148 Coronation Road, Mangere Bridge, Auckland
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Akoteu Faka-Kalisitiane Ko Namoa is a Tongan language early childhood centre in Mangere Bridge, Auckland. The akoteu philosophy promotes Tongan language and culture alongside Christianity and Te Whāriki, the early childhood curriculum. The centre is licensed for up to 36 children, including a maximum of four up to two years of age.
The centre is governed by the Tokaikolo Education Trust Board (TETB) and managed by the Akoteu Faka-Kalisitiane Ko Namoa management committee. Since the 2017 ERO review, a new centre manager has been appointed. A supervisor has responsibility for professional leadership in the service and reports to the management committee.
Since ERO's 2017 review, the board and management committee have made good progress in addressing the areas of concern identified by ERO. Curriculum professional support is reflected well in improved teaching and learning. Health and safety practices have been established.
Children enter the akoteu confidently, display a strong sense of belonging, and choose and become highly engaged in activities. They are relaxed and secure in the akoteu and enjoy caring relationships with other children and teachers. Children also display good social skills and respect for each other as they interact, explore and engage in periods of sustained play.
Children benefit from supportive and nurturing caregiving. Teachers recognise the communication styles of individual children and respond appropriately to their needs. They encourage children's independence and support them to make choices. Teachers provide good quality care for infants and toddlers, and at times these younger children play alongside older children.
Tongan language and culture are strongly evident in the learning environment and in teaching practices. Teachers' cultural backgrounds reflect those of the children attending. Teachers value and support children's home languages. Centre leaders and teachers have a good level of commitment to increasing the extent to which te ao Māori is visible in the programme.
The curriculum offers children opportunities for learning and exploration through play. The results of children's learning are evident in the environment. Mat time routines gives children opportunities for movement and song and to speak to the group. Te reo Māori, Tongan, waiata, dance and karakia are woven through mat time, reflecting the philosophy and culture of the centre.
Children have good access to outdoor areas. A large sandpit, bikes and a climbing frame are enjoyed by children in the outside area. Teachers could now increase resourcing of the outdoor area to further support the development of children's complex play and learning.
Teachers identify children's interests and set learning objectives for them based on their observations. Observation and recording of children's developing interests provide good information for teachers' planning, assessment and development of next steps for learning.
A transition programme is in place to support children starting school. A review of this programme could help strengthen relationships with local schools. Stronger pathways between the centre and school would benefit children starting school.
Programme planning is linked to Te Whāriki, the early childhood curriculum. Teachers respond to children's individual interests in their planning. Children's portfolios contain a mix of individual and group learning stories and are beginning to show the development of individual children's learning.
A teacher appraisal process, linked to the Education Council requirements, has been established. The new centre leader, supported by the board, is working to develop a culture of quality teaching practice. Teachers should now strengthen internal evaluation. This could help to ensure evaluative processes provide teachers with further insight into their practice, and contribute to positive outcomes for children's learning.
In order to improve practice and promote positive outcomes for children, the board and leaders need to:
build internal evaluation across all centre operations
ensure ongoing professional learning in leadership and effective teaching is available for all leaders and teachers
prioritise governance training for the board
prioritise funding in the akoteu's budget to develop resources that promote choice and challenge in children's learning.
prioritise professional learning funding in the akoteu's budget to enable teachers to fulfil Education Council requirements.
Before the review, the staff and management of Akoteu Faka-Kalisitiane Ko Namoa 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.
The next ERO review of Akoteu Faka-Kalisitiane Ko Namoa will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
7 September 2018
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 |
Mangere Bridge, Auckland |
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Ministry of Education profile number |
10101 |
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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 |
36 children, including up to 4 aged under 2 years |
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Service roll |
35 |
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Gender composition |
Boys 18 Girls 17 |
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Ethnic composition |
Tongan other Ethnic Groups |
29 6 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2018 |
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Date of this report |
7 September 2018 |
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Most recent ERO report(s) |
Supplementary Review |
May 2017 |
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Supplementary Review |
March 2015 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Akoteu Faka-Kalisitiane Ko Namoa is a Tongan language early childhood centre, located in Mangere Bridge, Auckland, on the site of the Tokaikolo Christian Church. The centre's philosophy promotes the teaching of Tongan language and culture alongside Christianity within the context of Te Whāriki, the early childhood curriculum. Teachers value Tongan language, culture and identity, which are strongly evident in the environment and in teaching practices. The centre is licensed for up to 36 children, including a maximum of four up to two years of age
The centre is governed by the Tokaikolo Education Trust Board (TETB) and managed by the Akoteu Faka-Kalisitiane Ko Namoa management committee. The centre supervisor has responsibility for the professional leadership of the centre's four qualified teachers, three teacher aides, the curriculum and daily centre operations. The supervisor reports to the management committee, which is supported by a full-time administrator.
Since ERO's 2015 review the board and management committee have made some good progress by restructuring centre governance and management. Ministry of Education curriculum support is not yet well reflected in the programmes for children. Ongoing external professional support is essential to help teachers lift the quality of teaching and learning.
Although the management committee has improved systems and accountability, there are still concerns relating to health and safety practices. Issues identified at the time of the 2015 ERO review have not been sufficiently progressed. External support with this matter is critical to the wellbeing of children and adults in the centre.
Akoteu Faka-Kalisitiane Ko Namoa managers and staff need support to develop and implement health and safety policies and procedures that meet legal requirements. Areas that require immediate attention are:
To ensure that the centre environment is a safe place for children and adults, managers must also:
In response to ERO's 2015 report, teachers have attended professional development with an external facilitator. While the impact of this support is evident in teachers' appraisal journals, day-to-day teacher practice does not yet reflect a good understanding of this learning. There continues to be significant inconsistencies between documented expectations, guidelines for teaching and learning and the programme provided for children.
Teachers have participated in professional development to gain understanding of the new requirements of the Education Council. As a result, some good progress is evident in teacher appraisal. A next step is for teachers to engage with the evaluative requirements of the appraisal process.
Managers and teachers need to develop and implement a robust process of internal evaluation so that their review and update of centre policies and procedures is always in line with good practice and legal requirements. This would help the management committee and board to be assured that centre operations are being guided by relevant policy frameworks.
The supervisor requires significant ongoing support to ensure that improved teaching, systems, policies and procedures are well understood by teachers and actioned in the daily running of the centre.
Before the review, the staff and management of Akoteu Faka-Kalisitiane Ko Namoa 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 found significant areas of non-compliance in the service related to:
provision for the health and safety of children and adults in the centre
internal evaluation
risk analysis and management for excursions
leadership of teaching and learning
personnel, employment and child protection policies and procedures relating to the Vulnerable Children Act 2014
use of unlicensed premises.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4, 6, 8, 12, 17, 20, 27, 28, 29, 31; GMA 6, 7, 7A, 11; 43; PF1, 3, 4, 8
ERO recommends that the Ministry reassess the licence of Akoteu Faka-Kalisitiane Ko Namoa. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Akoteu Faka-Kalisitiane Ko Namoa will be in consultation with the Ministry of Education.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
25 May 2017
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 Bridge, Auckland |
||
|
Ministry of Education profile number |
10101 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children, including up to 4 aged under 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Girls 21, Boys 12 |
||
|
Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
March 2017 |
||
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Date of this report |
25 May 2017 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
March 2015 |
|
|
Education Review |
February 2011 |
||
|
Supplementary Review |
October 2007 |
||
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:
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.