Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the Matter ERO Early Childhood Service Akarangi | Quality Evaluation Report Early Childhood Service Name: Y Kids Early Learning Centre Profile Number: 65231 Location: Nelson 1 ERO’s Jud geme nts Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outco mes 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 Indica tors, Learning and Organisational Conditions The Evaluation Judgement Rubric derived from the indicators, is u sed to inform ERO’s judgements about this service’s performance in promoting equity and excellence. ERO ’s judgements for Y Kids Early Learning Centre are as follows: Outcome Indicators (What the service knows about outcomes for learners) Whakatō Emerging Ngā Akatoro Domains Learning Conditions Organisational Conditions Whāngai Establishing Whakatō Emerging 2 Context of the Service Y Kids Early Learning Centre is community - based service owned by the YMCA Nelson and operated through a community trust . The YMCA director has oversight of the trust programme and supports the centre manager s in their role. The service provider is supported by a centre manager and curriculum room leaders. There is a large culturally diverse roll, including Māori and a small number of children of Pacific heritage s Education Review Office Y Kids Early Learning Centre – PN 65231 ERO Akarangi | Quality Evaluation Report October 2023 3 Summary of findings Key YMCA values of caring and respect, T e Wh ā riki, the early childhood curriculum , and a stated commitment to Te Tiriti o Waitangi underpin the centre philosophy and the centre’s culture. This is evident in the ways teachers have developed , responsive relationships with children They focus on d eveloping children’s independence and social competence , us ing a range of strategies to extend their learning through their self - chosen play The curriculum for infants and toddlers fosters unhurried play and follows their natural rhythms. While teachers are responsive to infants ’ and toddlers ’ verbal and non - verbal language cues , the resources they provide are insufficient to richly stimulate the learning and development of this age group. The bicultural curriculum is developing , and t eachers are implementing an action plan intended to enrich this However, this is too soon to be evaluated for effectiveness. Assessment planning and evaluation practices require further development. Teachers are yet to : • r eview the philosophy with whānau to determine the priorities for learning • develop shared understandings of the learning outcomes of Te Whāriki • show children’s developing capability and learning progress over time in relation to the se learning outcomes • effectively implement planning for children with additional learning needs. Governance and leadership practices within the service are developing. Those in governance have made positive decisions to reduce barriers to participation in the service. Systems , process es and practices for improving quality require strengthening to be fully effective. These include the professional growth cycle, self - review and internal evaluation, fit for purpose polic i es and oversight of all aspects of health a nd safety. 4 Improvement actions Y Kids Early Learning Centre will include t he following actions in its Quality Improvement Planning : • B uild leader s’ and teachers ’ understanding and use of effective assessment, planning and evaluation practices • E xplore th e learning outcomes of T e Whāriki with parents and whānau , and use these to inform curriculum priorities and assessment practices • B uild leaders ’ capability to implement systems, process es and practices to improve quality within the service Education Review Office Y Kids Early Learning Centre – PN 65231 ERO Akarangi | Quality Evaluation Report October 2023 5 Management Assurance on Legal Requirements Before the review, the staff and management of Y Kids Early Learning Centre completed an ERO Assurance Statement and Self - Audit Checklist . In these documen ts 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; medicat ion; 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. 6 Action for Compliance Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non - compliance: • Ensuring a dults providing education and care are familiar with relevant emergency drills and carry out each type of drill with children (as appropriate) on at least a three - monthly basis (HS8) Patricia Davey Director of Early Childhood Education (ECE) 17 October 2023 Education Review Office Y Kids Early Learning Centre – PN 65231 ERO Akarangi | Quality Evaluation Report October 2023 7 About the Early Childhood Service Service type Education and care service Number licensed for 91 children, including up to 15 aged under 2 Percentage of qualified teachers 80 - 99% Service roll 94 Review team on site July 2023 Date of this report 17 October 2023 Most recent ERO report(s) These are available at www.ero.govt.nz Education Review , December 2017 Education Review , July 2013