190 Riverbend Road, Napier
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Not meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Fanau a le tupu A’oga Amata is governed by an incorporated society. The centre manager oversees daily operations and is supported by two head teachers. All children attending the service are of Samoan heritage. The philosophy expresses the values of Christian beliefs, aganu'u and gagana Samoa (culture and language), and aiga (family).
The service curriculum is inclusive, and responsive to children as confident and competent learners. Adults providing education and care engage in meaningful, positive interactions to nurture reciprocal relationships with children and their parents and aiga. Children have opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
The curriculum informs assessment, planning and evaluation that demonstrate an understanding of children’s learning, interests, dispositions, aiga and life contexts. A range of learning experiences enhances children’s learning.
An increased level of monitoring of health and safety practices is required to ensure that the service is meeting and maintaining regulatory standards.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, HS12, HS19, HS22, HS25.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
19 December 2023
| Early Childhood Service Name | Fanau a le Tupu A’oga Amata |
| Profile Number | 30244 |
| Location | Napier |
| Service type | Education and care service |
| Number licensed for | 48 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 27 |
| Review team on site | November 2023 |
| Date of this report | 19 December 2023 |
| Most recent ERO report(s) | Education Review, December 2018; Education Review, November 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Fanau a Le Tupu A'oga Amata is licensed to provide education and care for up to 48 children, including up to 15 children under two years old. Most children who attend are Samoan.
The centre's philosophy values biblical truths, aganu'u and gagana Samoa (culture and language), and aiga (family). This is guided by a well-considered vision that sets a clear commitment to the principles of Te Tiriti o Waitangi. The core principles of the centre are underpinned by Christian values and beliefs.
Most teachers are qualified and one is in training. Two teacher aides assist with the Samoan language in the programme. The centre is committed to developing its bicultural practices and recognises the importance of integrating Te Whāriki, the early childhood curriculum, across the teaching and learning programme.
The centre has responded well to addressing the next steps in the 2016 ERO report. Teachers have made steady progress with the report's areas for development. These include strengthening assessment, planning and evaluation practices.
The centre provides education and care in a secure and loving child-oriented environment. Children thrive in this environment where the Samoan language and culture are valued and promoted. Experienced teacher-aides provide ongoing support for gagana Samoa in the programme. Children benefit from a range of interesting learning opportunities within a broad-based curriculum. They are encouraged to care for and respect the resources and environment.
The curriculum is increasingly responsive to children's learning strengths, needs and interests. There are opportunities for children to play and engage in meaningful and purposeful experiences. Early literacy and numeracy are well supported by teachers, with a strong focus on building children's oral language skills. Children's language development is nurtured and sustained through meaningful interactions with their peers and with adults.
There are strong learning partnerships between children, teachers, parents, families/aiga and the wider community. Teachers know children and their families/aiga well. Centre and home links are well established. Infants and toddlers experience sensitive and responsive interactions with their teachers. Teachers maintain a calm and unhurried pace so younger children have space and time to lead their learning.
Teachers provide a programme that includes kaupapa Māori concepts that align to the centre's valued outcomes of biblical truths, aganu'u and gagana Samoa, and aiga. Teachers confidently use te reo Māori as part of the programme.
The board, leaders and teachers share a strong commitment to the philosophy, vision and goals of the centre. Governance and management roles and responsibilities are well understood and supported. The board and leaders have made good progress strengthening systems and processes to support the quality of teaching and learning for children.
Teachers make good use of professional learning to support and strengthen their teaching practice. Links with other early childhood services and schools in the area have helped support and encourage further professional development and dialogue among teachers.
The Fanau a le Tupu A'oga Amata board and leadership team agree that they should continue to engage with external professional learning to:
Before the review, the staff and management of Fanau a le Tupu A'oga 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:
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.
The next ERO review of Fanau a le Tupu A'oga Amata will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
20 December 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 | Maraenui, Napier | ||
| Ministry of Education profile number | 30244 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 48 children, including up to 15 aged under 2 | ||
| Service roll | 31 | ||
| Gender composition | Girls 16 Boys 15 | ||
| Ethnic composition | Māori Samoan other ethnic groups | 9 21 1 | |
| Percentage of qualified teachers | 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 2018 | ||
| Date of this report | 20 December 2018 | ||
Most recent ERO report(s)
| Education Review | November 2016 | |
| Education Review | August 2010 | ||
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.
Fanau a le Tupu A'oga Amata previously known as King's Fanau A'oga Amata provides a Samoan/English bilingual early childhood learning service. Christian values underpin the service's philosophy and teaching approaches.
The service provider is the Napier and Hastings Samoan Assembly of God Early Childhood Incorporated. The a'oga operates from King's House Church also known as King's Harvest Centre. The a'oga has previously operated as King's Upu Amata Early Childhood Centre, King's Upu Amata Early Childhood Centre Incorporated and Upu Amata Early Childhood Service. Since 2010 the a'oga has been closed, re-opening in 2013 as Fanau a le Tupu A'oga Amata.
Governance and management has been the responsibility of the trust board that is elected from church and community members of the Napier Samoan Assembly of God. Several trustees have served on the boards of both a'oga.
The trust board employs a centre manager, a head teacher and supervisor. Seven staff are registered teachers and are supported by additional staff. Transport is provided to help children attend the a'oga.
The last ERO review of this a'oga was a supplementary review in 2010. The positive practices that were acknowledged at that time have not been sustained.
In 2010 ERO also identified a significant number of areas for improvement. These included assessment, programme planning and evaluation, support for children's learning, strategic and annual planning, and self review. Several matters needed to be addressed to meet legal requirements and remain areas of concern.
During 2014 the a'oga was placed on a provisional licence by the Ministry of Education (MOE). Since that time the a'oga has received external support to help address concerns identified by the MOE in relation to governance and management. Ongoing support is essential.
The a'oga was established in response to families' aspirations, to provide a gagana Samoa context for children's care and education. Teachers are also conscious of the place of Māori as tangata whenua, and the need to support the cultural identity of tamariki Māori.
Teachers have recently made some improvements in noticing children's interests and in programme planning. Some teachers model good practice in their interactions with children. However, the programme for children does not yet reflect the expectations of Te Whāriki, the early childhood curriculum.
External professional advice has not resulted in sustainable improvements to support consistently positive outcomes for children. Effective systems and a professional work environment that could help teachers to implement good quality practices have not yet been established. Collaborative partnerships between the trustees, manager, teachers and families are not yet apparent.
Next steps to support improved teaching and learning include:
Centre managers have identified significant areas of non-compliance with legal requirements and a 2016 Ministry of Education audit found that financial management and reporting were inadequate. Some progress has been made in strengthening financial management systems. Improvements that are needed in the a'oga include the development of:
strategic planning, and self-review systems that guide ongoing improvement.
Before the review, the staff and management of Fanau a le Tupu A'oga 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:
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
ERO found significant areas of non-compliance in the service related to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, C1-9, PF4, HS31, GMA6,7
Education (ECS) Regulations 2008, 43(1a), 46(1a,2), 47(1).
ERO recommends that the Ministry reassesses the licence of Fanau a le Tupu A'oga Amata. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Fanau a le Tupu A'oga Amata will be in consultation with the Ministry of Education.
Graham Randell
Deputy Chief Review Officer Northern
4 November 2016
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 | Napier | ||
| Ministry of Education profile number | 30244 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 48 children, including up to 15 aged under 2 | ||
| Service roll | 44 | ||
| Gender composition | Boys 24 Girls 20 | ||
| Ethnic composition | Māori Pākehā Samoan Cook Island Māori Indian | 11 3 24 5 1 | |
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 | 1:4 | Better than minimum requirements | |
| Review team on site | September 2016 | ||
| Date of this report | 4 November 2016 | ||
| Most recent ERO report(s) | Previous reviews as:King's Upu Amata Early Childhood Centre | ||
| Supplementary Review | August 2010 | ||
| Supplementary Review | May 2009 | ||
| Education Review | May 2008 | ||
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.