Faavae Mautu Educare - 15/02/2017

1 Evaluation of Faavae Mautu Educare

How well placed is Faavae Mautu Educare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Faavae Mautu Educare is not well placed to promote positive outcomes for children. Management, governance, health and safety processes and aspects of teaching and learning need to be improved.

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

Background

Faavae Mautu Educare in Porirua, is affiliated to the Wellington Seventh Day Adventist Church. It provides education and care for children from birth to school age. The aoga amata offers a programme that is strongly influenced by Samoan culture and language in an environment that places emphasis on Christian values and beliefs.

Re-structuring of the management committee, and changes to trustee positions have occurred since the ERO's 2014 report. The current committee has prioritised the purchasing of more indoor play resources and recently undertaken property improvements.

The aoga has a variable ERO reporting history. In 2014 ERO reported that improvements were needed in strategic planning, operational systems, resourcing, governance and management roles and responsibilities, financial processes and human resource practices. Some progress has been made. Improvement is still needed in most of these areas.

The Review Findings

The aoga is welcoming to tamaiti, parents and aiga. Fa'a Samoa and support for children’s first language are clearly evident. Children are familiar with aoga routines and expectations. They show developing independence and have some opportunities to manage their own learning. There continues to be a suitable focus on supporting literacy, numeracy and science skills.

There are some opportunities for children to experience te reo me ngā tikanga Māori. Cultural artefacts make te ao Māori visible in the indoor environment. Transition to school is well supported and teachers have links with the local school. A recent review of the transition process highlighted the need to strengthen communication with families, and staff are responding to this area.

The curriculum is not yet sufficiently responsive in meeting the needs of children. An important priority for staff and managers is to review the effectiveness of the infant and toddler programme. Teachers need to improve the overall quality of interactions, including making better use of opportunities to extend children's language, thinking and problem solving.

Teachers continue to grow their understanding of programme planning processes. Recent developments include a system for specifically planning for individual children.

Children's portfolios show their participation and involvement in aoga activities and experiences. Many entries are in Samoan. Leaders acknowledge they need to continue to strengthen assessment to better identify and plan for children’s learning, and to further involve parents and aiga.

Staff have been involved in a range of professional learning and development (PLD) opportunities that managers actively support. It is timely for managers to develop processes that help them to know about the impact of this PLD on improving outcomes for children.

The appraisal process for teachers involves peer and self-appraisal, and is aligned to the Practising Teacher Criteria. Further progress is needed to support teachers to grow their teaching practice. Including more opportunities for regular observation, discussions, feedback and the use of Tātaiako, Cultural Competencies for Teachers of Māori Learners. While non-teaching staff have a job description and appraisal guidelines they have not yet been appraised.

A long-term strategic plan outlines priorities and direction for the aoga. Annual planning requires development to more clearly focus on these priorities and to enable the regular monitoring of progress. The revised constitution more clearly identifies key roles and responsibilities of managers and trustees. A next step is to further review this document to ensure trustees are meeting its intent and expectations.

Many of the aoga policies and procedures have been revised. They now need review to ensure that they all meet current legal requirements. Financial systems have been strengthened.

The centre's self review process has been in place for some time and has been used to inquire into aspects of centre operations. The centre should continue to strengthen its internal evaluation practice in order to be well informed about the impact of teachers’ practices on children’s learning.

Key next steps

The aoga has yet to fully address areas for development identified in the 2014 ERO report. Trustees, and managers need to continue to improve their understanding of, and practices in:

  • annual and strategic planning, to better inform priorities for teaching and learning

  • effective systems for governance, management and professional leadership

  • staff appraisal

  • internal evaluation

  • provision for children's health and safety.

To improve the quality of programmes, next steps for teachers include:

  • strengthening assessment and programme planning

  • consistent practice of high quality interactions, that build on and extend children’s language and thinking. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Faavae Mautu Educare 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.

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements

Actions for compliance

ERO found significant areas of non-compliance in the service related to governance and management, health and safety and the provision of an effective programme for children. To meet requirements the aoga needs to improve its performance in ensuring that:

  • teacher practices demonstrate an understanding of children’s development and knowledge of relevant theories and practice in early childhood education

  • suitable provision for children's health, wellbeing and safety, including aligning the child protection policy and procedures with the Vulnerable Children's Act 2014, accurately recording accidents, sleep checks and medication given to children, and improving supervision practices.

  • the service is effectively governed and managed in accordance with good management practices, including self review and police vetting processes.

  • the service meets requirements for reporting to its community about the expenditure of Equity Funding.

Licensing Criteria for Early Childhood Education and Care Centres 2008, C3,4; HS27,28, GMA 3,7; Early Childhood Funding Handbook Chapter 10.

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Faavae Mautu Educare. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Faavae Mautu Educare will be in consultation with the Ministry of Education.

Graham Randell

Deputy Chief Review Officer Northern

15 February 2017

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 

Location

Kenepuru, Porirua

Ministry of Education profile number

55440

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 10 aged under 2

Service roll

28

Gender composition

Girls 17 Boys 11

Ethnic composition

Māori

Pākehā

Samoan

Cook Islands Māori

other

4

2

15

3

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

November 2016

Date of this report

15 February 2017

Most recent ERO report(s)

 

Supplementary Review

February 2014

Supplementary Review

May 2012

Education Review

December 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.