Savali Ole Filemu Aoga Amata - 19/12/2019

1 Evaluation of Savali Ole Filemu Aoga Amata

How well placed is Savali Ole Filemu Aoga Amata to promote positive learning outcomes for children?

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.

The Review Findings

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

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.

Management Assurance on Legal Requirements

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:

  • 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

19 December 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


Manurewa, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

56 children, including up to 16 aged under 2 years

Service roll


Gender composition

Girls 25 Boys 17

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

October 2019

Date of this report

19 December 2019

Most recent ERO report(s)

Education Review

February 2016

Education Review

May 2012

Education Review

February 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.