Fatugatiti Preschool - 02/05/2014

1 Evaluation of Fatugatiti Preschool

How well placed is Fatugatiti Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Fatugatiti Preschool is not well placed to promote positive outcomes for children. ERO identifies significant concerns about the quality of:

  • curriculum development and teaching practice
  • employment practices
  • leadership and governance
  • self review to support ongoing improvements.

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

Background

Fatugatiti Preschool is a Christian based total immersion Samoan aoga amata in Papatoetoe, Auckland. It provides care and education for children from three months to five years of age and is licensed for 47 children, including 10 children up to the age of two years. The aoga is located on the grounds of the Manukau Pacific Island Presbyterian Church.

The aoga is governed and managed by a board of trustees, consisting of church members and parent and staff representatives. Most of the members are new. The minister of the church is the contact person who has no official role on the board. A centre manager was recently appointed to oversee the daily operations and an administration support person assists the manager. The supervisor manages curriculum development, delivery and associated documentation.

This is the fourth review of Fatugatiti Preschool since May 2010. Findings indicate that while some progress has been made, these are not sufficient to make a significant difference to the quality of education and care provided for children.

The Review Findings

Since its ERO review in 2013, the aoga has taken some steps to improve its performance. Developments include:

  • the relicensing of the centre under the 2008 Early Childhood Education Regulations
  • the addition of a staff/parents meeting room
  • an extension of the outdoor playground and installation of storage spaces underneath the deck area.

These developments have improved the centre environment and helped centre management to update their knowledge about licensing requirements.

The board has also sought external advice to develop a strategic plan for the centre. However, the implementation of this plan has not been sustained or formally documented. There is no evidence of any consultation about the plan or that trustees and staff have a shared understanding about the plan.

Previous ERO reports between 2010 and 2013 noted ongoing concerns about the quality of education provided for children. Progress in these areas has been slow and this report identifies ongoing concerns about the effectiveness of:

  • teaching practice, including programme planning, assessment and evaluation
  • governance and management processes
  • self review
  • staff appraisal and induction systems.

In order to improve teaching practice, the centre manager and teachers should:

  • source external support to improve their understanding of current early childhood educational theories and practice
  • develop an emergent learning programme
  • work collaboratively to develop a shared understanding of the centre’s philosophy and what effective teaching looks like for Fatugatiti Preschool.

The centre manager must also ensure that teachers work together to:

  • plan, assess and evaluate learning programmes for children
  • use resources and the environment to engage children in imaginative and challenging learning experiences
  • provide effective care routines for infants and toddlers alongside a stimulating and developmentally appropriate programme.

The aoga governance and management group recognise that they must act with urgency to:

  • implement a robust appraisal system that aligns with teacher job descriptions, the centre philosophy and the Registered Teacher Criteria
  • implement robust self-review processes to improve professional practice and all other aspects of centre operations
  • consult with parents and teachers about the centre philosophy and strategic direction of the centre
  • develop clear induction processes that give clarity to board members’ roles and responsibilities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fatugatiti Preschool 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.

Actions for compliance

ERO found significant areas of non-compliance in the service related to:

  • hazard identification and management systems
  • processes relating to parents giving prior written approval for their child’s participation in outings from the centre, including their approval of ratios of adults to children on these outings
  • police vetting procedures when employing staff. [Licensing Criteria for Early Childhood Education and Care Centres 2008, (HS26, HS12) and ECE Regulations 44].

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Fatugatiti Preschool. 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 Fatugatiti Preschool will be in consultation with the Ministry of Education.

Dale Bailey

National Manager Review Services Northern Region

2 May 2014

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

Papatoetoe, Auckland

Ministry of Education profile number

10128

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 10 aged under 2

Service roll

36

Gender composition

Boys 22

Girls 14

Ethnic composition

Māori

Samoan

Tongan

1

34

1

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

1:8

Better than minimum requirements

Review team on site

March 2014

Date of this report

2 May 2014

Most recent ERO report(s)

Supplementary Review

January 2013

 

Supplementary Review

August 2011

 

Supplementary Review

May 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.