60 Barrys Road, Glendene, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Lupesina Aoga Amata Preschool is a community based bilingual service focused on the preservation of Gagana Samoa. It is located on the grounds of Glendene School. A manager oversees daily operations and leads a team of eight staff, including four registered teachers. Almost all of the children attending are Samoan.
The service curriculum respects and supports the right of children to be confident in their own culture. Children are encouraged to understand and respect each other. Adults use meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children have a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups.
Ongoing monitoring of requirements is needed to help the service meet and maintain regulatory standards.
ERO found areas of non-compliance in the service relating to:
maintaining records of emergency drills carried out and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan
implementing a procedure for children’s sleep which includes adults checking children for warmth, breathing, and general wellbeing at least every 5 to 10 minutes, or more frequently according to individual needs; and maintaining a record of the time each child attending the service sleeps, and checks made by adults during that time
ensuring where food is provided by parents, the service encourages and promotes healthy eating guidelines.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8, HS9, HS19]
The service has provided ERO with evidence to show it has addressed the following non-compliances:
Ensuring the outdoor activity space is fully enclosed by fences and gates designed to ensure that children are not able to leave the licensed premises without the knowledge of adults providing education and care (PF13).
Ensuring accident/incident records are analysed to identity hazards and show that appropriate action was taken (HS12).
Verifying that water stored in any hot water cylinder is kept at a temperature of at least 60˚C (HS14).
Ensuring that when children leave the premises on an excursion, assessment and management of risk is undertaken (HS17).
Documenting that medicine (prescription and non-prescription) is not given to a child unless it is given with the written authority of a parent (HS28).
Implementing an ongoing process of self-review and internal evaluation to help the service maintain and improve the quality of its education and care (GMA6).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 August 2022
|
Early Childhood Service Name |
Lupesina Aoga Amata Preschool |
|
Profile Number |
45515 |
|
Location |
Glendene, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
40 |
|
Ethnic composition |
Māori 2, Samoan 31, Tuvaluan 4, other ethnic groups 3 |
|
Review team on site |
June 2022 |
|
Date of this report |
16 August 2022 |
|
Most recent ERO report(s) |
Education Review, July 2017; Education Review, June 2015 |
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.
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 Akanuku | Assurance Review process is determined to be appropriate.
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 Akanuku | 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 Akanuku | 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lupesina Aoga Amata Preschool is a Samoan bilingual centre, located on the grounds of Glendene School in West Auckland. The centre is licensed for up to 50 children, including a maximum of 10 up to two years of age. Most children are Samoan.
The centre's philosophy promotes the teaching of Samoan language, culture and identity alongside Christian values and within the context of Te Whāriki, the early childhood curriculum.
Lupesina Aoga Amata Preschool is owned and governed by a charitable trust, Lupesina o Samoa Trust. The board is ineffective in its governance role and has only recently recognised that there are conflicts of interest at governance, management and staff levels.
Financial accountability has been identified as an area of risk for the aoga. The Trust was deregistered as a Charitable Trust in 2012. The board has recently taken steps to restore its Charitable Trust registration and restructure to reduce conflicts of interest.
The board continues to support high staff ratios employing 12 full-time staff. These include a centre director, three qualified teachers one of whom is the supervisor, five teacher assistants, a property manager and a kitchen hand. Only one of the three teachers holds current teacher certification. All of the staff are long serving.
Since ERO's 2015 review staff have accessed a significant amount of Ministry of Education (MoE) professional development. This is not yet well reflected in the programmes for children, leadership or management practices. The aoga operates in two separate age groups, with a head teacher for each group.Ongoing external professional support is essential to help the director, supervisor and teachers lift the quality of teaching and learning.
The 2015 ERO review found that insufficient progress had been made since its 2012 review. This review finds that the board is not meeting legal requirements and there continues to be significant risk to the sustainability of the aoga. ERO recommends that the Ministry of Education reassess the licence of Lupesina Aoga Amata Preschool.
Lupesina Aoga Amata Preschool board, centre director and staff need support to develop and implement practices, policies and procedures that meet legal requirements. Areas that require immediate attention are:
While the impact of teachers' professional learning and development is evident in some professional records, day-to-day practices do not yet reflect a good understanding of this learning. There continue to be significant inconsistencies between documented expectations, guidelines for teaching and learning, and the programme provided for children.
Teachers have yet to participate in professional development to gain understanding of new Education Council requirements. As a result, there is very limited progress evident in teachers' appraisal or their engagement with the requirements of the Education Council.
The board and director must improve public accountability and financial management. The board, director and teachers need to review and update centre policies and procedures to bring them into line with good practice and legal requirements. This would assure parents that centre operations are being guided by relevant policy frameworks.
Lupesina Aoga Amata Preschool requires significant ongoing support to ensure that improved teaching, policies and procedures are well understood by teachers and actioned in the daily running of the centre.
Before the review, the staff and management of Lupesina Aoga Amata 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:
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.
ERO found significant areas of non-compliance in the service related to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, C2,4, PF5, GMA6,7,9, HS12,17,31; Education (ECE) Regulations 43,47.
ERO recommends that the Ministry reassess the licence of Lupesina Aoga Amata Preschool. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Lupesina Aoga Amata Preschool will be in consultation with the Ministry of Education.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
21 July 2017
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 |
Glendene, Auckland |
||
|
Ministry of Education profile number |
45515 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
41 |
||
|
Gender composition |
Girls 19 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
May 2017 |
||
|
Date of this report |
21 July 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2015 |
|
|
Education Review |
May 2012 |
||
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 centre needs further support to improve the programme for children, develop sustainable and effective self review systems and to strengthen leadership capacity.
ERO's findings that support this overall judgement are summarised below.
Lupesina Aoga Amata Preschool is a bilingual Samoan centre located on the grounds of Glendene School in West Auckland. The centre is licensed for 50 children, including 10 up to two years of age. It works closely with Glendene School to support children to transition positively from early childhood to primary school.
The centre’s philosophy is aligned to the principles of Te Whāriki, the early childhood curriculum. The philosophy also values parent partnership with teachers as key to children’s learning.
The service is owned by an incorporated society and governed by a board of trustees. Members of the board include staff members and a parent representative. A centre director oversees the daily operations and administration of the service.
The centre opened in 2010 and was first reviewed by ERO in 2012. Since then its roll has increased and is now operating at full capacity. The centre has 14 staff that include five qualified early childhood education (ECE) teachers.
The 2012 ERO report identified that the centre was providing a culturally responsive curriculum in the Samoan language and culture, and in te ao and te reo Māori. These good practices have been sustained. However, managers and teachers have made little progress in the areas ERO identified as needing improvement.
Teachers' relationships with parents and whānau are responsive, reciprocal and respectful, supporting children to have a strong sense of belonging. Teachers support children to play inclusively and cooperatively with other children.
Children are settled and actively participate in the activities provided by teachers. They independently access resources and have some opportunities to make decisions about their play. Teachers model Samoan language and culture, and include aspects of te reo and tikanga Māori in the programme.
Infants and toddlers have a separate room. Their care routines are individualised to their needs. Teachers in this room are affectionate and help promote children’s exploration and language development. As teachers build their knowledge of effective education for this age group, they should provide more stimulating and developmentally appropriate programmes.
Teachers are developing programmes that involve children participating in teacher-directed activities. Teachers should be planning activities that follow children’s interests and are aligned toTe Whāriki, the early childhood curriculum. Older children are provided with formalised learning activities. Teachers should now promote literacy, mathematics and science as part of children's play.
The learning environment is well defined and, after morning tea, children can choose between indoor and outdoor play. The large outdoor playground is popular with children. The inside walls and doors of the building are in need of a good clean. The board should also prioritise renewing some of the outdoor equipment and indoor resources. A wider variety of good quality resources is needed to challenge and extend children’s learning and play.
The centre director agrees that teachers will need support to develop:
The centre director recognises that she and board must act with urgency to:
Before the review, the staff and management of Lupesina Aoga Amata 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:
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:
ERO identified areas of non-compliance relating to the quality of the curriculum, leadership and self review. To meet requirements the service needs to improve its performance in the following areas:
ERO recommends that the service, in consultation with the Ministry of Education, develop an action plan to address the key next steps and actions for compliance outlined in this report.
When is ERO likely to review the service again?
The next ERO review of Lupesina Aoga Amata Preschool will be within two years.
Dale Bailey
Deputy Chief Review Officer Northern
26 June 2015
|
Location |
Glendene, Auckland |
||
|
Ministry of Education profile number |
45515 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Boys 28 Girls 24 |
||
|
Ethnic composition |
Māori Samoan Tuvalu |
7 44 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
26 June 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2012 |
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.