180 Owen Street, Newtown, Wellington
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 A’oga Amata EFKS Newtown are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
A’oga Amata EFKS Newtown is a bilingual Samoan education and care service. It is located on the grounds of the EFKS Newtown Church. Children enrolled are mainly of Samoan heritage, and there are an increasing number of children from non-Pacific ethnicities. The staff are long serving and include a centre manager who oversees daily operations. She is supported by the Komiti Fa’afoe which governs the service.
Tamaiti continue to experience a curriculum that values who they are as learners, in an environment where their cultural heritage is affirmed. Mixed age grouping supports toddlers to challenge themselves and play with older tamaiti. The concept of aiga is explicitly evident with tuakana | teina relationships between older and younger children valued as a way to support children’s growing social competence and relationships with others.
Children demonstrate a strong sense of belonging and confidently explore the environment and activities provided. They have opportunities to be creative and imaginative in their play. Faiaoga facilitate this well. They could further strengthen their practices by being more intentional in noticing and responding to the spontaneous learning that is happening. Older tamaiti have opportunities to lead their play. Providing more complexity to extend these children to independently problem-solve and investigate would be of benefit to this age group.
The promotion of te reo Māori is visible in the curriculum. Teaching practices have been enhanced through faiaoga reflecting on and actioning improvements to increase their use of te reo Māori.
Komiti Fa’afoe work together with teachers to build shared understanding of how the curriculum, leadership and governance all contribute to improved outcomes for tamaiti. Equity of access for all children and aiga participation are key features in this community. Some parents have enrolled in night classes to learn gagana Samoa so that they are able to support the language-learning of their tamaiti. Teachers respect and support children from other ethnicities, and they learn about their languages and cultures.
The service has clear systems and processes in place. An internal evaluation process has been identified as a priority area for improvement. This focus should include inquiry into how improvements made impact on children’s learning and the professional practices of faiaoga.
A’oga Amata EFKS Newtown will include the following actions in its Quality Improvement Planning:
To increasingly show how teaching practices and the curriculum responds to children from other ethnicities in assessment and planning records.
For faiaoga to reflect and evaluate the impact of professional learning courses on their professional practice.
For leaders and faiaoga to develop the collective capability to undertake and document internal evaluation processes that result in improvement for tamaiti.
Before the review, the staff and management of A’oga Amata EFKS Newtown 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:
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following
non-compliance:
Maintaining records of relevant emergency drills and carrying out each type of drill with children (as appropriate) on at least a three-monthly basis (HS8).
Patricia Davey
Director of Early Childhood Education (ECE)
1 June 2023
|
Early Childhood Service Name |
A'oga Amaata EFKS Newtown |
|
Profile Number |
60228 |
|
Location |
Newtown, Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
32 children, including up to 11 aged under 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
32 |
|
Review team on site |
March 2023 |
|
Date of this report |
1 June 2023 |
|
Most recent ERO report(s) |
Education Review, October 2018; Education Review, June 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
A'oga Amata EFKS Newtown is a Samoan bilingual education and care service located in a purpose built facility with a distinctive Samoan fale design. The fale is one of a three fale complex on the EFKS Newtown Church property.
The a'oga amata is a full day service licensed for 40 children including up to 11 children under two years of age. Children are mainly of Samoan heritage with an increasingly diverse roll that includes Pākehā, Tongan and children of other cultural backgrounds. Children play in separate areas for those under two years and those over two years of age. They also have opportunities to mix together throughout the day and for special events.
A komiti fa'afoe governs and manages the a'oga amata on behalf of Congregational Christian Church of Samoa Trust. Komiti members consist of church and parent representatives. The contact person and supervisor lead the day-to-day operations at the a'oga amata with the support of the administrator. Eight qualified teachers are fluent speakers of gagana Samoa.
The a'oga amata's philosophy espouses good quality and relevant curriculum delivered through the medium of gagana Samoa, English and te reo Māori. Fa'a Samoa and Christian values are incorporated. The philosophy promotes learning experiences for children underpinned by the principles of Te Whariki, the New Zealand early childhood curriculum.
The ERO 2015 report commented favourably about the service's continued positive reporting history, nurturing care and supportive environment. It further noted children as confident and enthusiastic learners. These characteristics continue within the a'oga amata.
Children experience a programme that makes good use of parent aspirations, Te Whariki, and Ta'iala, mo le Gagana Samoa I Niu Sila. The curriculum is increasingly providing a holistic approach where there is a focus on developing the whole child. Children have good opportunities for leadership, and thrive in a learning environment where their identity, language and culture is enhanced and their interests are developed. Children's cultural heritages are affirmed.
Children view themselves as capable and competent learners. They have good opportunities to develop confidence in learning through play. Children develop their early literacy, numeracy and science knowledge. They have a strong sense of belonging and show good social skills as they interact with one another and with adults.
Teachers are committed, experienced and reflective. They use a variety of practices that enable children to observe, listen and play with language. Teachers have established warm, positive and trusting relationships with children. Their interactions with children strongly promote the values of alofa (love) and fa'alo'alo (respect). Children are settled and have good opportunities to follow their strengths and interests. Sensitive nurturing care is provided for children under two years of age.
Excursions are used well to extend children's interests and make links with the community, including performing arts. Children are empowered to be leaders and to take increasing responsibility for their own wellbeing.
Teachers have a good understanding of children's language acquisition. They use gagana Samoa to support and maintain children's Samoan speaking capability. Teachers' practices promote oral language development including the use of lullabies, hymns and songs. They take time to listen to children. Teachers frequently use te reo Māori as well as English language so that all children are included in the curriculum. Good transition practices that focus on developing children's confidence as learners operate within the a'oga amata.
Leaders have extensive experience in early learning, and use good professional networks to build staff capability. Teachers benefit from engaging in and leading professional networks. Leaders have effective communication with parents, and enjoy two-way and high levels of relational trust. Partnerships with parents effectively support children and contribute positively to their learning outcomes.
Managers and leaders agree that key next steps include:
improving teachers' planning, assessment and evaluation practices to promote challenge and creativity in the programme
ensuring quality assurance processes promote assessment practices that capture children's significant learning and their next steps for further development
rationalising the strategic plan to better support effective implementation
strengthening internal evaluation processes by including indicators of effective practice, and identifying findings and next steps for improvement.
Before the review, the staff and management of A'oga Amata EFKS Newtown 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.
The next ERO review of A'oga Amata EFKS Newtown will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
11 October 2018
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 |
Newtown, Wellington |
||
|
Ministry of Education profile number |
60228 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 11 aged under 2 |
||
|
Service roll |
36 |
||
|
Gender composition |
Girls 18 Boys 18 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers |
80% + |
||
|
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 |
July 2018 |
||
|
Date of this report |
11 October 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2015 |
|
|
Education Review |
March 2012 |
||
|
Education Review |
April 2007 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
A’oga Amata EFKS Newtown Early Childhood Service is a Samoan bilingual centre. It is a purpose-built facility, situated in Wellington. The service is licensed to provide education and care for 40 children, including 10 under two years of age. Children continue to benefit from being immersed in an inclusive and welcoming gagana and aganu’u Samoa context. The programme reflects children’s identity and promotes children’s sense of pride in expressing themselves.
A komiti fa’afoe is responsible for governance and management of the centre on behalf of the Congregational Christian Church of Samoa Trust. Komiti members consist of church representatives and centre parents. They meet regularly to review policy, complete administration, allocate resourcing and manage the centre’s finances.
The aoga is well served by a manager, qualified teachers and an experienced administration officer. It is supported by long serving and dedicated staff. The manager and supervisor work collaboratively to lead aoga staff.
The komiti fa’afoe and aoga manager have responded positively to the areas for review and development identified in the 2012 ERO report. Annual and four monthly budgetary targets and regular reporting are strengthening the financial procedures and position of the aoga.
Children’s emotional and social wellbeing is well supported. Infants and toddlers form strong attachments with staff. Teachers respond well to meet infants’ individual needs. Consistent routines for the youngest children contribute to their sense of security and belonging.
All children receive high levels of care in a nurturing environment. Children play co-operatively and develop strong, meaningful relationships with other children and adults. Interactions are warm and responsive, promoting children’s positive involvement with the programme.
Educators support and encourage children’s play by constantly talking, questioning and interacting with children in both Samoan and English. The older children gather together and participate enthusiastically in lotu and planned group activities. Children have opportunities to lead aspects of these activities. They choose where they play and can select from a range of planned activities and resources. Opportunities for children to develop literacy, numeracy and science skills and understanding are increasingly brought together in learning experiences. Children experience regular trips to the library and community events that promote their positive engagement in learning. Children are confident and enthusiastic learners.
Teachers are continuing to strengthen the quality of the programme to fully embrace Te Whāriki, the early childhood curriculum and Kei Tua o Te Pae, Assessment for learning: Early Childhood Exemplars. Teachers base the yearly programme plan on themes and add in aspects of children’s interests. They have undertaken a comprehensive review of the programme in order to be more responsive to children’s cultural diversity and bilingual skills. Teachers have made good use of research to inform their practice. Teachers should build on these good self review practices to fully embrace an emergent, spontaneous curriculum. This should include developing ways to grow children’s self management, independence and sustained, complex play.
Regular communication between teachers and parents is valued and encouraged. These discussions are increasingly documented in descriptions of learning and contribute to planning for children’s learning. Assessment practices support parents’ contributions to their child’s significant learning moments and highlight children’s involvement in group activities. Learning stories for infants and babies make useful reference to their developmental milestones. This information provides teachers with meaningful contexts to inform a responsive programme.
The manager is purposefully leading ongoing improvement. Staff are well supported to further develop their professional knowledge and qualifications. They network with early childhood professional bodies and make presentations about their research based inquiries at national conferences. To improve the sustainability of the aoga, teachers should continue to grow their leadership capacity.
Self review is underway. Teachers work well together to develop their collective understanding of review practice. They have planned and scheduled self review to help them improve overall centre processes. Some aspects of self review include formal and informal conversations about the impact of centre practices on learning outcomes for children. The next step is for staff to decide how best to document self review so that it is meaningful and useful to them and supports further centre improvement.
The komiti fa’afoe has developed clear roles and responsibilities to support sustainable and effective governance practice. Clear communication and reporting ensures komiti members are well informed to make decisions that support their agreed priorities. A high level of trust between the komiti fa’afoe and centre leaders promotes an environment of professional practice. In order to further strengthen lines of communication the komiti fa’afoe should ensure that they are timely with their responses to any issues or concerns that are raised.
ERO suggested and centre managers agree the next steps to further strengthen practice include:
Before the review, the staff and management of A'oga Amata EFKS Newtown 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.
To improve practice centre leaders should cyclically review policies and procedures to ensure they reflect changes in practice.
The next ERO review of A'oga Amata EFKS Newtown will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
24 June 2015
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 |
Newtown, Wellington |
||
|
Ministry of Education profile number |
60228 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
35 |
||
|
Gender composition |
Girls 18 Boys 17 |
||
|
Ethnic composition |
Māori Pākehā Samoan Tongan other ethnicities |
1 9 14 2 9 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
24 June 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2012 |
|
|
Education Review |
April 2007 |
||
|
Discretionary Review |
February 2002 |
||
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.