'Api Fakakoloa Pukekohe

Education institution number:
46989
Service type:
Homebased Network
Definition:
Tongan ECE service
Total roll:
29
Telephone:
Address:

66 Lovegrove Crescent, Otara, Auckland

View on map

'Api Fakakoloa Pukekohe

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Api Fakakoloa Pukekohe is one of eight homebased networks governed and operated by ‘Api Fakakoloa Educational Services Ltd. A managing director, director, and a team of eight qualified coordinators support educators who work in homes with children. The philosophy and vision of the organisation is ‘oku fatu, pea uho, e ngāué ‘a e ‘Api Fakakoloá he ‘Ofa ‘a e ‘Otuá.

Summary of Review Findings

Educators engage in meaningful positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children have opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.

Coordinators and educators respect and support the right of each child to be confident in their own culture and encourage children to understand and respect each other. The service’s curriculum is informed by Tongan values that align with the principles of Te Whāriki, the early childhood curriculum.

Ongoing monitoring and implementation of practices is required to ensure all aspects of regulatory standards are maintained.

Actions for Compliance

Since the onsite visit the service has provided ERO with evidence that shows that it has addressed the following non-compliances:

  • Ensuring first aid kits are located in a space that is readily accessible to adults and inaccessible to children (PF15).

  • Securing heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage (HS6).

  • Having a record of emergency drills carried out with children on at least a three-monthly basis (HS7).

  • Ensuring that equipment, premises and facilities are checked on every day of operation for hazards to children, and hazards to the safety of children are identified, eliminated, minimised or isolated (HS11).

  • Coordinators monitoring and having evidence that parents have given written prior approval for their child to participate in special outings and excursions (HS14).

  • Ensuring written parental permission is obtained before children travel by motor vehicle (HS15).

  • Implementing consistent practices relating to the recording of administration of medication to children (HS25).

During the review, the service provided ERO with evidence that shows it has addressed the following
non-compliances:

  • Having evidence of review of the written emergency plan on, at least, an annual basis (HS4).

  • Having a procedure for monitoring children’s sleep that ensures children do not have access to food while in bed and are checked for warmth, breathing and general wellbeing at least every 10 to 15 minutes (HS8).

  • Ensuring there is an adult present at all times while children are attending, who holds a current first aid qualification gained from a New Zealand Qualification Authority accredited first aid training provider (HS22).

  • Maintaining a record of all illnesses that includes the child’s name, the date, time and description of the illness, actions taken and by whom and evidence that parents have been informed (HS24).

  • Documenting an ongoing process of self-review and internal evaluation that includes a schedule showing timelines for planned reviews and evaluation of different areas of operation (GMA5).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

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

31 January 2023

Information About the Service

Early Childhood Service Name

‘Api Fakakoloa Pukekohe

Profile Number

46989

Location

Otara, Auckland

Service type

Home-based service

Number licensed for

45 children, including up to 45 aged under 2

Service roll

22

Review team on site

November 2022

Date of this report

31 January 2023

Most recent ERO report(s)

Education Review, May 2018.

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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 regulatory 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; safety checking; teacher certification; ratios)

  • relevant evacuation procedures and practices.

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.

'Api Fakakoloa Pukekohe - 17/05/2018

1 Evaluation of 'Api Fakakoloa Pukekohe

How well placed is 'Api Fakakoloa Pukekohe 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

'Api Fakakoloa Pukekohe is one of eight homebased early childhood education and care networks established by 'Api Fakakoloa Educational Services Limited since 2011. In total, the 'Api Fakakoloa networks are licensed to provide for nearly 500 children. The organisation has a clear vision and purpose that support the philosophy and underpin all operations.

The Pukekohe network is licensed for up to 45 children. Most of the children enrolled in this network come from Tongan families living across South, East and West Auckland suburbs. This is the first ERO report for this network since its establishment in 2016.

The service's philosophy promotes the Tongan language, beliefs and cultural practices, and is built on Tongan Loto, values of love, relationships, respect, sharing, support and obedience. The philosophy values the importance of the Api (home), to treasure children as koloa, and enrich their knowledge of the Tongan language and cultural practices.

A team of eight coordinators, who are qualified teachers, works collaboratively to develop the learning programme in this and the other seven networks. One member of this team oversees the delivery of the curriculum to the educators who provide for up to four children at a time, in their homes.

The organisation's directors work closely with office based managers to meet the increasing demand for homebased education and care in the Tongan community. The leaders and managers are focused on embedding the organisation's vision and strategic direction.

This review is part of a cluster of six reviews of networks that have been set up since 2014 by 'Api Fakakoloa Educational Services Limited. The initial two 'Api Fakakoloa networks were reviewed by ERO in 2016.

The Review Findings

Most of the children in the 'Api Fakakoloa networks are cared for in the homes of relatives, such as grandparents and other extended family members. Parents feel assured that their children will have positive interactions with the educators in these family homes, be well cared for and have opportunities to develop skills, attitudes and values that reflect and align with their own.

The directors, managers and qualified teaching staff share a deep commitment to children learning in an environment that nurtures their language, culture and identity. The teaching team works as a cluster, regularly visiting educators in their homes, monitoring children's wellbeing, and supporting programmes that focus on the use of the Tongan language and cultural practices.

Strong professional leadership guides the curriculum. Educators are encouraged to draw on their own cultural understandings and where possible, document children's learning activities in Tongan. The homebased programme is supported by well selected Tongan rhymes and poems published specifically for use by educators in Pacific and Māori contexts.

Coordinators' home visits, and information about children's learning and wellbeing, are very well documented. Educators keep a daily diary for every child and are encouraged to share information, including stories and photos, with parents through children's individual portfolios. Some educators take children for outings after seeking approval from the network coordinators.

The principles and strands of Te Whāriki, the early childhood curriculum, are well integrated into the programme. The network's professional leader is strengthening the use of learning dispositions, and Loto, that reflect valued outcomes for children. Coordinators agree that recognising and responding to children's learning dispositions is a key next step for educators to develop their roles and responsibilities.

The coordinators have a key role in supporting educators and sharing expectations through talatalanoa 'a e Pupunga Mataliki & Talatalanoa-Poupou Fakaako Fakakulupu iiki about early childhood education. They model ways of planning that are relevant and authentic in the homebased context. Leaders agree that educators need ongoing support to show how they have built on children's interests over time.

Managers are developing good internal evaluation systems. They are focused on enriching services for children, seeking appropriate professional learning for the staff and making ongoing improvements. All required documentation, including children's enrolments, educator and personnel information is systematically filed and monitored. Professional leaders are updating teacher appraisal systems to better reflect the Education Council requirements.

Key Next Steps

'Api Fakakoloa leaders agree that key next steps include:

  • continuing to strengthen understanding of child-led learning and the use of culturally-based and high quality educational resources

  • ensuring that internal evaluation relates purposefully and explicitly to making a positive difference for children

  • refining appraisal processes to help teachers focus more clearly on improving practice in relation to each of the Standards for the Teaching Profession.

Management Assurance on Legal Requirements

Before the review, the staff and management of 'Api Fakakoloa Pukekohe completed an ERO Home-based Education and Care 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 'Api Fakakoloa Pukekohe will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

17 May 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 Home-based Education and Care Service

Location

Otara, Auckland

Ministry of Education profile number

46989

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 45 aged under 2

Service roll

38

Standard or Quality Funded

Standard

Gender composition

Girls 20 Boys 18

Ethnic composition

Tongan
Samoan

29
9

Number of qualified coordinators in the network

2

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

March 2018

Date of this report

17 May 2018

Most recent ERO report(s)

 

No previous ERO reports

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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014

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.