Fanau a le Tupu A'oga Amata - 20/12/2018

1 Evaluation of Fanau a le Tupu A'oga Amata

How well placed is Fanau a le Tupu A'oga Amata to promote positive learning outcomes for children?

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 Review Findings

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.

Key Next Steps

The Fanau a le Tupu A'oga Amata board and leadership team agree that they should continue to engage with external professional learning to:

  • develop and use internal evaluation at all levels of the a'oga to guide improvements in children's learning and wellbeing

  • include teachers' responsiveness to individual children's interests and development in assessment, planning and evaluation documentation

  • strengthen teachers' reflective practice and appraisal processes.

Management Assurance on Legal Requirements

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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

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 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


Maraenui, Napier

Ministry of Education profile number


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


Gender composition

Girls 16 Boys 15

Ethnic composition

other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


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

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.