Puataunofo Aoga Amata - 17/04/2019

1 Evaluation of Puataunofo Aoga Amata

How well placed is Puataunofo Aoga Amata to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Puataunofo Aoga Amata is well placed to promote positive learning outcomes for children.

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


Puataunofo Aoga Amata is a well-established community based early childhood centre in Ranui, West Auckland. The centre is located on the grounds of the Ranui Presbyterian Pacific Island Church. It is licensed to provide care and education for 24 children. This includes up to six children aged under two years, in a mixed age setting. Children of Samoan heritage make up the majority of the roll, and the remainder have either Māori or Pacific heritage.

The centre's philosophy promotes gagana Samoa, aganu’u Samoa and Christian values. Children's learning is based on Te Whāriki, the early childhood curriculum. The philosophy also acknowledges the unique place of tangata whenua and the centre's role in supporting all children to be proud of their heritage.

Puataunofo Aoga Amaga is governed by the Ranui In Motion Trust Board and a management committee. The centre has an acting centre manager who is supported by an office administrator and a team of teachers. All teachers are fluent in Samoan and English and are long-serving members of staff.

The positive features identified in the 2015 ERO report have been maintained. Children continue to have a strong understanding of Samoan culture and language, and relationships between staff, children and parents are positive. Centre leaders have made progress in relation to the key next steps identified in the 2015 report.

The Review Findings

Children’s sense of wellbeing and belonging is affirmed in a learning environment where Samoan language, culture and identity are valued and promoted. Their social and emotional competence is nurtured through positive, respectful relationships and strong connections with teachers and peers.

Children are friendly and confident learners. They know the centre's routines well. Children are supported to develop independence and to solve problems. They play cooperatively with and alongside their peers for sustained periods of time, often communicating in their home language. They enjoy playing in well-resourced indoor and outdoor areas designed to stimulate their imagination and creativity.

Infants and toddlers benefit from nurturing and individualised care. They are respected as competent learners and encouraged to develop independence. Care moments are warm and unhurried. Infants and toddlers are supported to develop social and emotional competence through strong tuakana/teina relationships. This helps smooth transitions through the centre.

Teachers know their children and a'iga well. Trusting and respectful relationships are built with families, and they are encouraged to participate in the programme. Teachers are aware of children's interests and respond positively and respectfully to their questions and ideas. Well-presented portfolios capture children's individual and group learning experiences.

The centre's philosophy is enacted well with a culturally rich curriculum. Samoan language and culture, and Christian beliefs are embedded in the programme. This encourages children to develop cultural confidence and affirms their identity. Music and movement is a strong focus. Te reo and tikanga Māori are naturally integrated into the programme. Excursions and events, linked to children’s learning, enhance the curriculum well.

Centre governance and leadership is effective and improvement focused. Good management practices and Samoan values guide the centre's strategic direction. Governance and management roles and responsibilities are well understood and supported. The board, leaders and teachers share a strong commitment to the aoga amata's philosophy. Leaders promote working relationships based on trust, respect, and collaboration. Staff have good opportunities for professional growth through well targeted external professional development.

Sound policy frameworks and systems guide the management of the centre. Good systems to monitor health and safety are in place. Established processes of internal evaluation and appraisals are used well to guide targeted centre development and improve learning outcomes for children.

Key Next Steps

ERO and centre leaders agree key next steps include:

  • continuing professional development to promote challenge and complexity in children's learning

  • aligning strategic and annual planning, appraisal and internal evaluation to build cohesion across systems

  • refining internal evaluation processes, to focus more on evaluating teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Puataunofo Aoga Amata 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

17 April 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


Ranui, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including up to 6 aged under 2

Service roll


Gender composition

Girls 13 Boys 10

Ethnic composition

other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

February 2019

Date of this report

17 April 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

September 2011

Education Review

May 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

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.