Tu Manu Ae Le Tu Logologo Aoga Amata - 02/05/2014

1 Evaluation of Tu Manu Ae Le Tu Logologo Aoga Amata

How well placed is Tu Manu Ae Le Tu Logologo Aoga Amata to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tu Manu Ae Le Tu Logologo Aoga Amata requires support to develop the effectiveness of centre management and the quality of teaching and learning.

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


Tu Manu Ae Le Tu Logologo Aoga Amata operates under the Papakura Pacific Island Presbyterian Church and remains committed to providing a total immersion gagana Samoan programme. The aoga philosophy embraces a Samoan world view and a learning programme based on Te Whāriki, the early childhood curriculum.

Since the 2011 ERO review, the centre has experienced numerous changes to staff and to the membership of the board of trustees. The board has supported teachers to complete their early childhood teaching qualifications, increasing the number of qualified staff to eight.

Tu Manu Ae Le Tu Logologo Aoga Amata has been relicensed under the 2008 Regulations. It provides education and care for up to 40 children, including a maximum of 12 children up to two years of age.

The Review Findings

Children are friendly, respectful and well settled. They have a sense of ownership in the centre, and are confident to ask adults for assistance. They enjoy participating in a programme that strongly affirms their Samoan identity. Children play well together and on their own and have access to a range of indoor and outdoor activities. Teachers should now work on ways to build on these good basic skills to engage children in meaningful conversations and to increase their independence and creative exploration through more sustained play opportunities. Teachers should plan ways to work alongside children to more effectively extend their complex play and creative thinking.

Teachers meet regularly to discuss planning and centre matters. They implement aspects of a cycle of planning, assessment and evaluation and currently plan an overall theme for the term which is not always clearly linked to children’s interests. To enhance the quality of the programme, teachers should now document how they recognise and respond to children’s learning. Having a more flexible planning approach should help them to deepen children’s understanding across time and activities.

Children up to the age of two years have a separate room that allows for them to have uninterrupted play. Staff who work with this age group are qualified teachers who closely supervise children and provide a nurturing, caring environment. The learning component of the programme for infants and toddlers now needs to be strengthened.

Since the 2011 ERO review, several long serving staff and board members have taken on new leadership roles, and a church minister has recently been appointed. The new board chairperson brings relevant early childhood experience and knowledge to her role. Board members participate in professional development with staff and contribute to staff appraisals. It is now timely for aoga managers and staff to work with external support to make the changes that are needed to improve the quality of programme provision for children.

Centre managers are committed to promoting leadership amongst staff and value transparent processes and systems. However, ongoing changes to personnel at governance and management level have prevented sustained progress in whole centre improvement being sustained. The board of trustees now need to focus on establishing effective systems and implementing these to ensure continued improvement in the aoga amata.

Key Next Steps

The board of trustees is keen to develop a more collaborative approach towards improving the operation and administration of the aoga. The board should also ensure that governance and management planning includes more specific goals for the education and care of children. Trustees agree that in order to strengthen aoga self review they should develop and implement:

  • documented strategic, annual and financial planning that promotes positive outcomes for children
  • a collaborative appraisal process that includes indicators aligned to the registered teacher criteria.

Curriculum leadership should also be strengthened to help teachers provide an interest-based programme and more stimulating learning challenges for children. Leaders should support teachers to:

  • maintain documented records that track children’s learning over time
  • develop a clearly documented process of planning, assessment and evaluation for group and individual children’s learning
  • establish robust self-review processes that improve the quality of the programme and teachers’ professional practice
  • review and improve the areas of play and children’s access to resources.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tu Manu Ae Le Tu Logologo 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.

Actions for compliance

During the course of the review ERO identified some areas of non-compliance. In order to address these, the trustees and management committee must ensure:

  • there is support for teachers to provide a responsive curriculum [Licensing Criteria for Early Childhood Education and Care Centres 2008, (C1-C4)]
  • all reasonable steps have been taken to provide a safe environment for children and that a hazard management system is completed daily to manage any hazard [Education (Early Childhood Services) Regulations 2008, (1)(c) i, ii, iii, & (d)]
  • that whenever children leave the centre on an outing or excursion all reasonable steps have been taken to assess and manage any risks [Licensing Criteria for Early Childhood Education and Care Centres 2008, (HS17)]
  • that suitable human resource management practices are implemented and that high quality professional mentoring programme is developed to support the centre’s provisionally registered teachers [Education (Early Childhood Services) Regulations 2008, (47)(e); Licensing Criteria for Early Childhood Education and Care Centres 2008, (GMA7, 9)].
  • 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 Tu Manu Ae Le Tu Logologo Aoga Amata will be within two years.

Dale Bailey

National Manager Review Services Northern Region

2 May 2014

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


Papakura, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 12 aged under 2

Service roll


Gender composition

Boys 19

Girls 12

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

February 2014

Date of this report

2 May 2014

Most recent ERO report(s)

Education Review

February 2011


Education Review

July 2007

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.