213 Weymouth Road, Manurewa, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Savali Ole Filemu Aoga Amata is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Savali Ole Filemu Aoga Amata is a full-day total immersion Samoan centre that provides education and care for up to 56 children, including 16 under two years of age. The centre operates in close partnership with the Ekalesia Fa'apotopotoga Kerisiano Samoa (EFKS) Weymouth Church.
Most children attending are from Samoan backgrounds and are members of the church. A small number of children are Māori. Children are organised into two age-related groups with individual outdoor areas, which have been upgraded.
The aoga has experienced personnel changes that include a new head teacher and three teachers. All have come from Samoan services and held leadership roles. The aoga is supported by a long-serving governance team and an experienced management committee. All teachers are Samoan and fluent in the language. Of the seven teaching staff, five are qualified and experienced teachers.
The aoga philosophy is underpinned by Christian beliefs and Samoan language, culture and values. It links with Te Whāriki, the early childhood curriculum, Ta'iala mo le Gagana Sāmoa, and the Sāmoan Language curriculum.
Key next steps in the 2016 ERO report included improving planning, assessment and evaluation, and increasing complexity in children's play. Integrating mathematics, literacy, science in the curriculum and transition to school programme was also identified as a next step. There has been significant improvement in these areas.
Children are well supported in their culture, language and identity as Samoan, and lead aspects of the programme. Children are familiar with centre routines and experience good relationships with their peers and adults, promoting social skills.
Infants and toddlers are nurtured by teachers who are responsive to their needs and wellbeing. Teachers provide opportunities for children to engage in meaningful experiences that support their learning and development.
Teachers are responsive to children's interests, strengths and curiosities. They provide a range of situations to enhance children's independence and collaboration skills. Children freely choose their resources for play, providing opportunities for independent decision making. They collaborate with their peers in shared interests, developing skills to negotiate, problem solve and engage in meaningful conversations. Teachers could now build on this work by deepening their conversations with children to extend and challenge their thinking.
There is a clear process that guides teachers' planning, assessment and evaluation. Parents/whānau share their aspirations for their children and contribute to programmes. The project approach to children's learning has engaged families and the wider community. This is particularly the case for the 'Garden to Table' project which promotes healthy eating and wellbeing. The curriculum could be further strengthened by teachers evaluating learning in relation to outcomes for children identified in Te Whāriki.
Sound management systems promote efficient centre operations. Strategic and annual planning supports effective governance and management. Trusting relationships among centre leaders have been supported by clear lines of reporting. Managers foster distributed leadership and encourage ongoing staff capability building.
A good process for, and shared understanding of, internal evaluation supports ongoing improvements. The aoga policy framework is regularly reviewed.
Regular staff meetings and ongoing professional learning are supporting increasingly shared understandings and knowledge amongst teaching staff. An external provider assists with a revised and more explicit teacher appraisal process that promotes ongoing improvements in professional practice.
Key next steps for teachers include:
deepening conversations with children to challenge their thinking and extend their exploration and investigation
strengthening curriculum evaluation by making explicit links to learning outcomes identified in Te Whāriki, and current theory in relation to early childhood education.
Before the review, the staff and management of Savali Ole Filemu 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:
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
19 December 2019
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 |
Manurewa, Auckland |
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Ministry of Education profile number |
25333 |
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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 |
56 children, including up to 16 aged under 2 years |
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Service roll |
42 |
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Gender composition |
Girls 25 Boys 17 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
October 2019 |
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Date of this report |
19 December 2019 |
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Most recent ERO report(s) |
Education Review |
February 2016 |
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|
Education Review |
May 2012 |
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Education Review |
February 2009 |
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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:
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Savali Ole Filemu Aoga Amata, in Manurewa, provides early childhood education for up to 40 children, including ten children under two years of age. The centre is linked to the EFKS Weymouth Church. It has a strong philosophy based on Samoan language, culture and values, and Christian values and beliefs.
Children are organised into two age-related groups and there are outdoor areas for each group. The centre mainly serves the local Samoan community. Teachers are well qualified. All teachers have Samoan heritage and a good understanding of the Samoan language, culture and values.
The centre manager and two head teachers provide leadership for the centre. The centre manager has responsibility for management and administration systems. A successful funding application will enable significant improvements to be made to the environment, including a building upgrade and a custom designed playground in 2016.
The 2012 ERO report commented positively on how well the core curriculum was responding to children’s interests. The report noted the strong sense of identity that children had as young Samoan learners. These positive features are still evident. The report recommended that self review be further developed as part of curriculum planning, assessment and evaluation, and centre operations. Recent professional learning has supported teachers to improve planning, assessment and evaluation practices.
Children are provided with an environment that is welcoming and caring. They are confident and keen to engage with adults and each other. They enjoy and participate in imaginative, cooperative and independent play. They relate and play together well and are developing good social skills. Teachers interact frequently with children and ask them questions about their play. Positive interactions support children to be settled and confident.
The learning environments are attractive, inviting and spacious. Teachers support children to use resources and engage in prepared activities. Curriculum areas are set up to support children’s development of independent and self-managing skills. Children learn to make choices, to lead their own learning and independently select resources.
Infants and toddlers have their own separate indoor and outdoor spaces. Teachers are welcoming and friendly, and promote a flexible and relaxed tone. Their responsive caregiving supports infants’ need for secure attachments. Teachers respond to children’s interests in ways that promote their learning and development. Teachers should continue to encourage children’s independence and could engage children in a wider range of learning experiences.
The programme celebrates children’s Samoan identity and culture. It is based on Te Whāriki, the early childhood curriculum, and promotes gagana and fa’a Samoa. The programme builds on children’s interests and allows for uninterrupted, free play. Music, singing and the use of ukulele are notable features of the curriculum. Teachers enthusiastically lead mat times activities, often using the Samoan language. In the under-two area, teachers regularly use Samoan language with children. They encourage children to use the Samoan language and provide cultural support through programme activities and the celebration of special events.
Children’s individual portfolios are focused on learning. Good progress has been made to improve the quality of curriculum planning, particularly for the under two's programme. Teachers are beginning to plan for, and integrate, early science, literacy and mathematics concepts.
Teachers have strong relationships with families. Parents are encouraged to be partners in their children’s learning. Teachers have formal and informal discussions with parents and aiga. Parents also discuss and have input into their children’s learning stories and portfolios. Parents report that teachers are supportive, approachable and helpful. They appreciate the opportunities their children have to learn Samoan language and culture, and the quality of education and care.
Effective management processes are maintained. Strategic and annual plans are well developed, aligned, and identify key priorities for future centre development. Measurable outcomes and indicators of success provide a good foundation for leaders to measure progress towards strategic and annual goals.
The centre manager is aware of the need to review and update the appraisal policy and processes. The aim is to ensure that these policies and processes are consistent with recent changes to legislation. Next steps also include developing the leadership capability of the team leaders, and increasing teachers' understanding of effective self review. Centre leaders could use indicators of effective self review to build teacher understanding and to promote the use of self review as a regular part of centre-wide practices.
Centre leaders agree that next steps include:
Ongoing professional learning would help teachers to address these areas of development.
Before the review, the staff and management of Savali Ole Filemu 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:
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:
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 Savali Ole Filemu Aoga Amata will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
24 February 2016
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.
|
Location |
Manurewa, Auckland |
||
|
Ministry of Education profile number |
25333 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Girls 31, Boys 23 |
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|
Ethnic composition |
Samoan Māori Tongan other |
49 2 1 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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2015 |
||
|
Date of this report |
24 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
February 2009 |
||
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.
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.