Tino E Tasi Preschool - 31/08/2017

1 Evaluation of Tino E Tasi Preschool

How well placed is Tino E Tasi 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.


Tino E Tasi Preschool is a well established bilingual Samoan service located in Aranui, Christchurch. It is licenced for 49 children including nine children up to two years of age. Most children have Samoan heritage.

The two new managers inherited two centres from their late mother in 2016. They have made positive changes to the centre's operations. They are highly skilled and oversee the daily operations and the administrative aspects of both centres. Most of the staff are new and are qualified early childhood teachers.

Team leaders in each of the three separate age related learning areas, mentor staff and lead the curriculum. Children move between rooms to participate in mixed age play opportunities. Older children share the large playground. Infants and toddlers have a separate playground.

The centre's philosophy outlines a commitment to promoting the Samoan culture, and language. Te Tiriti o Waitangi is respected and Te Whāriki, the early childhood curriculum, guides the programme for children.

The 2015 ERO report identified some positive features of the centre that have been maintained. The report also identified some significant areas that needed to improve to promote positive outcomes for children. The service has responded very well to these recommendations.

The Review Findings

Children are settled and independent. They communicate well with peers and adults, and are focused and actively engaged in the programme. They appear socially competent and confident and form friendships with others. Children are developing useful negotiation skills as they play with each other. Teachers should consider introducing a more flexible routine for older children. This would provide opportunities for children to enjoy extended periods of social and imaginative play.

Respectful and caring relationships are evident amongst children, teachers and parents. Staff listen to children and respond appropriately to their interests. Children’s perspectives are consistently woven into the programme and their language development is consistently well supported. Teachers expand children’s vocabulary through songs, talanoa and games.

Teachers use mat-time to promote Samoan language, leadership, te reo Māori, waiata, and ideas that children can incorporate into their play. Teachers are committed to bicultural practice and respect the aspirations of whānau Māori.

Teachers are vigilant in their supervision of the outdoors and scan the indoor environment regularly. Extensive improvement to the learning environment has enriched children’s play opportunities and promoted more independent and purposeful play. The learning environment is specifically designed to support children's learning. It is timely now for staff to review the areas of play and provide good quality resources to support opportunities for children's complex play.

The new managers and staff work together to enact the service's shared vision. They have improved the quality of the programme and centre operations. Internal evaluation has improved and is having a positive impact on outcomes for children. Staff have attended extensive professional development that has helped raise accountability and build on the quality of learning and teaching.

Teachers value professional learning and development opportunities that support them in their work. Staff have been involved in professional development on internal evaluation that has resulted in improvement to the curriculum and professional practice. Teachers can further strengthen internal evaluation by embedding a process for regular reflection on their teaching practices. It will be worthwhile for managers to continue to support professional learning and development for staff.

Key Next Steps

Key next steps for the centre include:

  • having formal discussions with parents about their aspirations, to help set goals for individual children’s learning

  • strengthening planning, assessment and evaluation processes to better respond to and support children’s individual interests, include children's and parents' input, and clearly reflect children's progress and learning progress over time

  • improving resources in the outdoor and indoor areas to provide greater challenge for children's thinking and learning.

Managers agree other areas for improvement include:

  • strengthening strategic planning to guide future developments

  • reviewing and refining policies and procedures to meet current legal requirements

  • implementing a robust performance appraisal process for all staff that will help improve practice and is aligned with the requirements of the Education Council.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tino E Tasi 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 Tino E Tasi Preschool will be in three years.

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

31 August 2017 

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 


Aranui, Christchurch

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

49 children, including up to 9 aged under 2

Service roll


Gender composition

Boys 23 Girls 19

Ethnic composition

Cook Islands Māori


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

July 2017

Date of this report

31 August 2017

Most recent ERO report(s)


Education Review

March 2015

Supplementary Review

August 2009

Education Review

May 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.