Nukutukulea Aoga Niue Incorp. - 08/11/2019

1 Evaluation of Nukutukulea Agoa Niue Incorp.

How well placed is Nukutukulea Agoa Niue Incorp. to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Nukutukulea Agoa Niue Incorp. requires further development to promote positive learning outcomes for children.

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

Background

Nukutukulea Aoga Niue Incorp. is a bilingual Niue language early childhood education service that operates under the governance of the Pasifika ECE Alliance. It is staffed by four registered teachers. Most of the children are Niue or have other Pacific heritage. The centre is in Mangere beside a community garden. There are separate indoor areas for children under and over two years of age.

The centre’s philosophy places an emphasis on providing a learning programme that promotes and retains the Niue culture, traditions and knowledge. It also emphasises children learning through play and interactions with each other, kaiako and the environment. The curriculum is based on Vagahau Niue and Te Whāriki, the early childhood curriculum.

The 2016 ERO report noted that children enjoyed a strong sense of belonging with good opportunities to connect with each other and learn through their culture. Some of these positive aspects have continued to be evident. The 2016 report also identified evaluation of programmes and teaching practices as a next step. However, managers report that leadership and organisational restructure since the last review has constrained centre development and progress.

The Review Findings

Respectful and responsive relationships underpin the positive interactions between children and teachers. Children show a strong sense of belonging, play cooperatively and have fun. They interact confidently and enjoy conversations with others. Children are eager to explore and make discoveries.

Infants and toddlers benefit from nurturing, individualised care in a vibrant and thoughtfully resourced area. This environment meets the learning needs of these children, while also allowing them to interact and play in the area with older children. Children independently choose resources that support their play and interests. Their physical development is promoted in the large well-resourced outside area.

Children's cultural and emotional wellbeing are well supported. Teachers provide an environment that prioritises Vagahau Niue culture and identity, reflects the cultures of the Pacific and acknowledges Māori as tangata whenua. Teachers affirm children's backgrounds. Some teachers use children's home languages in conversations. Wall displays and assessment documents reflect children's cultures.

Children’s assessment portfolios provide a good record of engagement in activities and group learning experiences. They show that children make choices and engage in a variety of planned and spontaneous experiences. Teachers' interactions with children need to promote complexity and challenges in children's learning to a greater extent.

Centre leaders are aware that improvements are needed to strengthen the governance and management of the centre. Managers and teachers are in the early stages of developing a collective understanding of how internal evaluation can help them to make informed decisions and identify priorities for development. It would be beneficial for centre leaders to increase support for the new centre manager in her leadership role.

Key Next Steps

The manager's next step is to access external professional support to help centre leaders and teachers to address priorities for centre development, including:

  • assessment and planning that responds to children’s individual interests and dispositions, and documents their learning progress over time

  • increasing teachers' and managers' collective understanding of Te Whāriki (2017) and how it should be implemented

  • establishing indicators to guide teachers in their implementation of the centre's philosophy

  • teachers' reflection on and evaluation of their own practices, and their impact on the programme and learning outcomes for children

  • developing robust internal evaluation processes that focus on improving outcomes for children

  • reviewing and strengthening the existing strategic plan to guide ongoing development and focus on changes that improve outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nukutukulea Agoa Niue Incorp. 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.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety. To meet requirements, the service needs to improve its performance in the following areas:

  • assessment and management of risk when children leave the centre for an excursion

  • evidence of evaluation of the emergency drills carried out and how this has informed the annual review of the service's emergency plan

  • records of the administration of medicine, including date, time, by whom, and parental acknowledgement.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, 8, 28.

Development Plan Recommendation

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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

8 November 2019

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

Mangere, Auckland

Ministry of Education profile number

10080

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

31

Gender composition

Girls: 17 Boys: 14

Ethnic composition

Māori
Niuean
Samoan
other Pacific
other ethnic groups

1
14
7
6
3

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

August 2019

Date of this report

8 November 2019

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 2013

Education Review

February 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

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.

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.