Pelega O Matua Fanau - 11/04/2016

1 Evaluation of Pelega O Matua Fanau

How well placed is Pelega O Matua Fanau 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.

Background

Pelega O Matua Fanau is a Christian based education and care centre in Marewa, Napier. The aoga’s philosophy places an emphasis on providing a learning programme based on Te Whāriki, the early childhood curriculum and promoting gagana Samoa and fa’a Samoa. The aoga operates under the governance structure of the Ekalesia Fa’apotopotoga Kerisiano Samoa church (EFKS). The head teacher, who was appointed in 2015, leads a staff that includes two other qualified teachers. The aoga is governed by a management committee that includes parent and church representatives.

ERO’s 2013 report identified extending children’s learning and establishing self review as areas for development and review. Areas of non-compliance regarding health and safety were also identified. The aoga has made good progress in most of these areas.

In 2014 and 2015, the centre received professional support to improve leadership, and to develop management systems. This support has helped the aoga improve the programme for children and improved the sustainability of the centre.

The Review Findings

Pelega O Matua Fanau has developed processes to improve the effectiveness of centre management and the quality of the programme. The aoga is committed to embedding and building on these practices to promote children’s learning and well-being.

The aoga provides an inclusive and supportive environment for children. They enjoy positive and respectful relationships and are encouraged to express their ideas. Teachers use Samoan language and children engage in pese Samoa. Children talk together in gagana Samoa and parents are encouraged to support first language development at home. Teachers are beginning to plan a more responsive and child-centred programme based on children’s interests and skills.

Children are keen to learn and willing to engage. They experience a variety of opportunities to learn through their play. Children enjoy cooperative and imaginative play and participate in a programme that celebrates fa’a Samoa, te Ao Māori and tala o le Vavau a mai Samoa anamua (Samoan legends). They have access to a good range of resources and the outdoor learning environment. Children’s self-management, expression and spoken language are encouraged. Children under two have opportunities to play and learn with older children. They are encouraged to be active and to try new things to grow their confidence.

Teachers and managers are committed to improving outcomes for children. The aoga’s appraisal process has been reviewed to increase expectations for teaching practice. The head teacher is externally appraised. Staff participate in ongoing professional learning and have developed learning relationships with other centres. Teachers would benefit from professional support to help them evaluate the quality of the programme and to extend children’s learning.

Self review is established in the aoga with the goal of promoting quality learning for children. Centre policies have been reviewed to reflect current practice. The aoga has developed a strategic plan that can be improved by setting clear long-term goals based on ERO’s He Pou Tataki framework.

The management committee has participated in professional learning and is focused on improving management practices to support children’s learning. Financial management has improved allowing managers to focus directly on improving teaching and learning. Teachers’ appraisal processes are implemented and now need to be aligned with current Education Council requirements.

Key Next Steps

To extend children’s learning opportunities, teachers should continue to increase the level of challenge and complexity in the programme by:

  • continuing to develop use of teaching practices to promote children’s thinking and creativity
  • improving children’s choice in play by increasing the availability of learning resources
  • reviewing the aoga’s philosophy to ensure it reflects the shared vision and values of teachers and parents
  • strengthening self-review processes and strategic planning by including the use of indicators to measure progress against the aoga’s goals.

Recommendation

ERO recommends that the Ministry of Education considers continuing with professional support to help embed effective teaching, learning and management practices in the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pelega O Matua Fanau 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.

Action for compliance

ERO identified an area of non-compliance relating to health and safety. To meet requirements the service needs to ensure safe fall surfaces extend 900mm from climbing equipment
Licensing Criteria for Early Childhood Education and Care Centres 2008, (HS12)

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Pelega O Matua Fanau will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

11 April 2016 

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

Marewa, Napier

Ministry of Education profile number

55421

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Service roll

25

Gender composition

Girls       13
Boys      12

Ethnic composition

Samoan
Samoan/Māori
Samoan/Tongan

22
  2
  1

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

1:5

Better than minimum requirements

Review team on site

December 2015

Date of this report

11 April 2016

Most recent ERO report(s)

Education Review

March 2014

Education Review

June 2010

Education Review

January 2009

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.