16 Israel Avenue, Otara, Auckland
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Kenese Aoga Niue is a well-established service promoting vagahau Niue and Christian values. It is located on the grounds behind Otara Community Centre. A centre manager oversees daily operations and leads a team of four staff. The majority of enrolled children are from different Pacific heritages. A small number of Māori children are enrolled.
The curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other. It acknowledges and reflects the unique place of Māori as tangata whenua.
Adults engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. They demonstrate an understanding of children’s learning and development. A philosophy statement guides the service’s operations, expressing the service’s beliefs, values, and attitudes about the provision of early childhood education and care.
Ongoing monitoring of systems and practices is required to maintain regulatory standards.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having a documented process for providing positive guidance to support children’s developing social competence and understanding of appropriate behaviour (C10).
Ensuring outdoor equipment and surfaces, are safe and suitable for their intended use (PF5).
Ensuring that windows or other areas of glass accessible to children are made of safety glass (PF7).
Securing heavy furniture and equipment that could fall or topple and cause serious injury or damage (HS6).
Having a written list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service and details of how these will be maintained and accessed in an emergency (HS7).
Having a procedure people should follow if they wish to complain about non-compliance with the regulations or criteria. The procedure includes the option to contact the local Ministry of Education office and provides contact details (GMA1).
Providing information to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service (GMA3).
Having a documented annual budget that guides financial expenditure (GMA9).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
18 November 2022
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Early Childhood Service Name |
Kenese Aoga Niue |
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Profile Number |
10165 |
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Location |
Otara, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 5 aged under 2 |
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Percentage of qualified teachers |
50-79% |
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Service roll |
30 |
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Review team on site |
September 2022 |
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Date of this report |
18 November 2022 |
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Most recent ERO report(s) |
Education Review, February 2017; Education Review, June 2013 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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:
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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Kenese Aoga Niue requires ongoing support to sustain progress and improve governance, management and leadership practices.
ERO's findings that support this overall judgement are summarised below.
Kenese Aoga Niue operates under the governance of the Otara Pacific Island Presbyterian Church. It is located in Otara in premises behind a community centre. The centre’s philosophy places an emphasis on providing a learning programme that promotes Vagahau Niue, Christian values and Te Whāriki, the early childhood curriculum.
The centre is licensed in 2015 to provide early childhood education and care for 30 children including five up to two years of age. The service has had a varied reporting history, with ERO identifying minimal progress in 2009 and the need for urgent improvement in 2012. In 2013 ERO reported that insufficient progress had been made in curriculum planning and self review. ERO continues to have concerns about the lack of progress in centre management, governance and curriculum leadership practices.
Teachers continue to nurture and enrich children’s knowledge of Vagahau Niue. Christian beliefs and Niuean cultural practices are woven into the programme. Children are familiar with the language and routines and participate with confidence. Teachers talk to children in Niuean and encourage them to respond. Staff work collaboratively to implement the centre philosophy.
Warm respectful relationships between children and adults are evident. Teachers have focused on improving interactions with children and modelling positive guidance strategies. Established routines encourage children use self-help skills and provides them with leadership opportunities. Children show a strong sense of belonging, play cooperatively and have fun.
The environment reflects Vagahau Niue culture and identity, and acknowledges Māori as tāngata whenua. Teachers are improving children’s access to resources that support their play and interest. Children’s physical development is promoted by planned activities and easy access to the outside area. Teachers encourage the development of children’s social skills and support their physical play. They should now review how effectively the environment challenges children’s learning and development.
The centre provides a basic curriculum based on Te Whāriki and Vagahau Niue that could be enhanced with a greater focus on providing children with complexity and challenge in their learning. Children’s assessment portfolios provide a good record of centre activities and group learning experiences. Further development in writing good quality assessments would assist teachers to improve their practice.
The centre has had extensive external advisory support. Programme planning is becoming more responsive to children's interests. Teachers document how children participate in planned activities linked to Te Whāriki.
Further improvements are needed to strengthen the governance and management of the centre to ensure the centre offers better quality education and care. The centre is in the early stages of developing a self-review process and leaders need to strengthen their understanding and use of internal evaluation to make informed decisions and identify priorities for development. The management board could also increase support for the manager in leading centre improvement.
Centre leaders should strengthen curriculum practices by:
ensuring teachers continue with external professional development to support them in embedding new practices
assessment planning and evaluation focusing on children's learning outcomes
reviewing how effectively the environment promotes learning
fostering literacy and numeracy in the context of children’s play
The board should take a more active role in the governance and ongoing centre development. Both teachers and leaders need to:
develop a robust process of internal evaluation that is focused on improving outcomes for children
review and strengthen the existing strategic plan to guide ongoing improvements in children's education and care
monitor and evaluate the progress and outcomes of the annual plan
access professional development in effective leadership and management.
Before the review, the staff and management of Kenese Aoga Niue 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:
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
ERO found significant areas of non-compliance in the service related to:
an ongoing process of self review to help the centre improve the quality of education and care
a system for regular appraisal that is linked to the Practicing Teacher Criteria
ensuring that hazards to the safety of children are eliminated, isolated or minimised.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, 7; Education (ECS) Regulations 2008, HS12.
ERO recommends that the Ministry reassess the licence of Kenese Aoga Niue. 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 Kenese Aoga Niue will be in consultation with the Ministry of Education.
Graham Randell
Deputy Chief Review Officer Northern
3 February 2017
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.
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Location |
Otara, Auckland |
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Ministry of Education profile number |
10165 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 5 aged under 2 |
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Service roll |
24 |
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Gender composition |
Boys 12 Girls 12 |
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Ethnic composition |
Niue Cook Islands Māori Samoan Cambodian Tongan |
16 3 3 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
November 2016 |
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Date of this report |
3 February 2017 |
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Most recent ERO report(s)
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Supplementary Review |
June 2013 |
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Education Review |
May 2012 |
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Education Review |
February 2009 |
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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.
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.