Born & Raised Pasifika Early Childhood Centre - 08/03/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The centre is well placed to promote positive outcomes for children.


Born and Raised Pasifika is a well established education and care service that operates within a close knit and supportive community. Continual improvement at the centre is supported by a cohesive and stable staff who are committed to self review. The centre caters for a diverse multicultural Pacific community, with a specific focus on Samoan, Fijian and Cook Island Māori cultures and languages.

The centre shares grounds with the local primary school and strong relationships with the school support children’s transition from the centre. Children and families participate in annual trips to an early childhood centre in one of the different Pacific islands represented at the centre. Parents are closely involved in determining the purpose of these visits and their active commitment contributes to building a community of learners.

The centre has had good leadership since its establishment and this has provided a strong foundation for ensuring that children’s interests are the primary focus of improvements. Staff work with the wider community to provide children with a variety of learning opportunities and to increase the language and cultural relevance of the programme.

The Review Findings

The service has a clear philosophy that guides teaching and learning and informs professional discussion. The clear focus on culturally relevant teaching contexts helps to ensure that planned improvements are responsive to the needs and aspirations of the children and their families.

The curriculum offers opportunities for children to be immersed in the Samoan, Fijian and Cook Island languages throughout the day, as well as when children are playing in separate rooms where each of the cultures has a specific focus. Teachers develop the programme collaboratively. They base it on children’s interests, with parent feedback provided through learning profiles and regular informal conversation.

Teachers have shared understandings of best practice in the centre, and show confidence in sharing and participating in diverse cultural situations.

Teachers are committed to modelling and weaving te reo Māori and aspects of tikanga Māori through diverse Pacific contexts. Teachers should continue to build their understanding of and competency in te reo Māori and tikanga Māori.

Literacy and numeracy are a focus of the programme. The centre is well resourced to support the development of literacy and numeracy through culturally responsive materials. Children’s learning is celebrated in a variety of ways, including visual displays and a leaving ceremony when children are moving to school.

The wider community is involved in enriching the programme, with parents and families contributing their expertise. This community participation in children’s learning supports effective learning conversations between teachers, and between teachers and children. Relationships are built inside and outside the centre, and teachers’ knowledge of each child’s family helps develop a shared sense of family and history in the centre.

Teachers have opportunities for relevant and targeted professional development. Teachers share their learning with each other. Their regular reflections and professional conversations support the development of their practice. Since the 2009 ERO review teachers have had increased opportunities to take ownership of different areas of curriculum development.

Teachers are developing their understanding of self review. Continuing to deepen this understanding will support teachers to better understand the impact of specific teaching strategies on children’s learning and development.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Born & Raised Pasifika 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services

Northern Region

8 March 2013

Information about the Early Childhood Service


Aramoho, Whanganui

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children, including up to 10 aged under 2 years

Service roll


Gender composition

Boys 26

Girls 14

Ethnic composition


New Zealand European



Cook Island Māori






Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Exceeds minimum requirements

Review team on site

November 2012

Date of this report

8 March 2013

Most recent ERO report(s)

Education Review

Education Review

February 2010

November 2006

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.