170 Puhinui Road, Papatoetoe, Auckland
View on mapAkarangi | 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 Pukeko Preschool Papatoetoe are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Pukeko Preschool Papatoetoe is one of six services in the Pukeko Preschool group. An operations manager and a curriculum manager provide governance and leadership support. A qualified centre manager leads the team and is responsible for daily operations. The majority of children enrolled are Samoan and a small number are Māori.
Children have regular opportunities to express their feelings and needs. They demonstrate a sense of belonging and trusting relationships with their teachers. Infant and toddler care routines are responded to by teachers who are responsive to children’s verbal and non-verbal cues. Children’s independence is fostered, a range of accessible resources and opportunities are provided for them to make their own choices.
Children’s cultural identity is acknowledged through centre events, celebrations, and the learning environment. Teachers know the children and their whānau well, they learn and use phrases in children’s home languages. Parent participation in the programme is encouraged and parent aspirations are included consistently within children's learning documentation.
Teachers use an established assessment framework of notice, recognise, and respond for recording children’s learning. They plan activities in response to their interests. The teaching team is at an early stage of using the learning outcomes in Te Whāriki, the early childhood curriculum, to inform planning and assessment. Assessment documentation is yet to show intentional teaching strategies that respond to:
Governance and leadership are establishing processes to build teacher capability. Teachers have opportunities to access relevant professional learning and development. Professional leaders have recently been appointed with an aim to further improve teaching practice.
A culture of relational trust is evident amongst leaders and teachers. A process of self-review is in place. Internal evaluation systems are in the early stage of development in individual services and at an organisational level. Better monitoring of health and safety systems is required.
Pukeko Preschool Papatoetoe will include the following actions in its Quality Improvement Planning:
Leaders and teachers to continue to:
Governance and management to:
Before the review, the staff and management of Pukeko Preschool Papatoetoe completed an ERO 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.
The service has provided ERO with evidence to show the following non-compliances have been addressed:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
22 November 2023
| Early Childhood Service Name | Pukeko Preschool Papatoetoe |
| Profile Number | 25061 |
| Location | Papatoetoe, 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 | 52 |
| Review team on site | August 2023 |
| Date of this report | 22 November 2023 |
| Most recent ERO report(s) | Education Review, September 2019; Education Review, June 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Pukeko Preschool Papatoetoe is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pukeko Preschool in Papatoetoe is one of four centres in the Pukeko organisation, three of which operate in South Auckland and the fourth in Hamilton. The centre is licensed for 40 children, including up to eight under two years of age.
The centre has changed ownership twice since ERO's previous report and has been operating under new ownership and the Pukeko umbrella for just over a year. The centre manager leads a team of eight teachers, five of whom are qualified. Half of the children enrolled are Indian. There are small groups of Māori and Pacific children, and others from diverse backgrounds.
The philosophy identifies the kind of adults the teachers want the tamariki to become and what the centre intends to do to achieve this goal. The philosophy includes a commitment to bringing te reo Māori and tikanga Māori into daily routines.
Children are happy and relaxed in the centre. They are warmly welcomed on arrival and quickly settle at an activity of interest. Children benefit from caring relationships with teachers and the family-like environment. They are able to independently access resources and often work in small groups. Children engage in social play and create their own challenges in the outdoor area. They are busy and involved in their play.
The multicultural staff are genuinely responsive to the diverse community. Teachers are often able to speak the first language of immigrant families and have knowledge of cultural traditions and values. Teachers support children well to become familiar with te ao Māori through waiata, karakia and cultural activities. Teachers confidently use te reo with visitors.
Infants and toddlers benefit from learning in a small group with a high ratio of adults. Teachers provide meaningful support for their exploration and language development. Babies show trust in adults who are responsive to their individual needs and interests. Although these younger children are accommodated in a separate area, they regularly mix with older children at the start and end of each day.
The centre manager is building a cohesive and collaborative approach to teaching, and supporting children's strengths and interests. It is timely for teachers to review their role in enacting the centre's philosophy to improve outcomes for all children. It would also be useful for teachers in the older children's area to consider ways of engaging children in more meaningful conversations. This would place value on children's ideas and thinking, and encourage their oral language and vocabulary development, an essential part of preparation for later learning.
The centre manager has identified the important task of building teaching relationships. She has also identified the need to have effective assessment, planning and evaluation processes. She is aware of the importance of supporting teachers to better understand Te Whāriki, the early childhood curriculum.
The centre manager operates the centre efficiently through the sound policy framework and appropriate health and safety systems of the Pukeko organisation. She works collaboratively with the owners to develop and monitor the centre's strategic direction, which provides a guide for ongoing centre development.
The managers agree that the key next steps are:
reviewing and updating the philosophy statement to better reflect their intentions
strengthening planning, assessment and evaluation in order to more effectively guide teaching practices
continuing to provide leadership training to support the manager in her role.
Before the review, the staff and management of Pukeko Preschool Papatoetoe 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:
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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
27 September 2019
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.
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Location |
Papatoetoe, Auckland |
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Ministry of Education profile number |
25061 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 9 aged under 2 |
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Service roll |
40 |
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Gender composition |
Girls 23 Boys 17 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2019 |
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Date of this report |
27 September 2019 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 service needs support to develop governance systems, management practices, the quality of the programme and consistency in teaching.
ERO's findings that support this overall judgement are summarised below.
Agape Aoga Amata - Papatoetoe is a Samoan language service founded on the principles and values of the Independent Seventh-Day Adventist Church. The centre is licensed for 30 children including 8 up to two years of age.
The centre was purchased in 2015 when it was on a provisional licence. A full licence was granted at the end of 2015. Agape Aoga Amata operates in the grounds of the Samoan Independent Seventh Day Adventist Church (SISDAC) in Mangere and Papatoetoe. It is managed by the Alofa O Le Atua Trust. The management structure includes a general manager, the centre manager, the qualified supervisor, treasurer and a community/parent representative. The centre employs four teachers, three of whom are fully qualified.
There have been significant barriers to the centre becoming established and making progress. The management committee the Trust and teachers have focused on equipping an empty centre and establishing policy and management processes.
Good progress has been made. However, further improvement is needed to promote positive learning outcomes for children.
Centre managers have worked hard to upgrade the centre to meet Ministry of Education expectations and to provide well for their community. Many systems and procedures have been developed. Managers have a clear expectation that teachers will continue to develop their practice. New systems to review and monitor programmes and procedures should include regular evaluation of the effectiveness of these policies and practices.
Teachers use gagana Samoa in their interactions with children. These discussions are understood by children. Teachers could have stronger expectations that children will respond in Samoan.
A clear vision statement and philosophy have been developed. A further step should be for the teachers to decide on a teaching and learning philosophy that reflects the community's and their own beliefs and knowledge about how they should support children's learning. Part of this development should be further establishing teachers' expectations about children's behaviour and social competence.
Teachers are beginning to develop a cohesive team and consolidate ways of working together. Assessment and new planning systems are established. Improving the quality of assessment records is an area for teachers to address.
The programme for the children up to two years of age is not operating well. The new environment for them is highly appropriate, accessible for children and well resourced. However, teachers reported that the roster limits continuity of care and education.
The centre environment clearly demonstrates the value and respect that the centre staff place on children's Pacific heritage and language. A new range of resources and furniture have been purchased. Teachers have focused on supporting literacy, mathematics and science in displays and posters. Increasing the focus on child led programmes would improve the programme.
A new staff appraisal process that includes the Practising Teacher Criteria, is about to be implemented. This should allow teachers to make judgements about their own practice, to set goals and to identify professional development needs.
Managers should now consider ways to build capability throughout the centre. Revisiting job descriptions with staff to explain lines of responsibilities within roles, could help to establish a learning culture in the centre. There could be more transparency by managers and the Trust about the future of the centre.
Next steps for the service include:
Before the review, the staff and management of Agape Aoga Amata - Papatoetoe 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 identified areas of non-compliance. To meet agreed accountabilities the service provider must ensure that:
Managers must also ensure that health and safety requirements are met with regard to systems, procedures, and environment including:
Licensing Criteria for Early Childhood Education and Care Centres 2008, 43 (1) (a) (i) (iii), 45 PF13, 46 HS1, 3, 6, 9, 12, 17, 18, 27, 28, 47(1) (a) (b)(ii), (c) (i), C2,10; GMA5,6,7.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Agape Aoga Amata - Papatoetoe will be within two years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
14 June 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 | Papatoetoe, Auckland | ||
| Ministry of Education profile number | 25061 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 8 aged under 2 | ||
| Service roll | 28 | ||
| Gender composition | Boys 17 Girls 11 | ||
| Ethnic composition | Pākehā Samoan Tongan Cook Islands Māori Indian other | 2 18 2 2 2 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:2 | Better than minimum requirements |
| Over 2 | 1:3 | Better than minimum requirements | |
| Review team on site | April 2017 | ||
| Date of this report | 14 June 2017 | ||
Most recent ERO report(s)
| Education Review | June 2014 | |
| Education Review | April 2011 | ||
| Education Review | February 2008 | ||
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.