentre qualifications. Centre members have adopted planned approaches to embracing and implementing the Playcentre Aotearoa policy framework. A new licensee/contact person is in the process of being appointed.
This review was part of a cluster of four reviews in the Playcentre Aotearoa, Auckland Regional hub.
Children are confident and articulate, and initiate conversations with adults and other children. They demonstrate a strong sense of belonging and ownership in the centre. Children settle quickly, have fun, and are engaged and eager to learn. They participate in the programme enthusiastically and are able to sustain their play activities and interests.
Parents/whānau interact in warm, responsive and positive ways, building strong relationships with all children. Older children have formed friendships and play cooperatively. Adults provide a variety of good quality resources that encourage children to be creative and imaginative. They foster children's growing independence, and value their discoveries. Parents/whānau could consider ways to involve children in planning the daily programme with them.
Centre members are committed to growing their knowledge of te reo and te ao Māori and promoting bicultural practices. Children's cultures, strengths and abilities are reflected in the curriculum. Centre members have experimented with having Mandarin immersion sessions and are exploring other ways to be responsive to their community.
Children of all ages have access to a wide range of activities. The learning environment reflects children's interests, and adults encourage children to think and problem solve. Parents/whānau provide a play-based programme and integrate literacy, mathematics and science in meaningful ways. Infants and toddlers have an area designated for uninterrupted play. Centre members could consider ways to differentiate the programme so that it supports younger children's learning more effectively.
A strong sense of community and shared purpose is evident. Centre members play an active role in supporting their children’s education and centre operations. They record their children's participation in the programme and children's interests inform the curriculum. There are some good records of children's learning and progress over time.
Internal evaluation is collaborative and results in improvements. The strategic plan guides the future direction of the centre. Adults are developing a shared understanding of implementing the new Playcentre Aotearoa systems and policy framework.
Parents/whānau have access to relevant learning and development, and incentives are provided for members who complete Playcentre courses. There is good support for them to develop shared understandings about quality teaching and learning.
The regional management team takes responsibility for supporting effective centre operations. They are aware of the strengths and needs of the centre and provide professional leadership to promote improvement and growth. The centre support worker is guided by the regional centre support coordinator. This support helps the centre to continue to develop quality programmes for children, and sound health and safety monitoring practices.
Key next steps for centre members are to continue to develop shared understandings about:
using Te Whāriki to recognise, respond to and evaluate children's learning and progress
strengthening their daily evaluation by identifying intended learning outcomes and adults' effectiveness in promoting these outcomes
aligning the strategic and annual plan and evaluating the impact of its progress on children's learning outcomes.
Key next steps for Playcentre Aotearoa, Auckland Regional Hub, are to:
clarify new roles and engage service leaders in the implementation of the new structure across Auckland Playcentres
increase the rigour of monitoring and quality assurance, and strengthen internal evaluation at all levels
identify and implement strategies for achieving greater consistency of the practices that are strengths in some centres.
Before the review, the staff and management of Pakuranga-Rahihi 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
3 June 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 |
Pakuranga, Auckland |
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|
Ministry of Education profile number |
25233 |
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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 15 aged under 2 years |
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|
Service roll |
27 |
|
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Gender composition |
Boys 17 Girls 10 |
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|
Ethnic composition |
Māori |
5 |
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Review team on site |
December 2019 |
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Date of this report |
3 June 2020 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
|
Education Review |
March 2014 |
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|
Education Review |
December 2010 |
|
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.
Pakuranga-Rahihi Playcentre is a well-established centre. It is licensed for 25 children, including 16 children up to the age of two years. The centre is cooperatively managed and programmes for children are implemented by centre members who have many years of experience in Playcentre. The centre offers four morning sessions and one afternoon session each week.
The Playcentre philosophy of whānau and children learning together underpins centre operations.
Since the 2014 ERO report there has been significant improvement in the programme, physical environment and members’ practice. Some of this improvement has been the direct result of good quality professional development for centre members, strong leadership and Association support.
The centre is one of 16 Playcentres in the Tamaki Playcentre Association, which provides a management and policy framework to guide centre operations. Liaison officers and other Association staff provide support for centres, including adult education programmes to encourage children’s learning.
This review was part of a cluster of three Playcentre reviews in the Tamaki Playcentre Association.
Children experience rich learning experiences within the programme. They are confident and have a sense of ownership in the centre. Children’s sense of belonging is promoted through the small group size, and high adult-to-child ratios. Members promote an environment where children can actively explore and learn about the natural world. Planned outings in the local community provide valuable opportunities for children and members to socialise with one another.
Centre members develop learning programmes that value children’s play and their emerging interests. As a result, children engage in meaningful play. Children are confident, articulate and sustain their play for good periods of time. High levels of social interaction and cooperative play are evident. Children share equipment, take turns and show respect for each other when playing or working in groups.
The centre has plenty of resources to enrich the learning environment. The programme has clear links to Te Whariki, the early childhood curriculum, and continues to provide good quality learning opportunities for children. Children develop early literacy and numeracy skills in the context of play. Members capture children’s experiences and plan for further extension in learning stories in individual portfolios. They could now consider how they could include other members’ voices in their child’s portfolios, and how they could follow up on next steps identified in their learning stories.
Bicultural approaches are valued and members are developing ways to further integrate te ao Māori meaningfully into the programme.
Centre leaders have been instrumental in developing a positive team culture. They encourage and support members to increase training levels. They have led centre self reviews, which has had a positive impact on the programme and on members’ practice. Centre members have worked together to renovate the centre with a fresh coat of paint on the inside of the building and furnishings. They have installed display boards. This has helped reduce noise levels.
Association governance practices are well established. Raising awareness of the playcentre within the community so that centres are well attended is an ongoing focus for the Association. The Association is responsive to the needs of individual centres and provides support and guidance to manage the centres. Members are appreciative of the Association’s collaborative approach to assist them in promoting positive outcomes for children. Association leaders have made significant progress in aligning and monitoring systems and practices for centres. They could continue to support leaders to be more transparent.
ERO and centre members discussed and agreed that next steps in the development of the centre include:
Before the review, the staff and management of Pakuranga-Rahihi 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 Pakuranga-Rahihi Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 January 2016
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 |
Pakuranga, Auckland |
||
|
Ministry of Education profile number |
25233 |
||
|
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 |
40 |
||
|
Gender composition |
Girls 25 Boys 15 |
||
|
Ethnic composition |
Māori Pākehā Samoan other |
5 24 1 10 |
|
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
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Review team on site |
September 2015 |
||
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Date of this report |
22 January 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2014 |
|
|
Education Review |
December 2010 |
||
|
Education Review |
September 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.