91 Moire Road, Massey, 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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
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.
Leataata O Le Tupulaga O le Pasefika is a Samoan bilingual early childhood service. The service’s philosophy promotes the values of Fa’a Samoa through gagana and anganu’u. A newly appointed director leads a team of four qualified teachers and three support staff.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. 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.
Children have a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. The curriculum provides a language-rich environment that supports children’s learning.
During and since the onsite review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring any windows or other areas of glass accessible to children are either made of safety glass or covered by an adhesive film designed to hold the glass in place in the event of it being broken (PF7).
Having a record of the written authority from parents for the administration of medicine in accordance with the requirement for the category of medicine outlined in Appendix 3 (HS28).
Ensuring that every person employed, including contractors, is safety checked by the employer before employment of the worker commences to meet the requirements of the Children’s Act 2014 (GMA7A).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
25 May 2023
|
Early Childhood Service Name |
Leataata O Tupulaga O Le Pasefika |
| Profile Number | 10289 |
| Location | Massey, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
37 |
|
Review team on site |
9 March 2023 |
|
Date of this report |
25 May 2023 |
|
Most recent ERO report(s) |
Education Review, May 2019; Education Review, June 2015 |
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Leataata O Tupulaga O Le Pasefika requires further development to promote positive learning outcomes for children.
Leataata O Le Tupulaga O Le Pasefika managers and teachers require professional support to improve the quality of curriculum management and implementation, learning environments and provision for children's health and safety.
ERO's findings that support this overall judgement are summarised below.
Leataata O Le Tupulaga O Le Pasefika is an all-day education and care service that has been operating since 2002. The centre is licensed for up to 50 children, including up to 15 under two years of age. It provides bilingual education through gagana and aganu'u Samoa. Its philosophy promotes children's learning, fosters inclusive practices, and includes a commitment to the Treaty of Waitangi.
The Leataata O Le Tupulaga O Le Pasefika organisational structure is under review. The board currently functions as a management committee, and includes two parent representatives and the centre director. There are 12 permanent staff members. The centre director and five other staff are registered teachers. There are also four support staff, an office administrator and a cook.
ERO's 2015 report identified strengths in gagana and aganu'u Samoa, older children's use of gagana Samoa, and skilful use of bicultural practices. Next steps included teachers' planning for individual children's interests and facilitating a more child-initiated programme.
Good management practices noted in ERO's 2015 report included the establishment of policies and procedures and working relationships with local iwi. Areas for improvement included appraisal systems, internal evaluation and developing an annual plan. ERO recommended that leaders and managers participate in external professional development to support improvements. While some of these matters have been addressed, additional improvements are required.
Children are confident and show a strong sense of belonging. They have opportunities to explore the environment and become familiar with pese (songs), tatalo (prayers) and leadership opportunities, including leading pōwhiri. Some children are fluent speakers of gagana Samoa and are confident to converse with teachers.
Teachers are friendly and welcoming. They show that they know children and their families well. Teachers are skilful in using and supporting children to acquire gagana Samoa. Some teachers demonstrate high levels of bicultural practice that reflect the dual heritages of Aotearoa.
There is some provision in the programme to develop children's early literacy, numeracy and science learning. It is timely now for teachers to review the structure of the programme in order to minimise the length of mat times and increase opportunities for child initiated play. Teachers could also review the learning environment and ensure children have access to a wider variety of quality resources that offer more challenges.
The programme is planned around themes and events that happen in the community. It does not provide children with sufficient challenge. Teachers should focus planning and assessment on children's individual interests and dispositions for learning. This would enable them to evaluate the impact of their teaching strategies on the quality of the learning and outcomes for children.
Teachers have been involved in professional learning development (PLD) and would benefit from participating together in PLD to develop shared understandings about intentional teaching practices and their impact on children's learning. PLD should also include a focus on strengthening internal evaluation understandings and practices.
The board has drafted a strategic plan. Board members and staff should continue to review the draft strategic plan to focus more on goals that improve the curriculum and build teacher capability.
The director and the board should:
provide further PLD for teachers to build their capability in planning, assessment and evaluation
review the draft strategic plan to prioritise improved provision for children's learning, and develop management plans that show alignment between goals and operational systems
adapt the service's philosophy to better reflect Te Whāriki, the early childhood curriculum
improve teachers' and managers' understanding of internal evaluation that results in improved teaching and learning.
Before the review, the staff and management of Leataata O Tupulaga O Le Pasefika 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 identified areas of non-compliance relating to curriculum, health and safety, and personnel and financial management. To meet requirements, the service needs to improve its performance in the following areas:
a curriculum that is consistent with Te Whāriki, the early childhood curriculum, and supports the learning and development of children up to two years of age
the quality of the learning environment and variety of educational equipment and resources
health and safety checks, including monitoring of indoor and outdoor environments to identify, eliminate or manage hazards
records for monitoring children's sleep, nappy changes and other routines
safe hygienic practices throughout the centre, including sleeping equipment
risk management processes and records for excursions, ensuring appropriate adult:child ratios
records and regular evaluation of emergency drills
up-to-date personnel and appointment policies and procedures, including police vetting of all non-registered personnel or volunteers
separate reporting about the expenditure of equity funding.
Licensing Criteria for Early Childhood Education and Care Centres 2008, C1-4,7,13, HS17,8,10,11, GMA7, PF25.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report. ERO acknowledges the receipt of a plan and actions already underway to address the actions for compliance noted in this report.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
23 May 2019
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 |
Massey, West Auckland |
||
|
Ministry of Education profile number |
10289 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Girls 26 Boys 24 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2019 |
||
|
Date of this report |
23 May 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2015 |
|
|
Education Review |
May 2012 |
||
|
Education Review |
June 2009 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Leataata O Tupulaga O Le Pasefika in Massey, West Auckland provides total immersion gagana and aganu’u Samoa programmes. Children are mostly from local Samoan families. They range from 6 months to school age. The centre philosophy is influenced by Te Whāriki the early childhood curriculum. It values children’s interests and builds on their capabilities.
A committee-based management committee governs the operation of the service. A centre manager manages the centre’s daily operations and a supervisor manages the curriculum. A kaumatua from the local iwi works in partnership with centre staff.
The 2012 ERO report affirmed the management committee for making improvements to its governance and management processes. The report also noted teachers’ respectful interactions with children and their families. These positive features have been maintained.
The 2012 ERO report recommended that the roles and responsibilities of teachers and the management group should be clearly documented. The report also noted the need for better quality adult-to-child interactions. The aoga has made improvements in these areas and is well placed to continue with these good practices.
Children happily engage in centre activities and talk enthusiastically with adults and each other. They settle confidently and they actively participate in the centre’s routines.
The curriculum is embedded in gagana and aganu’u Samoa. The programme is flexible and is culturally appropriate. Samoan ways of being, thinking, and behaving are modelled by skilful teachers. Older children confidently respond to teachers in gagana Samoa. Children also learn te reo Māori and can sing Māori waiata. Children are guided by teachers to participate in formal mihi whakatau.
Infants and toddlers have a separate play area, but most of the time they play alongside older children. The mixed-age grouping helps these younger children to settle quickly into the programme. Family members may stay with their children. Toddlers confidently explore the environment while teachers are close by to support and guide them.
Teachers are respectful of children and have a positive working relationship with parents, aiga and the wider early childhood and school community. The centre environment promotes and celebrates all Pacific cultures. Samoan symbols and visual art give children a strong sense of their identity and culture. Children are confident, independent and trust that teachers will support their learning.
Centre leaders and teachers are seeking ways to use self review to guide improvements to the centre and programme. They could seek external advice to help them develop more robust self review processes. Such support could strengthen the curriculum programme and provide rigour in documentation about children’s learning.
Centre leaders have made some improvements to the learning programme. Regular meetings help teachers to develop curriculum planning and assessment practices. Teachers could extend their understanding of current research about children’s learning and development. Centre leaders agreed to further develop:
planning for individual children’s interests
a more complex child-initiated programme
learning stories that help identify further learning opportunities.
The management committee has established policies and procedures to guide staff practices. They should now ensure policies align to the Licensing Criteria 2008, and reflect current practice. Teacher performance appraisal is becoming well established and includes the Registered Teachers’ Criteria. The centre manager could further align teacher appraisal practices to the aoga philosophy.
The aoga leaders agree that they could:
use meaningful self review to inform future planning
develop an annual plan that links well to a strategic plan and monitor how well annual and long term goals are achieved
provide external professional learning to strengthen the centre’s leadership and management capability.
Before the review, the staff and management of Leataata O Tupulaga O Le Pasefika 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.
The next ERO review of Leataata O Tupulaga O Le Pasefika will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
24 June 2015
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 |
Massey, West Auckland |
||
|
Ministry of Education profile number |
10289 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Boys 27 Girls 17 |
||
|
Ethnic composition |
Pākehā Samoan Niuean |
2 40 2 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
24 June 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2012 |
|
|
Education Review |
June 2009 |
||
|
Education Review |
April 2006 |
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.