Champion Kids Early Childhood Education

Education institution number:
47156
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
64
Telephone:
Address:

60 Champion Road, Richmond

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Champion Kids Early Childhood Education

1 ERO’s Judgements

Akarangi | 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 Champion Kids Early Childhood Education are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Champion Kids Early Childhood Education is privately owned. Two team leaders support a centre manager to manage daily operations. There have been staff changes since ERO’s review in 2019. A small number of children of Māori or Pacific heritages attend. This is the second ERO review of the service.

3 Summary of findings

Children learn in purpose-built environments that have been intentionally resourced to provide them with a range of experiences to suit their ages and abilities. Teachers support children aged under two to develop confidence and social and emotional competence through responsive routines and caregiving.

Children in the over two area learn within a curriculum that combines play with structured routines. Intentional teaching strategies are not clearly identified or implemented to support a consistent approach with children, particularly for the children who have identified additional learning needs. A shared understanding of how to use effective intentional teaching strategies within a play-based curriculum is required to better support teachers and children.

The bicultural curriculum requires further development. While developing and implementing a bicultural curriculum has been a prior focus, children have limited opportunities to learn about the dual heritages of Aotearoa. The pūrākau and histories of mana whenua have yet to be incorporated into the service curriculum.

The quality of assessment documentation is variable. Assessment documentation does not yet consistently demonstrate how teachers:

  • show all children’s learning progress in relation to the learning outcomes in Te Whāriki, the early childhood curriculum

  • respond to children’s languages, cultures and identity

  • use a collaborative approach with whānau to focus on children’s progress and learning.

Leaders are establishing the conditions that enable collaboration for improvement. A framework for internal evaluation is in place which connects with the service’s strategic plan and teachers’ professional growth cycles. Processes for regular evaluation require strengthening. This includes using an evaluative question and measurable quality indicators to guide all aspects of the evaluation. There are suitable systems and processes in place to support compliance with the regulatory standards.

4 Improvement actions

Champion Kids Early Childhood Education will include the following actions in its Quality Improvement Planning:

  • Consolidate assessment practices, and use the learning outcomes in Te Whāriki to consistently show children’s learning and progress over time.

  • Further develop the bicultural curriculum and incorporate the histories and pūrākau of mana whenua.

  • Develop shared understandings of theory and practice and effective teaching strategies to support older learners.

  • Build collective capability and capacity to do and use internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Champion Kids Early Childhood Education 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.

Patricia Davey
Director of Early Childhood Education (ECE)

20 September 2023

About the Early Childhood Service

Early Childhood Service Name

Champion Kids Early Childhood Education

Profile Number

47156

Location

Nelson

Service type

Education and care service

Number licensed for

50 children, including up to 15 aged under 2

Percentage of qualified teachers

80-99%

Service roll

60

Review team on site

May 2023

Date of this report

20 September 2023

Most recent ERO report(s)

Akanuku | Assurance Review, April 2019

Champion Kids Early Childhood Education - 03/04/2019

ERO’s judgement

Regulatory standards

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Champion Kids Early Childhood Service is family owned and operated. The co-owner/centre manager leads a team of experienced registered teachers. The Reggio Emilia inspired and designed centre and play gardens cater for children from birth to five years.

This is the first ERO review of Champion Kids Early Childhood Education which opened in January 2017.

Summary of review findings

Teachers plan, implement and review their curriculum which is based on Te Whāriki, the early childhood curriculum and acknowledges and reflects bicultural practices. Infants, toddlers and older children experience a range of individual and group activities. There are opportunities for children to be confident in their own culture.

Parents/whānau are consulted about their child’s learning as well as centre operations. Assessment practices demonstrate an understanding of children’s learning and their interests.

Health and safety systems are monitored. Teacher appraisal and an ongoing process of self review supports leaders and staff to revisit practice.

Next ERO Review

The next ERO review is likely to be an Education Review.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

3 April 2019

Information about the service

Early Childhood Service Name

Champion Kids Early Childhood Education

Profile Number

47156

Location

Richmond

Service type

Education and care service

Number licensed for

50 children, including up to 15 aged under 2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4 - Better than regulatory standards

Over 2

1:8 - Better than regulatory standards

Service roll

67

Gender composition

Girls 34, Boys 33

Ethnic composition

Māori 9

Pākehā 56

Other ethnicities 2

Review team on site

March 2019

Date of this report

3 April 2019

Most recent ERO report(s)

 

First ERO review of the service

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Assurance Review process in any service:

  • having its first ERO review – including if it is part of a governing organisation

  • previously identified as ‘not well placed’ or ‘requiring further development’

  • that has moved from a provisional to a full licence

  • that have been re-licenced due to a change of ownership

  • where an Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)

  • evacuation procedures and practices for fire and earthquake.

As part of an Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service

  • consideration of relevant documentation, including the implementation of health and safety systems

  • observations of the environment/premises, curriculum implementation and teaching practice.