Pakuranga-Rahihi Playcentre - 22/01/2016

1 Evaluation of Pakuranga-Rahihi Playcentre

How well placed is Pakuranga-Rahihi 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.


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.

The Review Findings

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.

Key Next Steps

ERO and centre members discussed and agreed that next steps in the development of the centre include:

  • strengthening planning, assessments and evaluation
  • aligning strategic and annual plans to clarify key actions for meeting the centre’s desired outcomes
  • continuing to build on the bicultural programme.

Management Assurance on Legal Requirements

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:

  • 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 Pakuranga-Rahihi Playcentre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

22 January 2016

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


Pakuranga, Auckland

Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 12 aged under 2

Service roll


Gender composition

Girls 25 Boys 15

Ethnic composition









Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

September 2015

Date of this report

22 January 2016

Most recent ERO report(s)

Education Review

March 2014


Education Review

December 2010


Education Review

September 2007

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.