Tausa'afia Trust

ERO’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.

ERO’s Judgement

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Tausa’afia Trust, trading as A’oga Fa’ata’ita’i Samoa PIC Mangere, is a Samoan bilingual a’oga amata governed by Samoa Pacific Island Church, Mangere.

ERO’s 2017 report found that the a’oga required support to promote positive outcomes for children. The Ministry of Education worked with the service to address areas for improvement. There have been board, management and staffing changes. The current teaching team includes four qualified teachers and four support staff.

Summary of Review Findings

The service’s curriculum is informed by assessment and planning that aligns with Te Whāriki, the early childhood curriculum. Children are confident in their Samoan culture and encouraged to understand and respect other cultures. They have opportunities to develop an understanding of the dual cultural heritage of Aotearoa New Zealand.

The a’oga is not meeting regulatory standards in some aspects of health and safety. Centre leaders have undertaken an internal evaluation of policies and procedures to ensure these are followed. Consistent implementation of human resource management and health and safety practices is required to meet licensing requirements.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

• monitoring sleeping children every 5 to 10 minutes for warmth, breathing and general wellbeing
• evidence of risk assessment and management for special excursions, including approval by a person responsible and gaining parental permission of adult:child ratios and for children to travel in a motor vehicle while at the service.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9, HS17, HS18.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

• implementation of suitable human resource management practices including a regular cycle of teacher appraisal selection and appointment procedures, safety checks, job descriptions, and the development of discipline/dismissal procedures (GMA7)
• safety check results must be obtained before the worker has access to children, and results must be recorded, and the record kept as long as the person is employed (GMA7A)
• evidence of parents’ verification of their child’s attendance (GMA11)
• designating an assembly area for evacuation purposes outside the building to keep children safe from further risk (HS5)
• identifying and eliminating, minimising or isolating hazards, including the fixing of equipment that could topple and cause harm (HS6)
• carrying out emergency drills with children on at least a three-monthly basis (HS8)
• ensuring that any windows accessible to children are made of safety glass, covered by adhesive film or effectively guarded by barriers (PF7)
• ensuring that food preparation surfaces are impervious to moisture and can be easily maintained in a hygienic condition (PF16)
• ensuring that stretcher beds are securely covered with a material that does not allow liquid to pass through it (PF30)
• seeking information and guidance from agencies/services to enable adults providing education and care to work effectively with children with additional learning needs and their parents (C13).

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

21 January 2021  

Information About the Service

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

• 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.

Management Assurance on Legal Requirements

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 regulated 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; police vetting; teacher certification; ratios)
• evacuation procedures and practices for fire and earthquake. 

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.

1 Evaluation of Tausa'afia Trust

How well placed is Tausa'afia Trust to promote positive learning outcomes for children?

The service needs support in the areas of governance and management and to improve programme quality.

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

Background

The Tausa'afia Trust is licensed to provide full-day education and care for up to 45 children, including 12 aged under two years. Children enrolled are mostly of Samoan heritage. A large proportion of the programme is conducted in gagana Samoa. Children aged under two years have a separate play space indoors and have some access to the indoor and outdoor play areas for older children.

The centre manager is a qualified teacher and leads a teaching team of up to 10 staff. Four staff are qualified teachers, and two are in training. In 2016 there were a number of staff changes.

The centre's philosophy promotes the Samoan language, and Christian and cultural values. The aim is for children to become confident and competent learners and communicators who make valued contributions to society. Staff welcome families' contributions.

The 2013 ERO report noted significant progress in the areas of children's wellbeing and social development. Teachers' professional development had helped to improve the quality of teaching and learning, and there had been progress in curriculum management. ERO noted the family atmosphere, and a language rich environment that promoted gagana Samoa. Some of these positive aspects have been maintained.

In 2013 ERO identified areas for development, including assessment, planning and evaluation, bicultural practices, and extending children's learning. These areas continue to need improvement.

The Review Findings

Teachers are welcoming and children show a sense of belonging in the centre. Children make friendships and are learning how to be members of a group. The mixed age range allows opportunities for tuakana/teina relationships. Children choose from the available resources and play imaginatively.

Children are learning how to communicate in more than one language. Samoan, some te reo Māori, and English are heard throughout the centre. Teachers affirm and support children's cultural identity and language development.

Care for children aged under two years is warm and responsive. Consideration should now be given to a more permanent staffing arrangement to support the needs of infants and toddlers to develop secure attachments with adults.

A process of internal evaluation has been used successfully to improve the learning environment. Areas of play are clearly defined but not very well resourced. Easier access to a budget for resources would allow teachers to respond more quickly and meaningfully to children's interests. Teachers should review the extent to which centre routines support or interrupt children's learning.

Nicely presented portfolios of learning record children's participation in the programme and note individual and group interests. Programme planning documentation includes links to Te Whāriki, the early childhood curriculum. Teachers need to consider how the programme can provide more challenge for children.

The board's policy review schedule and the appraisal template now need to be implemented. The board also should ensure that all teachers are familiar with and follow the policies and procedures that impact on teaching practice.

Key Next Steps

Next steps for managers and teachers include:

• deepening teachers' understandings of the purpose and process of internal evaluation
• establishing a collaborative, cohesive teaching team with shared understandings of good quality early childhood education
• improving assessment to show the increasing complexity of children's learning over time
• improving teachers' professional practice through a process of effective performance appraisal
• aligning the service's strategic plan, annual plan, internal evaluation and teacher appraisal. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Tausa'afia Trust 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.

To improve current practice, the manager should ensure that:

• all policies and procedures are regularly reviewed, align with current legal requirements and guide centre practices
• employment, performance management, and appraisal policies and procedures are implemented.

Actions for compliance

ERO identified areas of non-compliance relating to governance. To meet requirements the service needs to improve its performance in the following areas:

• implementing a system of regular appraisal
• provision for teacher professional development
• an ongoing process of improvement-focused internal evaluation.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, 7.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Tausa'afia Trust will be within two years. 

Steffan Brough
Deputy Chief Review Officer Northern (Acting)

18 May 2017 

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 

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.