Tikorangi Playcentre - 07/04/2020

1 Evaluation of Tikorangi Playcentre

How well placed is Tikorangi Playcentre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tikorangi Playcentre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Tikorangi Playcentre is licensed to provide mixed-age sessional education and care for up to 30 children two days a week. This includes 15 children up to the age of two. At the time of this evaluation, there are 16 children enrolled. The service is experiencing challenges with upgrading the building and viability is a consideration for Playcentre Aotearoa.

Playcentre Aotearoa's philosophy, ‘whānau tupu ngātahi – families growing together’, is to empower parents and children to learn, play and grow together. Current centre members' beliefs and values align with this philosophy.

Since the February 2017 ERO report, the New Zealand Playcentre Federation has restructured by amalgamating all associations to form Playcentre Aotearoa. Tikorangi 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 for Tikorangi Playcentre identified that development of internal evaluation practice, assessment, planning and evaluation and te ao Māori was needed. Centre members continue to develop these areas.

This review was part of a cluster of six playcentre reviews in the Lower North Island Region.

The Review Findings

Children benefit from relationships that are positive and warm. Families' and children’s sense of belonging is promoted. Adults affirm and encourage children’s efforts. They are involved and engaged with their own and other's children. There are many opportunities for sustained play and learning.

Centre members have refined and developed assessment and planning processes to better support adults in responding to children’s interests. These include wall displays that show children’s current interests and ways adults can provide resources and activities to promote these. Further development should include a stronger emphasis on identifying and responding to children’s learning.

The environment is well resourced. Programme provision for infants and toddlers focuses on nurturing their wellbeing. Children and adults enjoy shared mathematical and literacy experiences. Learners' independence and, at times, self-help skills are promoted.

Positive initiatives support children and their families’ induction into the centre. Centre members should continue to investigate further ways to liaise and share information so that children’s confidence and capability at playcentre transfers to new entrant classrooms.

There are some opportunities for children to hear Māori language through greetings and basic use of te reo Māori. Programmes increasingly include Māori concepts, values and beliefs. Parents continue to develop their understanding of culturally responsive practices.

The revised parent education programme is becoming more accessible to centre members. At Tikorangi Playcentre, a small group of parents provide collaborative leadership and value the skills and knowledge of each other. The growing participation in the adult education programme impacts positively on the quality of the sessions.

Centre members continue to develop internal evaluation as a tool to reflect on practice. Strengthening internal evaluation practices should further support whānau to know how well their actions improve learning outcomes for children. The centre support worker should continue to grow her own knowledge and practice of effective internal evaluation to better support this process.

Appraisal processes for session support staff have recently been strengthened and implemented to better evaluate performance in relation to specific roles and responsibilities, identify professional learning and development needs and focus on achievement of goals. A next step is to continue to strengthen capability building for these leaders.

The national restructuring process continues to require some 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. Targeted support to embed policies and procedures should further benefit parents and centres.

A recent evaluation of how well the restructure has met the needs of the Playcentre community has resulted in further proposed changes. These are yet to be implemented.

Key Next Steps

Playcentre Aotearoa should support centre members to:

  • embed assessment, planning and evaluation practices to guide future teaching and learning

  • build an understanding of effective internal evaluation through ongoing mentoring that helps them to measure the impact of practices on children’s learning

  • consider further ways of introducing culturally responsive practices for Māori and Pacific learners.

Playcentre Aotearoa should continue to:

  • implement systematic monitoring of policies and procedures

  • provide leadership and guidance to promote Te Tiriti o Waitangi based practices for all services.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tikorangi 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.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

7 April 2020

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



Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under 2

Service roll


Gender composition

Boys 13, Girls 3

Ethnic composition

NZ European/Pākehā


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of adults to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

February 2020

Date of this report

7 April 2020

Most recent ERO report(s)

Education Review

February 2017

Education Review

February 2014

Education Review

October 2010

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

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.

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.