Ako Tokamu'a Lou Olive Preschool

Education institution number:
25064
Service type:
Education and Care Service
Definition:
Tongan ECE service
Total roll:
15
Telephone:
Address:

127 Taniwha Street, Glen Innes, Auckland

View on map

Akoteu Lou'Olive Preschool

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 Akoteu Lou‘Olive Preschool are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakatō Emerging

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakatō Emerging

Whakatō Emerging

2 Context of the Service

Akoteu Lou‘Olive Preschool is an immersion Tongan language service operating as part of the Free Church of Tonga. An executive board and management team provide governance and administration support. A newly appointed centre manager oversees daily operations and leads a team of four staff. This service is one of two that are governed and managed by the same board.

3 Summary of findings

Children show confidence in their identity, language, and anga fakatonga (culture). They articulate and express their ideas through speaking lea fakatonga (the Tongan language). As a result, children have a strong sense of belonging.

Mixed age grouping is a key focus to strengthen the kāinga (extended family) experience for children. Relationships between older and younger children are strongly supported. Positive (relationships) between kau faiako (teachers), fānau (children) and parents foster engagement and connections between homes and the service. Parents who spoke with ERO affirm these positive relationships.

Children are encouraged to show care and faka’apa’apa (respect) for others and the environment. Gardening is a valuable part of the curriculum, and children see themselves as kaitiaki (carers) of the land. Tikanga Māori and te reo Māori are woven meaningfully throughout the daily curriculum. Professional learning would support kau faiako to design and implement a responsive curriculum for each child.

Newly developed operational systems and processes are beginning to contribute to ongoing improvement.  Leaders and kau faiako have identified the importance of evaluation for improvement. Re-establishing internal evaluation processes should be a priority. This includes documenting how improvement actions have helped realise the service’s vision, goals, and priorities for children’s learning.

The new board and leaders have restored trusting relationships between leaders, kau faiako and community. They are working collaboratively to make positive changes for children. It is now timely for annual and long-term improvement plans to be developed and monitored.

4 Improvement actions

Akoteu Lou‘Olive Preschool will include the following actions in its Quality Improvement Planning:

  • Leaders and kau faiako to seek external support to help them develop professional knowledge to design and implement a responsive curriculum for each child. 
  • Implement long-term goals that focus on improved outcomes for children. Goal setting to include consultation with teachers, parents, and fanau.
  • Build leaders and kau faiako capability to do and use internal evaluation, to show how improvements have helped to realise the service’s priorities for children and their learning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Akoteu Lou‘Olive Preschool 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

21 September 2022 

6 About the Early Childhood Service

Early Childhood Service Name Akoteu Lou‘Olive Preschool
Profile Number 25064
Location Glen Innes, Auckland

Service type

Education and care service

Number licensed for

25 children, including up to 5 aged under 2 years

Percentage of qualified teachers

80-99%

Service roll

24

Review team on site

June 2022

Date of this report

21 September 2022

Most recent ERO report(s)

Education Review, June 2018, Education Review, February 2015

Akoteu Lou'Olive Preschool - 28/06/2018

1 Evaluation of Akoteu Lou'Olive Preschool

How well placed is Akoteu Lou'Olive Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Akoteu Lou'Olive is a bilingual Tongan centre operated by the Free Church of Tonga in Glen Innes. The akoteu is licensed for 25 children, including five up to two years of age, and promotes mixed-age play for children.

The centre’s philosophy is aligned with the principles of Te Whāriki, the early childhood curriculum, and promotes Christian and faka Tonga values. The philosophy also includes a statement about the importance of bicultural practices. A management committee comprised of church members, staff and two parent representatives provides governance support. The akoteu employs two qualified teachers, including a supervisor to oversee daily teaching operations. There are three permanent relievers.

The 2015 ERO report identified some progress in teaching and management practices. These improvements have been maintained. The 2013 report also recommended providing more challenge in the programme and improving aspects of strategic planning as key next steps. Good progress is evident in these areas.

The Review Findings

Children experience an early childhood education programme in a serene and positive learning environment. The akoteu's focus on faka Tonga and Christianity is enacted well. Teachers model Tongan language and culture, and also integrate te reo and tikanga Māori in the programme.

Teachers work collaboratively and provide a programme that supports children, and promotes good opportunities for music and movement. Children are encouraged to express themselves confidently, and are settled in their play.

Teachers have accessed professional learning to plan programmes that follow children’s interests. These programmes link well with Te Whāriki, the early childhood curriculum. Teachers promote literacy and mathematics as part of children's play.

Children would benefit from engaging with more challenging learning resources that encourage rich exploration and sustained play. A wider variety of good quality learning resources is needed to extend children’s learning.

Teachers provide infants and toddlers with positive care. Teachers are learning to document what they notice about individual children's development, and to plan a responsive programme. As teachers build their knowledge of effective learning for this age group, they should focus on providing more stimulating and developmentally appropriate programmes.

Teachers' relationships with parents and kainga are reciprocal and respectful, supporting children to have a strong sense of belonging. Parents are involved in the programme and feel welcomed in the akoteu. They appreciate the move to electronic learning stories that promote sharing of children's experiences with between teachers and families.

The management committee has prioritised ongoing property development to improve the outdoor learning environment and update equipment for physical play. The committee is governing and managing the akoteu effectively. Centre staff appreciate the church's active financial support for children. The akoteu policy framework supports its direction and operations well.

Leaders and teachers review the akoteu philosophy regularly. It would be useful for the committee to regularly review its strategic plan and evaluate progress towards its strategic goals.

Key Next Steps

The management committee and supervisor agree that priorities for development include:

  • assessment and planning for a responsive and challenging programme that promotes children's thinking and creativity

  • developing robust evaluation processes that use indicators of effective practice to evaluate improvements over time

  • providing adequate learning resourcing to support an effective teaching programme
  • continuing the process of aligning teacher appraisal processes with new Education Council requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Akoteu Lou'Olive Preschool 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Akoteu Lou'Olive Preschool will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

28 June 2018

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

Location

Glen Innes, Auckland

Ministry of Education profile number

25064

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 5 aged under 2

Service roll

25

Gender composition

Boys 15 Girls 10

Ethnic composition

Tongan

25

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

May 2018

Date of this report

28 June 2018

Most recent ERO report(s)

 

Education Review

February 2015

Education Review

April 2011

Education Review

April 2008

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.

Akoteu Lou'Olive Preschool - 11/02/2015

1 Evaluation of Akoteu Lou'Olive Preschool

How well placed is Akoteu Lou'Olive Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Akoteu Lou’Olive Preschool provides education and care for up to 25 children up to five years of age. Children up to two years of age are cared for in a separate room environment and have opportunities to integrate with the older children for specific activities. This full day service has a history of good ERO reports. Managers have responded well to the suggestions for improvement in ERO’s 2011 report.

Akoteu Lou’Olive delivers programmes in the Tongan language, culture and identity and Christian values. It is situated on the property of the Free Church of Tonga and is one of two licensed centres. It is governed by parent, teacher and church representatives who form the management committee. The service is led by early childhood trained centre managers who work closely with the management committee. Leadership roles and responsibilities within the service are clearly identified.

Managers support teachers to gain registration as teachers. There is a focus on promoting and supporting younger teachers to gain qualifications to ensure the sustainability of the service and implement the akoteu’s philosophy.

The Review Findings

Children are confident and relate well to each other at the akoteu. Children’s strong sense of Tongan identity and belonging is well supported by the teachers. They connect culturally with each other, their teachers and their learning environment. They actively participate in the programme and are free to explore independently. Children make choices about their play from a variety of resources that support mathematics and literacy learning and reflect the Tongan culture. Teachers provide some opportunities for children to develop independence and to take responsibility for their own learning.

Parents are encouraged to participate in and contribute their ideas to support their children’s learning. Active participation in parent teacher meetings enables teachers and parents to develop better understanding of the value of early childhood education. Teachers cater for parents who are fluent in the Tongan language as well as those who are learners of the language. Teachers use a variety of methods to communicate with families about the service and the learning programmes.

Teachers are improving how well they assess and plan for children’s learning. They notice and respond to children’s individual interests and record their findings in attractive, individual assessment portfolios. They discuss and plan collectively for individual and group learning, incorporating children’s prior knowledge.

Te Whāriki, the early childhood curriculum, guides the programme. Teachers are developing a better understanding of the ways that children learn and are working more closely with parents to support children’s progress. Learning is celebrated through ceremonies that include parents, whānau and the extended community.

Teachers are gradually building their professional skills. They are becoming more confident in using self-review processes and understand how review helps them to make steady improvement to their practice. Staff are supported to build their professional knowledge through internal discussions and by attending workshops. They agree that they now need to review the quality of the play environment and their effectiveness in providing experiences in all of the play areas.

The centre’s culturally responsive programme recognises the place of tangata whenua. Te reo and tikanga Māori are being promoted through the bicultural curriculum. Children enjoy waiata, karakia, and welcoming visitors to their centre.

The management committee consists of church, parent and staff representatives. They use their personal knowledge and professional expertise to provide direction and good governance for the centre. The committee is well established and is recognised in the community. Members work collaboratively with the centre manager to ensure teachers provide a good quality programme for children. Active and responsive leadership is demonstrated through regular monthly meetings and clear documentation.

Key Next Steps

Centre managers acknowledge that, to continue improving outcomes for children, they need to strengthen their use of self review and:

  • develop a strategic plan that is clearly linked to the annual plan and that documents the centre’s priorities and associated goals for achieving its vision
  • extend the quality of children’s learning as they prepare to transition to school
  • strengthen children’s learning opportunities and independence in both the indoor and outdoor environments.

Management Assurance on Legal Requirements

Before the review, the staff and management of Akoteu Lou'Olive Preschool 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Akoteu Lou'Olive Preschool will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

11 February 2015

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

Location

Glen Innes, Auckland

Ministry of Education profile number

25064

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 5 aged under 2

Service roll

25

Gender composition

Boys 15

Girls 10

Ethnic composition

Tongan

25

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2014

Date of this report

11 February 2015

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

April 2008

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.