53 R Raglan Street, Mangere East, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Mataliki Tokelau Akoga Kamata are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Mataliki Tokelau Akoga Kamata is a bilingual education and care service. The philosophy is based on Christian values with strong support for Tokelau language and culture. A large number of children enrolled are of Samoan or Tongan heritage. A small number of children attending are Māori. The staff are long-serving and their cultural backgrounds reflect the diversity of children in the centre.
Children are confident learners in an environment where their cultural heritage is affirmed. Tokelau language is prioritised. The curriculum includes opportunities for multilingual language development that supports children from diverse ethnic backgrounds. As a result, children sing, communicate, and say their tatalo (prayer) in different Pacific languages.
The promotion of te reo Māori is visible in teaching practices and the environment. Teachers have developed positive relationships with whānau Māori. They are continuing to develop learning-focused partnerships that enable whānau to share information about their goals for their children’s learning and contribute to curriculum experiences provided.
Vā fealoaki (relating to others) through positive relationships is respected and valued. The curriculum is inclusive and provides opportunities for all children to explore and to be creative. Children with additional learning needs access a curriculum that values who they are as learners. Deliberate resourcing means that children with additional needs experience a one-to-one adult:child ratio, where one staff member works closely with each child.
Infants and toddlers are cared for and learn in a nurturing, calm environment. Moments of care provided by teachers such as mealtimes, nappy-changing and going to sleep, provide meaningful opportunities for supporting children’s wellbeing and sense of security. Practices that enable positive caregiving experiences for these younger children include a small group size, low ratio of adults to children and high staff retention.
Assessment, planning, and evaluation information shows children’s learning and celebrates their achievements. Teachers are yet to unpack the learning outcomes of Te Whāriki, the early childhood curriculum, to make connections with the valued learning priorities at this service.
Good progress has been made to develop governance and management practices that include updated policies and procedures. A framework for internal evaluation is evident. Leaders and teachers are continuing to develop shared understandings of how to use internal evaluation as a tool to evaluate change. This will include evaluating the impact of the changes on improved teaching practices and on outcomes for children.
Those responsible for governance and management operate from a level of collaboration and relational trust. Leaders advocate for equity and social justice for all children and their whānau. They proactively seek ways to enable better adult:child ratios to support children with complex learning needs.
Mataliki Tokelau Akoga Kamata will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Mataliki Tokelau Akoga Kamata completed an ERO 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
10 July 2024
| Early Childhood Service Name | Mataliki Tokelau Akoga Kamata |
| Profile Number | 10266 |
| Location | Mangere East, Auckland |
| Service type | Education and care service |
| Number licensed for | 100 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 102 |
| Review team on site | March 2024 |
| Date of this report | 10 July 2024 |
| Most recent ERO report(s) | Education Review, September 2021; Education Review, December 2016 |
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.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Mataliki Tokelau Akoga Kamata is a community-based service that promotes the Tokelauan culture and language. The service’s philosophy is underpinned by Christian values, Te Whāriki the early childhood curriculum, and it fosters bicultural practices. A centre manager, business manager and supervisor lead a team of seven qualified teachers and 21 support staff.
Children’s preferences are respected, and children are involved in decisions about their learning experiences. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The service curriculum is inclusive, and responsive to children as confident and competent learners. It promotes a language-rich environment that supports children’s learning. The curriculum offers children a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 September 2021
| Early Childhood Service Name | Mataliki Tokelau Akoga Kamata |
| Profile Number | 10266 |
| Location | Mangere, Auckland |
| Service type | Education and care service |
| Number licensed for | 100 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 98 |
| Ethnic composition | Māori 10, NZ European/Pākehā 1, Samoan 32, Tokelauan 20, Tongan 13, Cook Islands 10, Niue 6, Fijian 4, other ethnic groups 2 |
| Review team on site | June 2021 |
| Date of this report | 23 September 2021 |
| Most recent ERO report(s) | Education Review, April 2013; Education Review, March 2010 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mataliki Tokelau Akoga Kamata is a well established Tokelauan community based centre that provides education and care for children from birth to school age. The centre's bilingual setting has a strong emphasis on promoting Te Gagana Tokelau (Tokelau language) and Aganuku Tokelau (Tokelau culture). Underpinned by Christian values and a commitment to Te Tiriti o Waitangi, the akoga reflects the diversity of its community. Most of the children who attend are of Tokelau, Māori, or other Pacific backgrounds.
The akoga was the first licensed Tokelau language early childhood centre in New Zealand and is governed by the Mataliki Tokelau Pre-School South Auckland Trust Board. Founding members have led the continued development of the akoga vision and educational direction over many years. They have worked with parents and the wider Tokelau community to establish and upgrade the centre's purpose-built property.
Following the recent retirement of the long-serving supervisor, the board has appointed a new leadership team of two supervisors and a business manager to lead the centre's daily operations. The founder, who is the manager and cultural advisor, continues to manage the overall vision and strategic direction. The board has managed the recent major building extensions well. An administrator, caretaker and teachers are actively involved with the Tokelau community and their vision for the akoga.
ERO's 2013 report noted strong, trusting relationships with children and whānau, and collaborative management. Robust self review had been established and there was a strong focus on continual improvement. The board and staff have made very good progress in addressing ERO's 2013 recommendations. These included developing a curriculum to better support children's learning, and strengthening internal evaluation. These aspects continue to be an ongoing commitment for the board and staff.
The philosophy of Mataliki Tokelau Akoga Kamata is strongly evident in the programme provided for children. The teachers' commitment to promoting Tokelau identity, language and culture provides a place of belonging for children, parents and whānau. Parents and the wider community have reviewed the philosophy to ensure it reflects the centre's vision and mission for children's learning.
Children participate confidently and are empowered to make choices in the programme. Tuakana/teina relationships help children to develop leadership roles. They enjoy these responsibilities during lotu, helping others when participating in daily routines.
Teachers are a positive enthusiastic team and have high expectations of children. Children know their ideas are meaningful and valued. They are active participants in their learning as they work independently or in small groups. Children interact well with teachers who support their choices. Most of the teachers are fluent in Tokelau and model this well for children.
The centre's curriculum is responsive to children's languages and cultures. Teachers promote physical activity, science, art, music, imaginative play as well as literacy and numeracy. The spacious new environment are well organised and offer a good range of learning opportunities for children. There are specific areas for children to explore in the indoor and outdoor environments. Children understand the centres routines and teachers' expectations. Most of the older children are becoming independent and work alongside others to support the daily routines.
High quality group planning shows teacher collaboration and includes very good quality evaluation of the programme planning. Teachers have developed a shared understanding of internal review, reviewed many areas of the programme and made improvements for children. Their reflections and programme evaluations show their understanding of children's developing interests over time. The 'ika' framework for evaluation provides good evidence of improvements to teaching and learning. Teachers could now use this process to strengthen their planning to extend individual children's interests.
Parents are encouraged to participate in the learning programme. Their perspectives are valued and affirmed through formal and informal discussions. Many parents contribute to their child's learning records.
The akoga is well managed by a committed team who share a strong vision for improvement. The board and leaders have catered well for the recent change in the leadership structure. Good systems and accountability processes ensure policies and procedures are implemented and legislative requirements are met.
There are good opportunities for growing leadership in the akoga, including for parents and children. An appraisal process, clearly articulated in Tokelau and English, promotes teacher reflection and improved practice. Leaders plan to use the Ministry of Education resource Tātaiako: Cultural Competencies for Teachers of Māori Learners, to strengthen teachers' capability and bicultural practice. There are good operational guidelines for the board members, who continue to look for ways to improve and strengthen their performance.
The board and leaders agree that key next steps could include strengthening how teachers:
Before the review, the staff and management of Mataliki Tokelau Akoga Kamata 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:
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 Mataliki Tokelau Akoga Kamata will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
16 December 2016
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, Auckland | ||
| Ministry of Education profile number | 10266 | ||
| 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 | 51 | ||
| Gender composition | Girls 26 Boys 25 | ||
| Ethnic composition | Māori Tokelau Samoan Niue Cook Islands Māori Tongan | 11 19 13 13 4 1 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| 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 | November 2016 | ||
| Date of this report | 16 December 2016 | ||
Most recent ERO report(s)
| Education Review | April 2013 | |
| Education Review | March 2010 | ||
| Supplementary Review | April 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.