Ohinewai Road, Morrinsville
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Tahuna Playcentre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tahuna Playcentre is licensed to provide mixed-age sessional education and care for up to 20 children one day a week. This includes 10 children up to the age of two. At the time of this ERO review, there are 18 children enrolled.
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 values each child’s uniqueness, as well as parents and children learning together.
Since the June 2016 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Tahuna Playcentre is part of the Central 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 administrator regularly visit playcentres to provide professional support, strengthen practice and promote improvement.
This review was part of a cluster of eight reviews in the Central North Island region.
Children experience positive and affirming relationships in an environment where the playcentre philosophy is evident. They have many opportunities to take ownership of their learning. Older children are supported to take risks in their play. Children aged up to two years are fully included in the life of the centre. Oral language development is supported through ongoing conversation between adults and children. The child-focused environment is supported by good communication between parents. Children follow their interests in a calm and supportive environment.
Transitions from the playcentre to school are supported by an established relationship with the neighbouring school. Systems are in place to support children with additional needs when necessary.
A range of resources in the environment stimulates and engages children. Regular excursions create opportunities to extend learning. Literacy and numeracy development is encouraged in the various areas of play. Children’s portfolios reflect their activities and interests. Parents share the responsibility for documenting these so multiple perspectives are captured. The new assessment system now needs to be further embedded. There is emerging understanding of bicultural practices that supports a growing understanding of local history, tikanga and te reo Māori.
Children benefit from a team approach to centre leadership. The newly established leadership team is rapidly building capability with significant support from the new centre support worker. The annual plan guides centre operation and a new iteration of the strategic plan informs centre direction. The upgrade of the outdoor and indoor environment has been effectively led. New induction processes are in place to welcome new families. New systems and processes to support teaching and learning are beginning to embed. Proactive leadership and a collaborative approach is contributing to the sustainability of the centre.
The revised parent education programme is more accessible to centre members. Parents are increasingly engaged in education to build their knowledge and capability in the early learning sector. 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 the 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.
Leaders and parents should continue to:
Playcentre Aotearoa should continue to build centre knowledge and understanding of policies and procedures to ensure licensing requirements are upheld.
Before the review, the staff and management of Tahuna 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
3 July 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 |
Tahuna, Morrinsville |
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Ministry of Education profile number |
33026 |
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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 |
20 children, including up to 10 aged under 2 |
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|
Service roll |
18 |
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|
Gender composition |
Male 14 |
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Ethnic composition |
NZ European/Pākehā |
18 |
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Review team on site |
February 2020 |
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|
Date of this report |
3 July 2020 |
|
|
Most recent ERO report(s) |
Education Review |
June 2016 |
|
Education Review |
February 2013 |
|
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:
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.
Tahuna Playcentre is a parent cooperative early childhood service operating under the umbrella of the Waikato Playcentre Association (WPA) and is affiliated to the New Zealand Playcentre Federation. Governance is effectively managed and there is support for strategic direction, administration and adult education programmes. This support and training is underpinned by the WPA philosophy 'Whānau tupu ngātahi - families growing together'.
The centre is located next to Tahuna School and is licensed to cater for 20 children, including up to 10 aged under two years old. There are currently 9 children enrolled for 2 mixed-age, parent-led sessions each week.
The association’s strategic commitment to te Tiriti o Waitangi is evident in its bicultural leadership model. High value is placed on productive partnerships with Māori whānau, and funding is made available for related professional development. The association’s commitment to Ka Hikitia has resulted in clear expectations for continuing to build members’ understanding, confidence and competence in te ao Māori. The centre philosophy places strong emphasis on adults learning and playing alongside their children expressed as pakeke te ako me te tākaro i te taha o rātou tamariki.
Since the 2013 ERO report there has been a significant change in leadership and membership. The support from WPA has remained consistent and provides continuity through a time of change. Members have made some progress with the areas for development identified in the ERO report. These are related to improving assessment and planning, use of te reo and tikanga Māori practices, centre displays for learning and sharing leadership responsibility through developing clear roles and responsibilities. There continues to be a need to build members' understanding of learning opportunities that extend older children, and taking a more strategic approach to self review.
This review was part of a cluster of 8 reviews in the Waikato Playcentre Association.
Children are learning in an interesting and spacious environment, which provides them with appropriate challenges to explore. They demonstrate a strong sense of belonging and independence as they make choices from a wide variety of equipment and resources.
Older children are confident to take leadership roles, include toddlers and infants in their play, and communicate their ideas and interests. Toddlers and babies benefit from an inclusive, mixed-age setting where they are cared for by their parents and other well known adults. There are comfortable and quiet spaces for breastfeeding mothers to maintain familiar routines for their babies. The wellbeing and learning of children is enhanced as they learn in the context of their own language, culture and identity alongside their parents.
Children and adults benefit from a shared approach by WPA and centre families to promote positive attitudes to healthy eating and physical activity. There are opportunities for children to participate in making and sharing food together at the centre. They are actively enjoying skills-based activities such as learning to ride bikes, roller blading and ball skills.
Some adults are confident to integrate their knowledge of te reo and tikanga Māori practices during sessions. It is important for all centre members to increase their knowledge and understanding and to build on their confidence and competence to provide a programme that enables children to learn about te ao Māori in local and meaningful contexts.
Adults plan, prepare and evaluate a programme that identifies and responds to children's interests, reflects playcentre philosophy and is underpinned by Te Whāriki, early childhood curriculum. They have established close, positive and highly cooperative relationships amongst members and their families. A high proportion of members are participating in playcentre courses to further their knowledge of learning and teaching in early childhood. There is an ongoing emphasis on healthy eating and physical activity included in the daily programme. Particular strengths of the programme are:
continuity of learning for children between the centre and their home
opportunities for children to share and revisit favourite stories, songs and dramatic play
children expressing themselves through conversations and creativity
planned trips into the local and wider community that reflect children's interests
a recent focus on learning about local tribal history and places of historic significance.
Learning is documented and attractively displayed for children and their families to revisit and celebrate successes. A high proportion of members participate in playcentre coursework, which is building their knowledge and understanding of appropriate teaching practices in the playcentre setting.
Members report there are very constructive and reciprocal relationships established with Tahuna School. Centre members participate with their children in planned transitions and are welcome to participate in school activities where possible. School children are able to regularly come to see their younger siblings at the centre. Members believe their children are well prepared for their transition to school.
The well-qualified centre leader and the experienced centre support worker have provided effective modelling and support for emergent leadership in the centre. They have established a warm and welcoming environment for families that fosters the leadership of members. There is a strategic goal to increase membership through sharing communication and information about the centre throughout the local community. This leadership and strategic goal place the centre in a good position to sustain the service through a time of change.
Important next steps for consideration are ongoing support from WPA for:
systems and processes that promote effective strategic planning and self review
more specific feedback from the CSW that is aligned to regulatory requirements and WPA expectations
continuing to build members' confidence and capability to implement te reo and tikanga Māori practices in meaningful contexts.
Before the review, the staff and management of Tahuna 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 Tahuna Playcentre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
10 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 |
Tahuna, near Morrinsville |
|
|
Ministry of Education profile number |
33026 |
|
|
Licence type |
Playcentre |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
20 children, including up to 10 aged under 2 |
|
|
Service roll |
9 |
|
|
Gender composition |
Boys 6 Girls 3 |
|
|
Ethnic composition |
Pākehā |
9 |
|
Review team on site |
April 2016 |
|
|
Date of this report |
10 June 2016 |
|
|
Most recent ERO report(s) |
Education Review |
February 2013 |
|
Education Review |
December 2009 |
|
|
Education Review |
December 2003 |
|
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.