Main Road, Rahotu
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rahotu Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rahotu Playcentre is licensed to provide mixed-age sessional education and care for 30 children two days a week. This includes 15 children up to the age of two years. At the time of this review, there are 10 children enrolled and three identify as Māori.
The Playcentre Aotearoa philosophy, ‘whānau tupu ngātahi – families growing together’, is 'to empower parents and children to learn, play and grow together'. Alongside this, the centre philosophy promotes child-initiated learning.
Since the June 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Rahotu Playcentre is part of the Lower North Island Region and is supported by a regional manager and support persons.
Whānau and families share responsibility for the curriculum. Day-to-day operation is undertaken by session support personnel and centre-elected office holders. A centre support worker and centre administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.
The previous ERO report identified that Rahotu playcentre needed to strengthen assessment, planning and evaluation and further develop internal evaluation. These areas continue to be progressed.
An emphasis for Rahotu Playcentre has been retaining and growing the number of centre members.
This review was part of a cluster of 11 playcentres in the Lower North Island Region.
The playcentre philosophy is highly evident in practice. Children engage purposefully in play for sustained periods of time. Their learning experiences include mathematics, literacy, science, creative arts, carpentry and physical exploration. Children's play is supported by well-resourced indoor and outdoor spaces.
A welcoming environment supports children as confident communicators. They make choices and show enjoyment in learning. Parents, whānau and children know each other well. These relationships generate a strong sense of belonging and respectful and positive interactions.
Infants and toddlers experience unhurried play with opportunities for them to collaborate with peers and whānau as they engage in learning challenges. Promoted tuakana teina processes and social competencies encourage unity and kotahitanga.
Māori ways of knowing, doing and being are woven throughout the curriculum. This enriches day-to-day experiences for children as they contribute to rituals including karakia and waiata. Māori children experience success as Māori in a culturally affirming climate where their first language is used and valued.
Centre leaders provide tailored support to guide members' assessment, planning and evaluation practice. The curriculum responds well to children's preferences, interests and needs. Portfolios provide a documented record of children's experiences and involvement across the curriculum. Visible planning processes allow children to share current interests and ideas and revisit their learning with parents and whānau.
A well-considered transition-to-school process is in place that is responsive to the needs of children and their families. There is an ongoing positive relationship with the school that supports transitions.
Self-review processes are appropriately focused on improving the curriculum and centre reviews have resulted in improved resourcing, to support children's learning. Continuing to develop the evaluative aspect of review when looking at actions and practices, should assist members to better know about the impact of these on learner outcomes.
Strategic planning is providing useful direction for the centre. The plan is appropriately focused on centre priorities and development. Progress towards these strategic goals is regularly monitored. Strengthening the focus of these strategic goals on outcomes for learners should assist members to establish the effectiveness of the actions taken and plan more responsively.
The revised parent education programme is more accessible to centre members. At this playcentre, experienced early childhood leaders purposefully build members' capability with focus on increasing membership, encouraging adult education and supporting new members into centre roles. There is concerted commitment to the retention of this service for the community. Three members have built their capability through completion of the Playcentre Introductory Award. As a result centre membership is growing.
Appraisal processes for session support staff have recently been strengthened to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs and focus on achievement of goals.
The national restructuring process continues to require significant attention and support to implement an extensive range of systems and processes. Regular communication from Playcentre Aotearoa seeks to keep parents informed of progress, changes and upcoming requirements. National policies and procedures have recently been introduced and parents are in the process of aligning practices to these. Ongoing support is required to enable parents to understand and implement these procedures to meet licensing requirements.
At playcentre level, priorities are to continue to:
strengthen understanding and use of effective internal evaluation for improvement
develop and strengthen assessment practices to support children's learning progress over time.
Playcentre Aotearoa should continue to build knowledge and understandings of policies and procedures and support systematic monitoring of these to ensure licensing requirements are upheld.
Before the review, the staff and management of Rahotu 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
21 January 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 |
Rahotu |
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Ministry of Education profile number |
50008 |
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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 15 aged under 2 |
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Service roll |
10 |
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Gender composition |
Female 7, Male 3 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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Reported ratios of adults to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
November 2019 |
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Date of this report |
21 January 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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|
Education Review |
January 2014 |
||
|
Education Review |
October 2010 |
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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:
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.
Rahotu Playcentre is located in the rural boundary of Taranaki and operates as a community based service. The playcentre is situated at the local school and organises mixed age-group sessions for two mornings a week.
The centre caters for up to 30 children from birth to six years of age. There are 18 children enrolled, three of whom are Maori. The centre philosophy upholds holistic learning for children, wellbeing, play, and the importance of parents as children's first teachers.
The January 2014 ERO report, identified a number of areas where management was not compliant with regulatory requirements. Areas for improvement included: effective governance and management, professional leadership, self review, assessment, planning and evaluation, literacy and the integration of te ao Māori.
Since the previous ERO report, the Taranaki Playcentre Association has responded well to addressing the findings. Governance has been deliberate and strategic in decisions and actions to improve learning outcomes for children. Professional development was accessed to address and improve the areas identified. Internal evaluation, aspects of teaching and learning, interactions with children and reflection of te ao Māori have progressed. Areas of noncompliance have been rectified. An appointed centre liaison support person is guiding leaders and centre parents to extend and improve provisions. Centre leaders value this support for members.
Playcentre principles and Te Whāriki, the early childhood curriculum, underpin the centre curriculum and philosophy. Parents are committed to gaining Playcentre qualifications.
Rahotu Playcentre is part of an internal evaluation project focused on 'Strengthening Taranaki Playcentres'. This review, led by the Taranaki Playcentre Association, is aimed at building parent, family and community participation.
Children at the centre enthusiastically engage in a curriculum that reflects playcentre philosophy and has links to Te Whāriki. A strong sense of belonging and connectedness with families and other children is evident. Learning experiences foster independence, self challenge, perseverance and self expression. Children are valued, celebrated and affirmed.
Children have opportunities to lead their own learning. Their interests and engagement inform the programme. They are viewed as confident, capable communicators.
The curriculum is informed by knowledge and understandings of te ao Māori. Literacy, mathematics and science development is woven through the programme. There is good support for social and language learning. Children are comfortable to discuss and share their ideas. Adults foster children's social emotional competence. There is an emphasis on nutrition and children are encouraged to make healthy food choices. Physical activity is promoted by outdoor spaces that actively engage children and support them to take risks in their learning.
Infants and toddlers are actively engaged in play. Confidence to explore is fostered through nurturing and caring relationships. The primary school has an interactive relationship with the Playcentre, with children participating in a range of social and cultural events. A considered transition process is in place.
Curriculum inclusion of te ao Māori has progressed and te reo me ngā tikanga Māori are integral to children's learning experiences. Māori children's culture, language and identity is validated and affirmed. Yearly visits to the local marae are established. A knowledgeable office holder leads developments in the bicultural programme. This progress has been supported by the Puriri W’akamaru o Taranaki role that was established by the association.
Taranaki Playcentre Association has focused on strengthening effective teaching and learning outcomes for children. This has supported adults' collaboration in assessing and planning for children's learning. The centre's planning wall enables adults to reflect and analyse emerging interests and participate in in-depth discussion. These practices inform planning. Portfolio learning stories are valued records of individuals’ participation and learning.
Parents are encouraged to undertake course training, to enable them to more consistently meet the supervision requirements. A shared understanding of playcentre expectations and responsibilities is developing. Rahotu Playcentre and the association have aligned goals and annual plans that inform operational decisions. Leaders have appropriately identified that adults should continue to commit to this training as a key priority.
Playcentre internal evaluation, to review the effectiveness of aspects of the programme, has been further developed. Review is a planned, responsive process based on evidence. Internal evaluation continues to be an area for further development to ensure enhanced quality and ongoing strengthened outcomes for children.
Leaders agree that the following key next steps for Rahotu Playcentre are to:
further develop assessment, planning and evaluation of individual children's learning
continue to develop internal evaluation practice.
Before the review, the staff and management of Rahotu 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.
The next ERO review of Rahotu Playcentre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
7 June 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 |
Rahotu |
||
|
Ministry of Education profile number |
50008 |
||
|
Licence type |
Playcentre |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 15 aged under 2 |
||
|
Service roll |
18 |
||
|
Gender composition |
Girls 11, Boys 7 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Reported ratios of adults to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
7 June 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2014 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
January 2006 |
||
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.