431 Great South Road, Papatoetoe, Auckland
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 Li'l Champs Educare 2 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Li'l Champs Educare 2 is owned and governed by a managing director and operations manager. A qualified centre manager leads a team of two certificated teachers and five staff. Small numbers of children enrolled are Māori or Samoan, and the majority of other children are of Indian heritage.
Children demonstrate a sense of belonging and are supported by teachers to communicate their feelings and ideas with each other and with adults. Teachers are available for support and comfort, and younger children benefit from teachers respecting their individual routines and fostering their self-help skills.
Teachers working with older children, facilitate their exploration and play. Children have opportunities to make decisions within the curriculum. They access a range of resources and materials that promote literacy and numeracy learning.
Children have opportunities to learn karakia , waiata and kūpu in te reo Māori. Teachers use children’s home languages, celebrate significant cultural events, and create relevant wall displays to affirm their cultures and identity. Children with additional learning needs experience positive outcomes because of leaders and teachers working in collaboration with their parents and external agencies. Teachers have built relationships with parents and gather their aspirations for their children’s learning.
Assessment follows a framework of notice, recognise, and respond. Weekly programme planning is based on the provision of activities. Children’s individual assessment records are yet to evidence their languages, cultures, and identity.
Leaders are establishing processes to help teachers to improve their teaching practices. They prioritise the wellbeing of children, whānau and staff. Teachers have opportunities to access relevant professional learning and development. Internal evaluation systems are an at an early stage of development. Teachers are yet to identify indicators that would support them in evaluating the impact of changes made in relation to outcomes for children.
Li'l Champs Educare 2 will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Li'l Champs Educare 2 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:
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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
1 December 2023
| Early Childhood Service Name | Li'l Champs Educare 2 |
| Profile Number | 46383 |
| Location | Papatoetoe, Auckland |
| Service type | Education and care service |
| Number licensed for | 42 children, including up to 13 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 46 |
| Review team on site | October 2023 |
| Date of this report | 1 December 2023 |
| Most recent ERO report(s) | Akanuku | Assurance Review, April 2020; Education Review, December 2016 |
Regulatory standards | ERO’s judgement |
| 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.
Li’l Champs Educare 2 was relicensed under new ownership in March 2019. The managing director, and centre and operations managers lead a team of seven qualified teachers and four support staff. The centre’s philosophy is influenced by a Montessori approach to teaching and learning. The majority of children are Indian.
The curriculum is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
The practices of adults demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. They engage in meaningful and positive interactions to enhance children’s learning and nurture reciprocal relationships.
Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children. They are involved in contributing to the development and review of the service’s documents.
Next steps include:
The next ERO review is likely to be an Education Review.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
6 April 2020
| Early Childhood Service Name | Li’l Champs Educare 2 |
| Profile Number | 46383 |
| Location | Papatoetoe, Auckland |
| Service type | Education and care service |
| Number licensed for | 42 children, including up to 13 aged under 2 years |
| Percentage of qualified teachers | 50-79% |
| Reported ratio of staff to children under 2 | 1:5 - Meets regulatory standards |
| Reported ratio of staff to children over 2 | 1:10 - Meets regulatory standards |
| Service roll | 51 |
| Gender composition | Boys 26 Girls 25 |
| Ethnic composition | Māori 1 Indian 33 Pacific 10 other ethnic groups 7 |
| Review team on site | March 2020 |
| Date of this report | 6 April 2020 |
Most recent ERO report(s)
| First ERO review of the service |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
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:
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:
As part of an Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Li'l Champs Educare 2 is a privately owned service in Papatoetoe. This is ERO's first review of the service that opened in 2014 and is one of three services under the same ownership. The service is staffed by five registered teachers and four unqualified staff.
The service is licensed for 42 children, with up to 13 under the age of two years. It promotes a relationship-based philosophy that values children and families. The philosophy is linked to Te Whariki, the early childhood curriculum and emphasises children's enjoyment of learning through exploration. The programme is also influenced by Montessori philosophy.
In 2015, leadership roles in the service were restructured, and significant staff changes were made. The manager, assistant manager and teaching team were all appointed in 2015 and 2016. The manager oversees the organisation's development and implementation of systems across the three services. The owners provide part time administration and business support. Managers and teachers are beginning to grow a culture of ongoing improvement.
Children experience a calm and settled environment where they freely engage in play. They have positive, friendly interactions with their peers and adults model caring relationships. Children are well supported by staff to learn through their own cultural contexts. Parents contribute to the programme and have opportunities to share their expertise and knowledge with children and staff. Aspects of a bicultural curriculum feature in the environment and in the programme. Teachers are continuing to grow their capability in this area.
The youngest children receive nurturing and affectionate care. Children engage happily with their peers and with staff. Staff work closely with parents to transition infants and toddlers successfully into the service. Parents who spoke with ERO appreciate the efforts that teachers make in supporting transitions to be as stress free as possible for children and parents. Teachers are reviewing the environment for infants, and managers have identified that specific professional development will support teachers to provide a more responsive curriculum for the youngest children.
Teachers regularly observe children and are working to connect children's interests and strengths to learning dispositions through their planning and assessment. They plan for individuals and groups of children using a 'notice, recognise, respond' framework. Managers have identified that further professional learning is needed to improve the clarity, purpose and consistent quality of planning, assessment and evaluation throughout the service. This should assist teachers to plan specifically for individual children's interests.
Managers have focused on establishing a shared understanding of internal evaluation amongst the new team to grow teachers' professional capabilities. Teachers have evaluated the learning environment to improve outcomes for all children and to enhance transition. Managers provide good models to support staff development and to grow teachers' reflective practice. Appraisal systems aligned with Education Council expectations have been established to build on these early developments.
Teachers with Montessori training share their knowledge and understanding in developing children's social skills. Planned professional development for all teachers should further support internal evaluation to strengthen responsiveness to children's culture, language and identity.
Managers have implemented good foundations for service operations. A strategic plan is in place for the organisation. Developing service-specific strategic goals aligned to an annual plan for implementing the goals would be useful next steps. There is a sound policy base to guide and inform service practice and a cycle of consultative policy review is in place. A capable assistant manager is leading the staff well in the day-to-day management of the service.
The managers agree that the priorities for improving and sustaining service development include:
Before the review, the staff and management of Li'l Champs Educare 2 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 Li'l Champs Educare 2 will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 December 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 | Papatoetoe, Auckland | ||
| Ministry of Education profile number | 46383 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 42 children, including up to 13 aged under 2 | ||
| Service roll | 45 | ||
| Gender composition | Boys 24 Girls 21 | ||
| Ethnic composition | Māori Pākehā Indian Pacific Asian Pakistani | 1 4 27 6 5 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | October 2016 | ||
| Date of this report | 22 December 2016 | ||
| Most recent ERO report(s) | No previous ERO reports | ||
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.