Fetu Pupula Place, Papakura
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Not meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Tu Manu Ae Le Tu Logologo Aoga Amata operates under the governance of the Papakura Pacific Island Presbyterian Church. A centre manager and qualified supervisor support a team of three qualified teachers and five unqualified staff. The philosophy promotes total immersion in Gagana mo Aganu’u Samoa and Christian values. The majority of children attending are of Samoan ethnicity. ERO’s previous review in 2020 identified the service needed to strengthen governance, management and leadership capability. This review finds that support is still required in these areas.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum respects and supports the right of each child to be confident in their own cultures.
The curriculum is informed by assessment, planning, and evaluation that demonstrate an understanding of children’s learning, their interests, whānau, and life contexts. A philosophy statement guides the service’s operation and expresses the service’s beliefs and values.
The service is not meeting regulatory standards in a significant number of areas. Effective governance and management systems that support improvement have yet to be established.
ERO found areas of non-compliance in the service relating to:
ensuring windows or other areas of glass accessible to children are either made of safety glass; or covered by an adhesive film designed to hold the glass in place in the event of it being broken; or effectively guarded by barriers which prevent a child striking or falling against the glass
ensuring the premises are in a building that has a current fire evacuation scheme approved by Fire and Emergency New Zealand
completing an assessment and management of risk, and ensuring parents/caregivers give prior written approval of their child’s participation and of the proposed ratio for regular excursions at the time of enrolment, before children leave the premises on an excursion
providing parents with information encouraging and promoting healthy eating guidelines, and ensuring food is prepared in accordance with the Ministry of Health (MoH) guidance
implementing a written procedure outlining the service’s response to injury, illness and incident, including the review and implementation of practices as required
maintaining a record of the written authority from parents for the administration of medicine in accordance with the requirement for the relevant category of medicine
providing information to parents regarding the amount and details of the expenditure of any Ministry of Education funding received by the service
implementing an ongoing process of self-review and internal evaluation that helps the service maintain and improve the quality of its education and care
implementing suitable human resource management practices, including induction procedures into the service and a system of regular appraisals
ensuring that before a person is employed or engaged as a children’s worker, as defined in the Children’s Act 2014, a safety check as required by that Act is completed; a detailed record of each component of the safety check must be kept, and the date of the risk assessment is required to be completed after all relevant information is obtained; these records must be kept by, or available to, the service provider as long as the person is employed or engaged
identifying ‘who’ in relation to key tasks of the service’s annual plan
having an annual budget that guides financial expenditure.
Licensing Criteria for Early Childhood Education and Care Centres 2008, PF7, HS4, HS17, HS19, HS27, HS28, GMA3, GMA6, GMA7, GMA7A, GMA8, GMA9.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Providing evidence of a tempering valve or other accurate means of limiting hot water temperature is installed (PF24).
Having a procedure outlining how the service will ensure hygiene and infection control outcomes are met when washing sick or soiled children (PF26).
Undertaking daily checks of hazards that includes cleaning agents, medicines, appliances (particularly heaters), laundry, the condition and placement of learning, play and other equipment and other areas of glass (HS12).
Ensuring water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).
Ensuring rooms used by children are kept at a comfortable temperature no lower than 18°C (at 500mm above the floor) while children are attending (HS24).
Having a written child protection policy containing provisions for the service’s identification of child abuse and neglect (HS31).
Providing information to parents advising of how to access information concerning their child, and the most recent Education Review Office report regarding the service (GMA2).
Maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending (GMA11).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
10 July 2023
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Early Childhood Service Name |
Tu Manu Ae Le Tu Logologo Aoga Amata |
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Profile Number |
25110 |
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Location |
Papakura, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
40 children, including up to 12 aged under 2 |
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Percentage of qualified teachers |
50-79% |
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Service roll |
34 |
|
Review team on site |
May 2023 |
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Date of this report |
10 July 2023 |
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Most recent ERO report(s) |
Education Review, April 2020; Education Review, June 2016 |
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 |
Tu Manu Ae Le Tu Logologo Aoga Amata requires further development to promote positive learning outcomes for children.
The aoga amata needs support to strengthen governance and management, leadership capacity, the quality of the curriculum and internal evaluation. The board is required to address areas of non-compliance related to police vetting, children's physical safety, suitable staffing and evacuation procedures. Since the onsite review considerable work has been undertaken.
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. The centre philosophy promotes total immersion in gagana mo aganu'u Samoa and Christian values.
The aoga is governed by a board of 10 church members. The board is currently being restructured with new church, community and parent representatives. The founding chairman is currently acting as board chair until a new church minister/board chair is appointed later this year.
The service provider/treasurer is employed as the assistant person responsible with oversight of financial management. The new supervisor was internally appointed in 2019. The board employs three qualified teachers, one of whom left the service the day after the review. Other staff include a trainee teacher, two teacher aides, a cook and a grounds person.
The 2016 ERO report noted that the board should seek external professional development to:
implement self review and strategic planning to improve outcomes for children
strengthen teachers' self review, curriculum, teaching and bicultural practices.
Insufficient progress has been made in these areas. Ongoing trustee and staff changes continue to hamper the aoga to sustain progress. The board, aoga leaders and teachers require external professional support to develop an ongoing culture of improvement.
The 2016 ERO report also noted that leaders should improve provision for children's health and safety, with staff training in the legislative requirements of the Children's Act 2014. While staff participated in some professional development, an ongoing programme of training has not been implemented.
The board was required to implement police vetting every three years for all staff who were not registered teachers. This remains an area of non-compliance. New areas of non-compliance in relation to children's physical safety, suitable staffing and evacuation procedures have been identified in this evaluation.
Children and their families are warmly welcomed and settle quickly at the start of the day. Teachers know children, their whānau and the community well. They are kind and caring with children.
The programme reflects the philosophy through aganu'u Samoa and Christian values. Regular opportunities during the day include lotu and singing of songs and hymns in Samoan and te reo Māori. Children enjoy these shared times, participate with enjoyment, particularly when these sessions include opportunities to dance.
An issue for promoting children's learning is the lack of educational resources. This makes it difficult for teachers to extend children's play and to provide interest and exploration. It also reduces the opportunities children have to engage in meaningful learning. Financial management requires improvement to enable teachers to update and upgrade the learning resources and environment.
The supervisor's work to date has included forming a supportive team and better documentation of the assessment and planning cycle. Planned professional development is focused on strengthening teachers' capability to evaluate the quality of the programme and improve outcomes for children.
Induction and training for staff requires improvement. It is important that the board ensures teachers and leaders receive ongoing training to better manage the requirements of the 2008 Licensing Criteria for Early Childhood Education and Care Services and Te Whāriki, the early childhood curriculum.
External support is required in order to clarify and increase trustees' understanding of their governance role. Policies and procedures need rationalising and updating, and a cycle of review is required to ensure that policies adequately guide teachers and leaders in their work. The strategic plan should be linked to the annual plan and budget. A new appraisal process has been developed but has not yet been fully implemented. Staff were not appraised in 2019. Systems of accountability require further development to manage potential for conflicts of interest.
ERO identified, and the leaders and board members agree, that the key next steps are to:
obtain support and guidance to improve governance and management procedures
improve the robustness of internal evaluation to inform teachers and parents about the impact of teaching on children's learning
continue professional development to guide the delivery of a curriculum that is better informed by assessment, planning and evaluation.
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:
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.
ERO identified areas of non-compliance relating to children's physical safety, suitable staffing and evacuation procedures. To meet requirements the service needs to ensure that:
excursion procedures include detailed risk assessment management
staff appointment processes meet safety checking requirements, and all workers who have access to children are police vetted every three years
a regular system of appraisal is implemented for all staff
fire, earthquake and lockdown procedures take place every three months
furniture for children to sleep on is securely covered with non-porous material (that is, material that does not allow liquid to pass through)
sleep monitoring checks are accurately recorded and meet licensing requirements
medicine records include parental acknowledgement when medication has been administered.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7,7A; HS8,9,17,28; PF30; Children's Act, 2014.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Therefore, these actions for compliance are no longer required.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
3 April 2020
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.
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Location |
Papakura, Auckland |
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Ministry of Education profile number |
25110 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 12 aged under 2 years |
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Service roll |
23 |
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Gender composition |
Boys 13 Girls 10 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2020 |
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Date of this report |
3 April 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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|
Education Review |
May 2014 |
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|
Education Review |
February 2011 |
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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.