Taulapapa Leata Su'a Aoga Amata - 18/03/2019

1 Evaluation of Taulapapa Leata Su'a Aoga Amata

How well placed is Taulapapa Leata Su'a Aoga Amata to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Taulapapa Leata Su'a Aoga Amata is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Taulapapa Leata Su'a Aoga Amata is located in the grounds of Henderson South Primary School. It is licensed for 50 children, including up to 10 children under two years of age. Most of the 25 children currently enrolled are Samoan. The aoga philosophy guides the promotion of gagana and aganu'u Samoa, Christian values and children learning through play.

The aoga is governed by the Taulapapa Leata Su'a Aoga Amata Trust board. An aoga manager has overall responsibility for centre operations. Three of the four qualified teachers have full practising certificates. A new head teacher was appointed in 2018.

The 2016 ERO review found that there were significant areas of non-compliance around governance and management, strategic and annual planning, teaching and learning, as well as assessment, programme planning and evaluation. This review finds that very good progress has been made in all these areas. The centre is now much better placed to promote positive outcomes for children.

The Review Findings

Children experience a programme that affirms and values their identity, language and culture. Children play confidently, choosing areas of play that interest them. Respectful and caring relationships between children and adults foster a strong sense of belonging. Teachers know children well and work effectively with parents and aiga to support children's learning.

Children under the age of two years settle quickly and receive nurturing and caring support. Trusting relationships with teachers, parents and aiga are evident. Children benefit from opportunities to interact with older children and are well supported to transition through age-related learning areas.

Teachers have made significant progress in planning, assessment and evaluation. They have benefitted from participating in high quality external professional learning and development (PLD). Teachers plan collaboratively, regularly reflect on their own practice, and increasingly respond to individual children's interests, strengths and capabilities. Their new learning is impacting positively on the quality of the programmes provided for children. Teachers are motivated to continue to access external PLD to build their knowledge and capability.

The programme responds effectively to children. Teachers recognise the importance of children learning through play. Early literacy, mathematics and science are visible and discrete play areas promote children's imaginative play. Children have opportunities to participate in more complex play. Teachers should continue to seek ways of extending learning through children's play and exploration.

Relationships between children and adults are warm and respectful. Children have opportunities to share their learning and knowledge with other children and adults. Teachers promote positive behaviour and social skills. They could support children to further develop social competencies such as conflict resolution and problem solving.

Leaders and teachers share a commitment to enacting the aoga philosophy and promote positive outcomes for children within a fa'a Samoa context. Teachers use and gently encourage children to speak gagana Samoa. More consistent use of Samoan would support children to build and maintain their fluency. A priority for teachers is to strengthen gagana and aganu'u Samoa in the programme to encourage engagement and positive outcomes for children.

Governance and management practices have improved and the board is meeting more regularly. The manager and administration staff have worked positively to review and update health and safety policies and procedures. The recently developed strategic plan is underpinned by an extensive annual plan that guides effective implementation and supports the future direction of the aoga. The board should maintain a regular meeting cycle, including an annual general meeting, to ensure that it continues to meet legal and licensing requirements.

Key Next Steps

Next steps in continuing to sustain and build on good practices, are for the board and staff to:

  • review and increase the use and visibility of gagana Samoa in the curriculum and learning environment

  • continue to prioritise teachers' professional learning and development and to build on their knowledge and current learning theories

  • continue to develop planning, assessment and evaluation processes to consolidate the implementation of Te Whāriki, the revised early childhood curriculum

  • maintain effective governance and management practices, including a regular meeting cycle and annual general meeting.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taulapapa Leata Su'a 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.

In order to improve current practices, the board and staff should strengthen teacher appraisal processes and align teachers' goals with the aoga priorities and teacher development.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

18 March 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


Henderson, Auckland

Ministry of Education profile number


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


Gender composition

Boys 14 Girls 13

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

November 2018

Date of this report

18 March 2019

Most recent ERO report(s)

Education Review

September 2016

Supplementary Review

August 2013

Supplementary Review

June 2012

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 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.