PIPC A'oga Amata Newtown - 20/06/2013

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The service is not well placed to promote positive outcomes for children.


PIPC A'oga Amata Newtown is a full immersion Samoan language centre. It is located adjacent to the PIPC Church in Newton. The centre has recently appointed a supervisor who leads the long serving and qualified teaching team.

The 2010 ERO report identified significant weaknesses in the quality of the programme. Since that time, teachers have undertaken very minimal professional learning and development. As a result, the areas for improvement have not been adequately addressed and the programme provided for children remains inadequate.

Children have benefited from property development to improve health and safety in the outdoor area. Health and safety concerns noted in the 2010 ERO report have been addressed.

Review Findings

While children are settled, confident and keen to learn, they would clearly benefit from more carefully planned programmes to stimulate their learning. They enjoy playing cooperatively. Teachers support children’s play by being respectful and positive with them. Although children enjoy some creative and imaginative play, the programme provided by teachers is largely at a basic level. It provides little challenge or extension for children. Older children are involved in an overly formal transition to school programme. This is not likely to support the development of children's emergent literacy or mathematics well.

Children’s understanding and use of gagana Samoa is most apparent during mat times. Waiata Māori is also celebrated in the learning programme. Using gagana Samoa more frequently in all aspects of the centre’s life would help the centre to better reflect its philosophy and commitment to providing full immersion Samoan language.

The centre’s management committee receives reports about what has happened in the centre. These reports lack any evaluation of the outcomes for children’s learning. The committee is beginning to review the centre’s policies. The centre has good financial management systems. This puts the centre in a good position to provide more resources to improve children’s learning opportunities.

Key Next Steps

The management committee should ensure that teachers are provided with effective training and professional development that helps them promote children’s learning by:

  • developing child-centred learning
  • significantly increasing the range of challenging learning resources
  • providing children with opportunities for literacy, numeracy and science in the context of play
  • continuing to develop children’s conversational use of gagana Samoa
  • using open-ended questions consistently to promote children's oral language skills, thinking and problem solving.

Teachers should develop an effective self-review process, using key indicators of effective practice. This should help promote ongoing improvement in their teaching. It would be useful to report to the management committee against these indicators and about the quality of children’s learning.

The licensee should improve management of the centre by:

  • incorporating and prioritising curriculum goals in the centre’s strategic plan
  • focussing teachers’ appraisal process on improving specific teaching strategies
  • continuing to review and rationalise policies using a staggered review cycle
  • applying for available equity funding to help increase resources to improve children’s learning
  • relicensing the centre under the 2008 Early Childhood Regulations.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of PIPC A'oga Amata Newton 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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 poor quality practice and areas of non-compliance that must be addressed. The service provider must ensure that:

children’s learning and development is enhanced through planning, providing and evaluating a range of appropriate activities that cater for the learning and developmental needs of the children (including children with special needs) and fostering their cognitive, creative, cultural, emotional, physical, and social development, including both individual and group experiences, indoors and outdoors.[ECE Regulations 1998 Regulation 32}.

Recommendations to other agencies

The Ministry of Education should consider how it could support teachers to access professional learning and development to improve the quality and challenge of the programme the centre provides for children.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO intends to carry out another review in 12 months. 

Dale Bailey

National Manager Review Services

Northern Region

20 June 2013

Information about the Early Childhood Service


Newtown, Wellington

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

22 children, including up to 4 aged under 2

Service roll


Gender composition

Girls 16

Boys 5

Ethnic composition









Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements


Over 2


Meets minimum requirements

Review team on site

March 2013

Date of this report

20 June 2013

Most recent ERO report(s)

Education Review

Education Review

Discretionary Review

March 2010

December 2006

August 2002

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.


Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.