Samoana Early Education Development Services (SEEDS) Ltd (AA1) - 28/05/2018

1 Evaluation of Samoana Early Education Development Services (SEEDS) Ltd (AA1)

How well placed is  Samoana Early Education Development Services (SEEDS) Ltd (AA1) 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

Samoana Early Education Development Services (SEEDs) Aoga Amata 1 (AA1) is one of two aoga amata owned and operated by a family business that has served the Porirua community for 15 years. The SEEDs AA1 service offers sessional or full-day care and is licensed for 34 children, including 10 children up to the age of two years. Most of the 50 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 languages. It also notes the importance of children's play in a caring learning environment based on Christian values. The centre's philosophy aspires to making a positive difference to children and their families' lives.

The Review Findings

Children are capable and curious learners with a strong sense of belonging. They make choices about their play and enjoy easy access to both indoor and outdoor learning areas. Children's cooperative and independent play is promoted. They have rich opportunities to hear and practice gagana Samoa in songs and tatalo, and through their frequent interactions with adults. Children are active and skilful in their physical play.

Infants and toddlers enjoy a warm, nurturing environment. They confidently explore their own newly refurbished space and often join the older children for song, music and outdoor 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, in the curriculum statement. The aoga amata has robust systems, policies and practices that 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.

Key Next Steps

Aoga managers and leaders agree that the next key steps include:

  • continuing to help teachers to challenge and extend children's learning

  • improving the quality of resources

  • strengthening teacher planning and evaluation to better document children's learning dispositions and teachers' intentional practices

  • developing teacher and leadership capability to implement quality assurance systems that lift the quality of the curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Samoana Early Education Development Services (SEEDS) Ltd (AA1) 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Samoana Early Education Development Services (SEEDS) Ltd (AA1) will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

28 May 2018

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

Porirua, Wellington

Ministry of Education profile number

46542

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 10 aged under 2

Service roll

35

Gender composition

Boys 24 Goys 11

Ethnic composition

Māori
Pākehā
Samoan
Tokelauan
other

1
3
19
5
7

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

March 2018

Date of this report

28 May 2018

Most recent ERO report(s)

No previous ERO reports

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.