7 Makaro Street, Elsdon, Porirua
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Samoana Early Education Development (SEED AA3) was established in 2011. It is one of two aoga amata owned by a family business that has served the Porirua community for 15 years. The SEEDS AA3 service is licensed for 44 children, including 14 children up to 2 years of age. Most of the 35 children on the roll are Samoan. There are smaller groups of children from other Pacific groups, and a few Māori and Pākehā children.
The aoga philosophy affirms the importance of children's cultural backgrounds and home language. It also notes the importance of children's play in a caring learning environment based on Christian values.
The 2015 ERO report noted that Samoan language and culture and Christian values underpinned the aoga philosophy. This continues to be a strength. The 2015 ERO report also included actions to be taken to meet licensing requirements. Managers have responded well to these requirements. They have reviewed their assessment practices and implemented new internal evaluation processes. Recommendations to implement improved personnel management practices have also been met.
Children are confident, capable learners with a strong sense of place and belonging. They play in a spacious environment that promotes cooperative and independent play. The Samoan culture and identity are valued. Children have rich opportunities to hear gagana Samoa in songs and prayer, and through their interactions with adults.
Infants and toddlers enjoy a warm, caring environment. They confidently explore their own well-resourced space and often join the older children for song and music experiences. Teachers engage well with the young children, nurturing their language and learning through their interactions.
The team of qualified teachers fosters and values respectful relationships. Inclusive practices ensure that children with additional learning needs are well supported. Wall displays reflect children's participation in a variety of science, literacy and maths experiences. Teachers should now consider strategies to extend children's learning in the context of their play.
Teachers have made good progress in how they notice, recognise and respond to children's interests. They are collaborative and plan programmes that support children's strengths and learning. Children have access to portfolios to revisit their prior experiences and learning. Displays on walls celebrate the cultures of all the children. Māori perspectives are integrated into children's play and learning experiences.
Targeted professional learning has impacted positively on building the aoga management and curriculum practices. Leaders are developing internal evaluation processes that are increasingly focused on improvement. Internal evaluation should now include reflection on improving the quality of programmes for children.
The aoga is managed by a well qualified governance team that oversees the two services. Leaders have a strong commitment to the philosophy, vision and cultural values of the centre. It is timely to revisit the philosophy and include Te Whāriki, the early childhood curriculum, into the curriculum statement. The aoga amata has robust systems, policies and practices which have strengthened the service. Leaders could now focus on developing a strategic plan that includes goals for improving the quality of teaching, leadership, resources and property.
Aoga managers and leaders agree that the next key steps include:
continuing to help teachers to challenge and extend learning
improve the quality of resources
strengthening teacher planning and evaluation to better document children's learning outcomes
developing teacher and leadership capability to implement quality assurance systems that lift the quality of the curriculum.
Before the review, the staff and management of Samoana Early Education Development Services (SEEDS AA3) 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:
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.
The next ERO review of Samoana Early Education Development Services (SEEDS AA3) will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
28 May 2018
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.
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Location |
Elsdon, Porirua |
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Ministry of Education profile number |
45638 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
44 children, including up to 14 aged under 2 |
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Service roll |
35 |
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Gender composition |
Boys 24 Girls 11 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
28 May 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO recommends external support to strengthen governance, management systems and teaching practices.
ERO's findings that support this overall judgement are summarised below.
Samoana Early Education Development Service (SEEDS AA3) is located in Elsdon, Porirua. The centre was established in 2011 and is one of three services owned by a family business. The service provides education and care of children aged from birth to school age. A key feature of the service is the Samoan language and culture, and Christian values underpinning the service’s philosophy.
The centre is managed by a governance team that represents the three services. Each service has a manager and two team leaders, one for the up-to-two age group and one for the children over two years old. Three of the eight staff are registered teachers.
This is the first ERO review for this centre.
Children experience many opportunities to hear Samoan language through prayers, songs and their interactions with adults. Families are encouraged to participate in their child’s language learning. Samoan culture and identity are valued. These features are strengths of the centre.
There are times during the day where teachers engage well with children and relate to them in nurturing, caring and affirming ways. At other times their practices are of a more supervisory nature.
Managers agree that positive relationships are the key to successful early childhood experiences. Centre managers have recently networked with community providers to support families’ understanding of health issues. This initiative should be beneficial for children’s wellbeing and for promoting their readiness for learning.
Teachers supervise children well. They provide some fun play activities for children to choose from in the indoor and outdoor environments. Teachers could improve children’s learning experiences by encouraging them to talk about their play and extending their learning.
The centre continues to develop its education and care programme. As part of this work, the centre director has documented a comprehensive philosophy and self-review model that is based on a Samoan cultural context. In order for these documents to be useful, staff now need to develop a shared understanding of what they mean for their daily practice in the centre.
To further improve outcomes for children, ERO’s review findings indicate that centre managers should access external support to:
Before the review, the staff and management of Samoana Early Education Development Service (SEEDS AA3) 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:
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:
ERO identified areas of non-compliance relating to police vetting, self review and curriculum implementation. To meet requirements the service's managers must:
Licensing Criteria for Early Childhood Education and Care Centres 2008, C1-4; PF20; GMA 4,6,7.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Samoana Early Education Development Service (SEEDS AA3) will be within two years.
Dale Bailey
National Manager Review Services Northern Region
16 March 2015
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.
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Location |
Porirua, Wellington |
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Ministry of Education profile number |
45638 |
||
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Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
44 children, including up to 14 aged under 2 |
||
|
Service roll |
38 |
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Gender composition |
Girls 21 Boys 17 |
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Ethnic composition |
Māori Pākehā Samoan African Cook Island Niue Tongan other |
4 8 16 2 2 2 2 2 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
October 2014 |
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Date of this report |
16 March 2015 |
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|
Most recent ERO report(s) |
No previous ERO reports |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.