Faavae Mautu Educare - 20/02/2014

1 Background


A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Faavae Mautu Educare governing body and management in relation to areas identified in the May 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of the programme planning and implementation
  • the quality of policy review and development processes, including those that outline the centre’s expectations for the use of Samoan language in the centre
  • the effectiveness of self-review processes in monitoring and promoting ongoing improvement in the quality of children’s learning, personnel management and progress in relation to implementing the centre’s philosophy statement and achieving strategic goals.

2 Evaluation Findings


Faavae Mautu Educare in Porirua Wellington 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.

ERO’s 2012 report noted the need for significant improvement in the centre’s programme and self-review processes. While good progress has been made with teaching practices, programme planning and implementation, this review finds that centre governance and management systems and self-review practices still require further development.

Areas of progress

Children are confident and have a strong sense of themselves as capable Samoan learners. Infants and toddlers benefit from nurturing and individualised care. Positive relationships between staff, children and their families continue to be sustained, and parents appreciate improvements evident in the centre’s tone and learning environment over the past 12 months.

Teachers have made good progress in improving teaching practices. They are developing strategies to extend children’s learning and foster their knowledge. They engage children in sustained conversations and are increasing ways to include meaningful literacy and numeracy learning experiences in the programme. They show increased understandings of how to include science in programme planning. Further progressing teachers’ knowledge in other curriculum areas would be a beneficial next step for children.

Teachers’ engagement in external professional development has contributed to improved practice in programme planning and assessment of children’s learning. They now monitor and effectively document children’s interests. Children’s assessment portfolios are useful records of learning and provide good opportunities for children to revisit their learning. Parents appreciate the opportunities they have to discuss their child’s portfolio with teachers.

Some progress has been made in improving the indoor and outdoor learning environments. Children’s physical development is encouraged and extensions to the indoor area provide increased space for their dramatic play. To further enrich the learning environment, teachers could review each curriculum area and provide a wider range of culturally responsive resources to extend opportunities for children’s learning. Teachers could also consider lowering the height of displays so children can are better able to view, enjoy and reflect on these displays.

Developments are also evident in care and wellbeing provisions, with the management committee taking effective steps to improve the monitoring and recording of the centre’s health and safety practices.

Areas for further improvement

To promote sustainable and ongoing improvement in the service provided for children and families the management committee must now ensure that it:

  • works in collaboration with staff and aiga to develop a strategic plan that is manageable, measureable and regularly monitored
  • sets up systems that ensure equity funding received by the centre for the purpose of fostering culturally-based learning outcomes for children is well managed
  • develops robust self-review processes
  • establishes a clear framework of policies and procedures that align with the 2008 early childhood regulations
  • clearly documents the centre’s systems for managing staff performance
  • develops a constitution and accompanying guidelines about the roles and responsibilities of management and governance committee members.

3 Recommendation to other agencies

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address areas for further improvement and actions outlined in this report.

4 Actions for Compliance

In order to meet its agreed accountabilities, centre management must:

  1. establish policies and procedures and an ongoing process of self review to help the centre meet the 2008 regulations and licensing requirements and to improve the quality of its education and care [Education (Early Childhood Services) Regulations 2008 (47, GMA6)]
  2. develop and implement suitable human resource management policies and practicesEducation (Early Childhood Services) Regulations 2008 (47, GMA7).

Development Plan Recommendation

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Faavae Mautu Educare will be within two years.

Dale Bailey

National Manager Review Services Northern Region

20 February 2014

Information about the Service


Porirua, Wellington

Ministry of Education profile number


Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 13

Girls 13

Ethnic composition


NZ European/Pākehā



Cook Island Māori






Percentage of qualified teachers


Review team on site

December 2013

Date of this report

20 February 2014

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

May 2012

December 2008

June 2005