53 Raglan Street, Mangere East, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Taeaofou I Puaseisei Preschool is a bilingual Samoan service governed by Taeaofou I Puaseisei Preschool Trust. A centre manager leads a team of five qualified teachers and support staff. Children play and learn in two aged-based rooms. The majority of children attending the centre are of Samoan heritage.
The curriculum is inclusive, and responsive to children as confident and competent learners. It provides children with a range of experiences and opportunities to enhance and extend their learning and development, individually and in groups. The service curriculum is consistent with Te Whāriki, the early childhood curriculum framework.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. A philosophy statement guides operations expressing the service’s beliefs, values, and attitudes.
Next steps include service leaders and teachers:
providing further opportunities for the perspectives parents and whānau have about their children to be shared and responded to in the curriculum
improving the extent to which assessment information shows children’s progress and learning over time.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 October 2022
|
Early Childhood Service Name |
Taeaofou I Puaseisei Preschool |
|
Profile Number |
46081 |
|
Location |
Mangere, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
60 |
|
Review team on site |
August 2022 |
|
Date of this report |
21 October 2022 |
|
Most recent ERO report(s) |
Education Review, May 2019; Education Review, October 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Taeaofou I Puaseisei Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Taeaofou I Puaseisei Preschool, in Mangere East, is a bilingual Samoan centre that provides education and care for 60 children, including up to 15 aged under two years. Most children attending are Samoan, and there are small numbers from other Pacific groups. The preschool provides separate spaces for younger and older children, who have opportunities to interact and participate together at centre and church events.
The centre operates under the Taeaofou I Puaseisei Trust and the Christian Congregational Church of Samoa. In 2018 the trust opened another centre, Taeaofou I Puaseisei Preschool - Winthrop, in the same neighbourhood. A centre manager takes responsibility for the day-to-day management and leadership of both centres. Since the 2015 ERO review, there has been an increase in the number of qualified teachers. Low staff turnover has helped teachers to build close relationships with families over time.
The centre's purpose is to develop Pacific children's cultural pride and identity, emphasising the Samoan language and culture, and Christian values. Its philosophy statement acknowledges the importance of Te Tiriti o Waitangi, and Te Whāriki, the early childhood curriculum.
ERO's 2015 report included recommendations to improve teachers' capability through professional learning, responsiveness to children's strengths and interests, and strategies for extending children's thinking. It also identified the need to strengthen early literacy and mathematics through the programme and environment. While some progress has been made, these areas continue to be priorities for further development.
The programme and teachers' interactions with children reinforce children's cultural identity and sense of belonging at the preschool. The centre manager and her staff ensure that gagana and aganu'u Samoa are integral parts of the daily programme. Children have opportunities to participate in local community and church events. Nurturing care for infants and toddlers is modelled well by some teachers.
Teachers are becoming more child-focused in their programme planning, assessment and evaluation. They use a planning model that guides teachers to notice, recognise and respond to children's interests and learning. The centre manager agrees that there are some good models of assessment and planning that could be used to promote more consistent curriculum management practices.
The preschool's curriculum is currently under review. Teachers have participated in professional learning to help them to better integrate literacy and mathematics in the programme and environment. As teachers make more meaningful connections to children's learning interests, consideration needs to be given to providing learning resources that will enable children to be curious and challenge their thinking. Ongoing professional development will be essential for the teaching team to implement these changes.
The preschool has several ways to share children's learning and interests with their parents. There are interviews twice a year and an end of year report, as well as regular conversations with staff when parents drop off or pick up their children from the centre. Leaders plan to continue to grow parents' involvement and partnership in children's learning.
Members of the trust board have a strong commitment to the cultural philosophy and growth of the centre. They value the preschool's role in providing a service for the local Samoan community and families. The preschool has good systems and processes for health and safety management. The manager reports to the trust board, and the board's meeting records show a focus on progress towards annual goals. The trust, and manager continue to develop evaluation practices. They have established a schedule for reviewing policies and procedures. Teachers' evaluation and inquiry into the effectiveness of their own practice are at an early stage of development.
Key next steps include teachers engaging with external professional development to:
increase their responsiveness to children's strengths and interests to promote their learning
improve children's access to resources that provide more challenge, and extend their thinking
support children to lead their own learning, and younger children to learn self-help skills
develop teaching practices related to current best practice and the revised Te Whāriki
maintain written records of their reflections on evidence for each of the Teaching Standards, and of their professional learning.
As part of the planned leadership restructure for the two centres, it will be worthwhile to clarify the roles and responsibilities of each leader in supporting and building teaching capability.
Key next steps for managers include external professional support to:
strengthen leadership capability
ensure more frequent written feedback is shared with each teacher about their individual goals and the Teaching Council Standards
clarify the performance appraisal policy and procedures, and the link between annual appraisal and the three yearly endorsement of teachers' practising certificates
implement a mentoring programme for teachers who hold provisional practising certificates.
The service will provide ERO with an action plan that shows how key next steps identified in this report, and actions for compliance, will be addressed. ERO will request a progress update in six months.
Before the review, the staff and management of Taeaofou I Puaseisei Preschool 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
15 May 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.
|
Location |
Mangere East, Auckland |
||
|
Ministry of Education profile number |
46081 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 15 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Girls 32 Boys 26 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2019 |
||
|
Date of this report |
15 May 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2015 |
|
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.
This is Taeaofou I Puaseisei Preschool’s first ERO report. The service operates in Mangere East under the Taeaofou I Puaseisei Preschool Trust and the Christian Congregation Church of Samoa. The centre became fully licensed in 2013 and operates as a bilingual Samoan preschool. It provides inclusive education and care for its culturally diverse community.
Taeaofou I Puaseisei Preschool is licensed for 50 children. It can have a maximum of 10 children under two years of age. The preschool provides separate spaces for the younger and older age groups.
The preschool’s philosophy aims to raise the participation and quality of education for Pacific children and to build on the local strengths of the community. It emphasises Christian values and Samoan language and culture. The preschool facilities were funded by the Ministry of Education’s Targeted Assistance for Participation initiative. The trust has plans underway to build another centre in the Mangere community.
The preschool maintains a high staff to child ratio and is committed to employing a high percentage of qualified staff. Of the six permanent teachers, one is fully registered. The centre manager is providing good support for the teaching team to develop shared understandings and practices, and to complete requirements for full registration.
Children settle well on arrival. They enjoy the activities that teachers have set up. Children are confident in their culture and language. They have lots of opportunities to develop their social competence with peers and adults. Children have access to a range of choices in their play and are encouraged to lead mat time and special events at the preschool.
The preschool’s philosophy is evident in the ways that teachers have created a bilingual and Christian-based environment. Teachers are caring and respectful of children. This is especially evident for the youngest children in the preschool.
Centre managers and staff have worked hard to develop and implement sound systems and processes to operate the preschool efficiently. This progress has been achieved with the assistance of external support and the collaborative and respectful relationships between the trust, staff and the community. As a result, the centre features shared leadership and collaborative approaches that support positive outcomes for children.
The preschool has a commitment to valuing and including the diverse cultures of the community. Teachers are well supported by community members in the daily running of the centre. Teachers interact positively with children, and are welcoming and inclusive of children and their families.
Teachers provide programmes that link well to the early childhood curriculum and bible stories. They have established a balance between individual and group assessment practices, and plan and deliver a programme that is becoming more child responsive.
Self-review practices have been established. Trust members use self review to determine the centre direction and future plans. This happens through ongoing discussions between the trust and staff. Teachers use self review to gauge how well resources and routines are being used. They are developing ways to make indicators of good quality a part of their self-review practices.
The trust and teachers should continue to strengthen self-review processes so that they are better informed about how well they are achieving positive outcomes for children. Key next steps also include:
Before the review, the staff and management of Taeaofou I Puaseisei Preschool 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 Taeaofou I Puaseisei Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
9 October 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.
|
Location |
Mangere, Auckland |
||
|
Ministry of Education profile number |
46081 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
48 |
||
|
Gender composition |
Boys 28 |
||
|
Ethnic composition |
Samoan |
37 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
July 2015 |
||
|
Date of this report |
9 October 2015 |
||
|
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:
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.