Agape Aoga Amata - Papatoetoe - 27/06/2014

1 Evaluation of Papatoetoe Aoga Amata

How well placed is Papatoetoe Aoga Amata to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Papatoetoe Aoga Amata needs support to develop the quality of the curriculum and the effectiveness of centre management and governance.

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


Papatoetoe Aoga Amata is a Samoan immersion early childhood centre. Its philosophy is based on the Samoan Aiga (family) model and on promoting Samoan language, culture and identity. It values diversity and promotes Christian values and beliefs. The aoga also promotes the principles ofTe Whāriki, the early childhood curriculum. There is a shared vision to include all cultural backgrounds in the aoga.

The aoga has a strong affiliation with the Samoan Independent Seventh Day Adventist Church. It is community based and governed by a Trust board that supports the centre manager and represents the parent community. Parents are supportive of the aoga’s vision and attend parent fono.

The aoga is licensed for up to 30 children with a maximum of eight children under two years old. Infants have a large wooden play pen which separates them from the older children.

The centre manager leads a team of five teachers. Most are qualified and fully registered. Teachers are encouraged to access professional learning. The centre supervisor has led staff meetings that provide opportunities for staff to discuss their teaching practise and contribute to programme planning.

The Trust board members are committed to the aoga and its vision and values. However, many of the areas for further improvement identified in the centre’s 2011 ERO report have not been addressed.

The Review Findings

Papatoetoe Aoga Amata provides a basic curriculum that should now be enhanced to have a greater focus on offering children sufficient challenge in their learning.

Teachers support children to learn through play. They value children’s culture and encourage children to use the Samoan language. Children access the aoga’s resources and choose to play in groups or individually in both the indoor and outdoor environment.

Children enjoy positive and nurturing relationships with adults and confidently approach teachers. They enjoy playing actively with each other. They are free to explore and enjoy playing in mixed age groups. The aoga’s environment celebrates the Samoan culture. Teachers are beginning to include te reo Māori in the programme.

Recent self review has led teachers to improve some aspects of the aoga’s curriculum planning. Teachers value the contributions of parents, and these have led to recent changes to the transition programme offered to older children.

Teachers promote literacy and numeracy through their interactions with children during their play. Teachers need to continue to think about ways that they can extend children’s thinking and creativity, and provide rich experiences to benefit children’s learning. Some staff have attended professional learning opportunities, but have yet to implement teaching practices that effectively extend children’s learning in the programme.

Since ERO’s 2011 review, there has been very little progress in centre management or curriculum development. Management systems are not well implemented or recorded. The centre manager has developed a format for reviewing areas of operations and needs to use the process for creating positive changes to the centre’s programme and procedures.

Key Next Steps

In order to meet their legal requirements and more effectively promote positive outcomes for children, the trustees and managers of the aoga amata should:

  • provide professional development for teachers to build their understanding of high quality teaching practices that promote challenge and complexity in children’s learning
  • ensure that children have access to a wide variety of good quality educational resources
  • implement appropriate management practices, long and short-term planning processes, robust self review and up-to-date policies and procedures to guide managers and teachers in their practice
  • establish regular performance appraisal that support the professional development of all staff
  • review the philosophy statement to ensure it reflects the principles and strands of Te Whāriki.

It is important that the trustees and managers seek external support to address these key areas for development.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papatoetoe Aoga Amata 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.

Actions for compliance

ERO identified areas of non-compliance relating to centre management, curriculum and health and safety. To meet requirements the service needs to improve its performance in the following areas:

  • an ongoing process of self review is implemented to improve the quality of education and care for children [Licensing Criteria for Early Childhood Education and Care Centres 2008, (GMA6)]
  • teaching practices are based on current research about best practice in early childhood education [Licensing Criteria for Early Childhood Education and Care Centres 2008, (C4)]
  • a sufficient quality and variety of furniture, equipment and materials is provided that is appropriate for children’s learning abilities [Licensing Criteria for Early Childhood Education and Care Centres 2008, (PF4)]
  • the service is effectively governed in accordance with good practices and suitable human resource management practices are implemented [Licensing Criteria for Early Childhood Education and Care Centres 2008, (GMA 7 & 8)].

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Papatoetoe Aoga Amata will be within two years.

Dale Bailey

National Manager Review Services

Northern Region

27 June 2014

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


Papatoetoe, Auckland

Ministry of Education profile number


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


Gender composition

Boys 16

Girls 14

Ethnic composition







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

May 2014

Date of this report

27 June 2014

Most recent ERO report(s)

Education Review

April 2011


Education Review

February 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.