Pelega O Matua Fanau - 29/06/2020

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

Pelega O Matua Fanau is well placed to promote positive learning outcomes for children.

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


Pelega o Matua Fanau is a Christian-based education and care centre. It caters for up to 25 children, including eight under two years of age. The aoga vision promotes gagana and fa'a Samoa. The aoga operates under the governance structure of the Ekalesia Fa'apotopoga Kerisiano Samoa church (EFKS). The governance committee includes parents and church representatives.

ERO's 2016 report noted that the aoga provided an inclusive and supportive environment for children. These features have been maintained. The report identified improvements needed in curriculum practices, availability of resources and updating the philosophy. It also highlighted the strengthening of self review and strategic planning, and more careful consideration of safe-fall material in the playground. Most of these improvements have been made.

The Review Findings

Children engage in the programme and appear happy and settled. Routine times include opportunities for them to learn gagana Samoa, te reo Māori and English. Children lead their own play, making choices from appropriate resources and materials. They are confident in their relationships with each other and teachers.

Teachers know the children well and are responsive to children's immediate needs. Their knowledge of culture and context guides their work with children. Programme planning is linked to Te Whāriki, the early childhood curriculum, and Tapasā, the framework for teachers of Pacific learners. Bicultural practices, te reo and tikanga Māori are seamlessly incorporated into the programme.

Children's learning profile books include teachers' identification of children's interests and strengths. Teachers should use this information to identify strategies and appropriate resources to enhance children's learning. They should also evaluate the impact their strategies are having on outcomes for children.

Teachers' interactions with infants and toddlers are positive and support their developing language. Children settling into the centre are well supported by teachers to gain a sense of belonging and inclusion. The learning environments offer many opportunities for play, exploration and creativity. Early literacy, mathematics and science are beginning to be included in children's play.

Centre leaders foster an organisational culture that supports ongoing improvement. Professional development has made a significant and positive difference to internal evaluation and professional practice. All centre systems are currently under review, and leaders have made a good start to updating and reviewing policies and procedures. Centre leaders and the trust board are working on establishing a clear division between governance and management responsibilities.

Key Next Steps

Key next steps include:

  • including parents'/whānau aspirations for their children's learning in the curriculum programme

  • explicitly linking assessment in children's profiles to relevant curriculum areas to demonstrate conceptual knowledge and understanding

  • including in the centre's philosophy, reference to biculturalism and Te Tiriti o Waitangi

  • the trust board members seeking external advice to strengthen their understanding of governance and early childhood legislative requirements.

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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

29 June 2020

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


Marewa, Napier

Ministry of Education profile number


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 years

Service roll


Gender composition

Girls 10 Boys 10

Ethnic composition

NZ European/Pākehā


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Meets minimum requirements

Review team on site

March 2020

Date of this report

29 June 2020

Most recent ERO report(s)

Education Review

April 2016

Education Review

March 2014

Education Review

June 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.