Burwood Hospital Burwood Road, Burwood, Christchurch
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for The Champion Centre Tamariki Toiora are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining |
The Champion Centre Tamariki Toiora is an early intervention service for children with complex developmental challenges. Children from diverse cultural backgrounds attend alongside their parents and whānau on a regular day, once a week. Almost a quarter of children are Māori and small number are of Pacific heritages. A multidisciplinary team facilitate small group and individual sessions. The centre is governed by a charitable trust.
Children experience an inclusive and responsive curriculum guided by the service’s values of being ecological, family centred, strength based, relational and reflective. Teachers, therapists and whānau effectively engage with children recognising their strengths, interests and needs. In response
well-considered and meaningful individual and group learning experiences are provided. These experiences provide children with rich opportunities to develop their sensory, communication, physical, cognitive, and social and emotional competence skills. Children are well supported to become competent and confident learners.
Te Whāriki, the early childhood curriculum clearly guides the curriculum design and delivery. Children’s learning and development is supported through intentional and responsive planning and teaching focused on developing children’s individual’s learning dispositions and goals. There is a significant focus on relationships, sensory, communication, literacy and numeracy and developing social and emotional competence. Learning-focused partnerships between educators and whānau are strongly evident. Parents and caregivers are actively involved in planning, goal setting and engagement in their child’s learning. Assessment and planning celebrate achievements and makes children’s learning and progress visible. Kaitiaki Māori provide additional support and guidance for whānau Māori and Pacific families.
Leaders and educators are improvement focused. Inquiry and review are used well to inform changes to the programme and ongoing developments. Monitoring of these changes occurs; however, leaders and teachers are yet to formally evaluate the impact of these changes on outcomes for learners. The board of trustees and leaders demonstrate ongoing relational trust. Children are the primary consideration for decision-making, the board receives comprehensive reporting about all aspects of operation.
The Champion Centre Tamariki Toiora will include the following actions in its Quality Improvement Planning. This includes:
to use a range of evidence when making evaluative judgements about the impact of service delivery and curriculum changes on the outcomes for learners.
Before the review, the staff and management of The Champion Centre Tamariki Toiora completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 January 2023
|
Early Childhood Service Name |
The Champion Centre Tamariki Toiora |
|
Profile Number |
70339 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
45 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
171 |
|
Review team on site |
November 2022 |
|
Date of this report |
27 January 2023 |
|
Most recent ERO report(s) |
Education Review, February 2019; |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Champion Centre Tamariki Toiora is well placed to promote positive learning outcomes for all children.
ERO's findings that support this overall judgement are summarised below.
The Champion Centre Tamariki Toiora is an early intervention service for infants and young children with complex developmental challenges. Services are centre-based and multi-disciplinary including physiotherapists, speech therapists, occupational therapists, psychologists, early intervention teachers and social workers. All children attend with a parent/caregiver on a regular day once a week. Children are involved in sessions of intensive and small group work with specialist teaching and a therapy team.
The service is governed by a charitable trust. The board includes members of the health and education sectors and parent representatives. A director is responsible for the day-to-day administration of the service.
The service philosophy emphasises that:
Since the 2013 ERO review the centre has continued to provide high quality outcomes for children and their families. More systematically documenting some aspects of internal evaluation remains an area for continuing development.
Children are supported to be confident and motivated learners. They are well supported by a team of multi-disciplinary professionals who know each child and their family very well. Team members skilfully plan individual programmes that are fun, challenging and engage the child. They successfully use their knowledge of the child and their professional expertise to build the child's capacity and capabilities to achieve their learning goals.
Children are well supported to be independent, responsive and socially competent. Home cultures, beliefs and values are respected. The development of appropriate communication and social skills are naturally included in the interactions teachers and other professionals have with each child. The individualised nature of the teaching ensures each child receives the praise, recognition and support that they need to be successful.
Children are well prepared for school. Leaders and teachers have made effective use of internal evaluation, current research and professional knowledge to develop a comprehensive transition to school programme. The child is central in the process. The focus is on the child settling easily and the class teacher knowing the child well as an individual and as a learner. A comprehensive report carefully links what the child knows and has achieved to the school learning environment. The report provides clear guidance on how best to support the child in a range of situations. Feedback from schools and families has been positive and appreciative.
Parents are valued as key partners in their child's learning and wellbeing. Their aspirations are central to decision making, monitoring and evaluating their child's learning and progress. Parents are well supported by members of the multi-disciplinary team to be confident parents and advocates for their children in the wider community. Parents build life-long friendships and support networks.
Assessment, planning and evaluation are well established, comprehensive, effective and involve families and members of the multi-disciplinary team. Knowledge of the child from many perspectives is shared. Goals are clear, appropriate and well linked to comprehensive, specific learning programmes. Monitoring and evaluation of outcomes is regular and ongoing and includes the child, family and members of the multi-disciplinary team. The combined depth of knowledge and skills ensures successful outcomes for all children.
Teachers are well supported in their professional learning and work effectively with children and families. Professional development is strongly focused on the needs of each child, the use of current research and other professionals across the education and health sectors. Teachers are competent, committed and enthusiastic about their work with children and families.
The leaders and ERO agree that some governance and management systems need to be strengthened to ensure the ongoing effective operation of the service. These include:
Before the review, the staff and management of The Champion Centre Tamariki Toiora 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 The Champion Centre Tamariki Toiora will be in three years.
Alan Wynyard
Director Review and Improvement Services
Southern Region
20 February 2019
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 |
Christchurch |
||
|
Ministry of Education profile number |
70339 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 20 aged under 2 |
||
|
Service roll |
186 |
||
|
Gender composition |
Boys 57% ; Girls 43% |
||
|
Ethnic composition |
Māori |
18% |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:1 |
Better than minimum requirements |
|
|
Review team on site |
December 2018 |
||
|
Date of this report |
20 February 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
July 2013 |
|
|
Education Review |
September 2009 |
||
|
Education Review |
October 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Champion Centre Tamariki Toiora is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Champion Centre Tamariki Toiora is an early intervention service for infants and young children with complex developmental challenges. The service is administered by a charitable trust. All children attend with a parent/caregiver on a regular day, once a week or fortnight. Children are involved in sessions of intensive individual and small group work with specialist teaching and a therapy team.
The director and staff have continued to build on the good practices identified in the 2009 ERO report.
The programmes for children are based on the service’s philosophy that all learning occurs within the day-to-day experiences of the children and with those that care for them. All staff are strongly committed to the philosophy and this is evident in their practice. The staff include highly skilled teachers, specialists, therapists, support workers and social workers. All staff members have long experience working in this field.
Staff collaborate with parents to develop individual plans that identify their children’s priorities for development. They model and discuss with parents, useful activities that will effectively support individual children’s learning and development. Parents/whānau are well supported to continue specific programmes in their homes and other settings away from the early intervention centre.
The trustees and director are continuing to build on the skills and strengths of the staff in order to sustain the high quality education and care provided for children in the centre.
Children learn in a caring and positive environment. They are well supported in their learning and are appropriately extended through play-based activities. They enjoy the learning activities with the staff and their parents and have good opportunities to take the lead with their learning.
The service has a well-established culture in which children, parents and staff are valued, celebrated and affirmed. Each family/whānau is considered an essential part of the centre’s learning community. Parents’ knowledge of their children is sensitively used to help plan appropriate activities. The service leaders and staff know parents’ aspirations and work collaboratively with them to achieve these.
Programme planning is well linked to the strands of Te Whāriki, the New Zealand Early Childhood Curriculum. Staff show a good understanding of appropriate use of tikanga Māori. They have good access to the cultural support and advice of Māori advisers to the service. They seek support from the Ministry of Education’s Pacific support staff when necessary. Staff develop positive, trusting relationships with families that enable the sharing of useful information to support a child’s learning.
Assessment information is effectively used to guide the planning of children’s individualised programmes. Education staff support children on specific intervention programmes when they are in their local early childhood setting. Children’s transition to school is well planned and managed by key staff.
Staff are well supported by the director and board in their professional development. They are reflective practitioners who regularly evaluate their teaching practices and the impact of these on children. Many of their programmes are based on knowledge gained or supported by current research. The research currently undertaken by the director has directly contributed to the service’s early intervention programmes.
The service’s strategic plan clearly identifies the service’s priorities and objectives and how they are to be achieved. Its policies and job descriptions appropriately guide and lead to consistent practice in all aspects of the service. Performance appraisal processes are comprehensive and effectively help maintain high quality performance and focus on continual improvement.
Staff are highly reflective about the quality of their practices and the impact of their work with children. The next step is for the centre director and staff to extend self review by:
Before the review, the staff and management of The Champion Centre Tamariki Toiora 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 The Champion Centre Tamariki Toiora will be in four years.
Graham Randell
National Manager Review Services Southern Region
22 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 |
Burwood, Christchurch |
||
|
Ministry of Education profile number |
70339 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 20 aged under two |
||
|
Service roll |
156 |
||
|
Gender composition |
Boys 62%; Girls 38% |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan |
15% 84% 1% |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
May 2013 |
||
|
Date of this report |
22 July 2013 |
||
|
Most recent ERO reports |
Education Review |
September 2009 |
|
|
Education Review |
October 2006 |
||
|
Education Review |
January 2004 |
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.