Peria Primary School Oruru Road, Kaitaia
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Peria Playcentre is situated in the grounds of Peria School and serves the surrounding rural community. It offers two sessions each week for up to 23 children, including a maximum of eight under two years of age. Children generally stay at the centre until they transition to school. Half of the families home-school their older children.
Centre members work collaboratively to manage centre operations and provide learning programmes for children. An adult education programme and regular workshops enable whānau to achieve Playcentre qualifications and support them in their parenting and educator roles.
The centre is one of five in the Far North Playcentre Association. The Association provides a management and policy framework, and centre support personnel. Playcentre Aotearoa is in the process of a national restructure. The Far North Association is now part of Playcentre's northern region and a new regional manager has been appointed. Some support personnel will be based at a Whangarei office.
In addition to their commitment to the Playcentre philosophy of parents and children learning together, centre members have a focus on environmental sustainability and the local community.
ERO's 2013 report noted children's confidence and independence and their sense of wellbeing and belonging at the centre. Good practices included adult interactions that supported children's learning. Shared leadership and good management systems were also recognised. Key next steps included continuity of learning between sessions, strategic planning and the involvement of all parents/whānau in supporting children's learning. There has been some progress in these areas and centre members continue to make improvements in the learning environment.
This review was part of a cluster of three reviews in the Far North Playcentre Association.
The Playcentre philosophy is evident in practice. Relationships between parents/whānau and children are responsive and respectful. Children settle well with familiar adults, and are confident and creative in the centre environment. They initiate conversations with adults and each other, and lead imaginative play ideas.
Adults respond to children's interests and support their language development. They weave literacy, music, mathematics and science concepts into conversations and play experiences. Bicultural practices are also integrated in programmes and centre management practices. A strong partnership with the school supports smooth, flexible transitions to the local school.
Individual children's portfolios provide a record of their involvement in the programme. The daily diary records activities provided, children's participation, and possible next steps and opportunities for further learning experiences. It would also be valuable to record parents'/whānau reflective discussions about how well they have responded to and supported each child's interests and learning.
The environment offers challenges, and natural resources are well used to support play. Children make independent choices as they play and use resources flexibly, seeking adult support as needed. A review process has helped parents/whānau to improve some well defined areas of play. A small, separate area is available for infants when needed.
Centre members have a shared understanding about emergent and collective leadership and they support new members. Collaborative, sustainable management practices are well established. Parents/whānau have a shared understanding about the purpose of internal evaluation. The strategic plan provides a guide for current and future centre members. An annual plan is used well to review progress towards goals. The Association support worker helps parents/whānau with their Playcentre training and programme improvements.
The Association currently has effective governance and management practices. A voluntary executive committee takes responsibility for specific management and centre support tasks. Good systems help them to monitor the quality of programmes, adult education levels, and health and safety requirements. The management team provides professional leadership to help centres respond to changes, particularly as they transition to the new national and regional structures.
Centre members agree that next steps to enhance provision for children include:
strengthening strategic planning so long-term goals and strategies are clear and easily monitored
continuing to strengthen assessment, programme planning and evaluation.
Before the review, the staff and management of Peria 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 Peria Playcentre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
16 November 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 |
Kaitaia |
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Ministry of Education profile number |
17028 |
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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 |
23 children, including up to 8 aged under 2 |
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Service roll |
13 |
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Gender composition |
Boys 9 Girls 4 |
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Ethnic composition |
Pākehā other |
10 3 |
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Percentage of qualified teachers |
Parent led |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
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Over 2 |
1:3 |
Meets minimum requirements |
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Review team on site |
September 2017 |
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Date of this report |
16 November 2017 |
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Most recent ERO report(s) |
Education Review |
July 2013 |
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|
Education Review |
October 2009 |
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Education Review |
November 2006 |
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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.
Peria Playcentre provides early childhood education for children up to six years of age. It operates as part of the Far North Playcentre Association, which provides the centre with a framework of governance and management as well as professional advice and support.
The Playcentre philosophy, which forms the basis for all operations at the centre, affirms parents as first educators. Parents run the sessions collaboratively and participate in Playcentre training programmes to learn with their children.
Peria Playcentre is located in a rural setting on the grounds of Peria School and operates two sessions each week. Parents have close links with the local community. Children benefit from learning in the natural environment.
Good progress has been made since the 2009 ERO review. Centre leaders responded positively to the ERO report and sought professional development in planning, assessment and self review.
This review was part of a cluster of four reviews in the Far North Playcentre Association.
The children at Peria Playcentre are confident and independent. They have a sense of well-being and belonging and enjoy the freedom to initiate their own play in a well resourced environment. The children under two are well catered for and are encouraged to explore the centre resources and make discoveries. Children experience programmes that reflect Playcentre philosophy and Te Whāriki, the New Zealand early childhood curriculum.
Parents support their children’s play well. Adults’ interactions with children are warm and positive and children are encouraged to be active and to take risks in their learning. Parents provide children with a good range of play areas and resources. They base programmes on children’s strengths and interests. Records of learning include children’s experiences both in the centre and at home. The challenge for parents now is to include opportunities for children to use information technologies in the programme in ways that match their values for children’s learning.
Parents are committed to incorporating Playcentre’s bicultural focus and use te reo and waiata incidentally during session times. Centre leaders recognise that an understanding of the local history and the use of Ministry of Education resources, such as Tātaiako: cultural competencies for teachers of Māori learners, could further support their bicultural commitment.
A strong core of parents is committed to operating the centre successfully. These leaders encourage all parents to be involved in the operation of the centre. Leadership roles are distributed and inclusive. Centre members are progressing well through the Playcentre parent education programme.
Good management systems are in place. Regular centre meetings enable all members to contribute to decision making and to share tasks. Parents recognise that they need to continue to explore ways to have centre meetings outside session times.
Recent professional development in self review has defined a meaningful process for the centre. Parents now feel confident to engage in reviews that are methodical, time framed and well documented. Recent reviews have resulted in improved outcomes for children. Parents are in the process of reviewing their strategic and annual plans to better align these documents with the centre philosophy and the aspirations of whānau.
ERO and centre leaders agree that key next steps for further improvement include:
Before the review, the staff and management of Peria 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 Peria Playcentre will be in three years.
Dale Bailey
National Manager Review Services Northern Region
12 July 2013
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 |
Peria, Northland |
||
|
Ministry of Education profile number |
17028 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 8 aged under 2 |
||
|
Service roll |
14 |
||
|
Gender composition |
Boys 9 Girls 5 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
8 6 |
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|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
May 2013 |
||
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Date of this report |
12 July 2013 |
||
|
Most recent ERO report(s) |
Education Review |
October 2009 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
February 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.