143 Favona Road, Mangere, Auckland
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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Akoteu Matavai Silai (Matavai Silai Preschool) is a full immersion Tongan centre governed by the Free Wesleyan Church of Tonga. It is located on the grounds of the church complex and operates alongside a separate centre that has infants and toddlers. Most of the children attending are Tongan.
The service curriculum provides a language-rich environment that supports children’s learning in lea fakatonga (Tongan language). Kau faiako (teachers) providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal vā (relationships).
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other’s cultures.
The curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. A
language-rich environment supports children’s learning.
Consistent implementation and monitoring of requirements is needed to maintain regulatory standards.
ERO found areas of non-compliance in the service relating to:
ensuring any 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
conducting relevant emergency drills and carrying out each type of drill with the children on at least a three-monthly basis, and providing evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan.
Licensing Criteria for centre-based Education and Care services 2008, PF7, HS8.
During and since the onsite part of the review the service provided ERO with evidence that shows the following non-compliances have been addressed:
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Having a written emergency plan that includes a list of emergency supplies and resources sufficient for the age and number of children and adults at the service, and details of how these will be maintained and accessed in an emergency (HS7).
Verifying that water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).
Ensuring policy and procedures include children traveling in a motor vehicle while in the care of the service are restrained as required by Land Transport legislation (HS18).
Maintaining records of medicine (prescription and non-prescription) given to children attending the service, including evidence of parental acknowledgement they have been advised when medication has been administered to their child (HS28).
Implementing suitable human resource management practices that include selection and appointment procedures, documented job/role descriptions, induction procedures into the service, a system of regular appraisal of staff, provision for professional development and a definition of serious misconduct that includes discipline/dismissal procedures (GMA7).
Implementing a procedure to ensure every children’s worker is safety checked every three years (GMA7A).
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early childhood Education (ECE)
6 September 2023
|
Early Childhood Service Name |
Akoteu Matavai Silai (Matavai Silai Preschool) |
|
Profile Number |
25442 |
|
Location |
Mangere, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children aged over 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
41 |
|
Review team on site |
June 2023 |
|
Date of this report |
6 September 2023 |
|
Most recent ERO report(s) |
Education Review, April 2019; Education Review, August 2015 |
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 |
Akoteu Matavai Silai (Matavai Silai Preschool) is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Akoteu Matavai Silai (Matavai Silai Preschool) is a full immersion Tongan centre operating under the umbrella of the Free Wesleyan Church of Tonga. The centre was established in 2009, in the grounds of the church complex.
This centre is licensed for 50 children over two years of age. It operates alongside the Akoteu Matavai Sila'i centre for infants and toddlers. Children of Tongan heritage make up the majority of the roll. The remainder are either Māori or from other Pacific groups.
The centre's philosophy promotes Tongan language and culture and Christian values. Children's learning programmes are based on Te Whāriki, the early childhood curriculum. The unique place of tangata whenua is also acknowledged in practice.
Akoteu Matavai Silai is governed by a management committee of church members and staff, as well as parent representatives. A centre manager, with the support of an office administrator, is responsible for daily operations. This akoteu employs three qualified teachers, including a head teacher to oversee daily teaching operations. All teachers are fluent in Tongan and English and are long serving members of staff.
Positive features of the 2015 ERO report have been maintained. These include settled children and good relationships between staff, children and parents. Key next steps identified in the report included improving planning, assessment and evaluation, reviewing transitions, developing strategic/annual planning, ensuring policies are current and teacher appraisal meets requirements. The centre has made progress in some of these areas.
Children’s sense of wellbeing and belonging is affirmed in a learning environment where the Tongan language, culture and identity are valued and promoted. Children's social and emotional development is nurtured through positive, respectful relationships, and strong connections with teachers and their peers.
Children are friendly and keen to learn. Some confidently lead lotu and songs during mat times. They know the centre's routines well and are encouraged to develop independence. Children play cooperatively with and alongside their peers for sustained periods of time, often communicating in their home language. They experience a well-resourced learning environment that supports their learning.
Teachers plan programmes based on Te Whāriki, the early childhood curriculum, that respond to children’s interests. Children benefit from excursions and aspects of te reo and tikanga Māori in the programme. Teachers could consider better ways to promote literacy and mathematics as part of children's play.
Teachers work collaboratively. They know children and fanau well. Trusting and respectful relationships encourage families to participate in the programme and support children to have a strong sense of belonging. Well-presented portfolios capture children's individual and group learning experiences.
Centre governance and leadership is supportive of fanau. Tongan values guide the centre's strategic direction. The management committee, leaders and teachers share a strong commitment to the centre's philosophy. Leaders promote working relationships based on trust, respect, and collaboration. Staff have opportunities for professional growth through well targeted external professional development.
The management committee has prioritised the sustainability of the centre so that it will continue to grow. The committee appreciates the church's active support for children and fanau. There is a sound policy framework for centre management. Establishing effective processes for internal evaluation and teacher appraisal would help to guide centre development and improve learning outcomes for children.
Centre leaders agree that key next steps include:
including references to Te Whāriki, the centre values, and Tongan language and culture in the philosophy to reflect current practice
continuing professional development that focuses on developing children's learning dispositions, particularly through discovery and creativity
developing long-term and annual plans that are evaluated to monitor progress over time
implementing a teachers' appraisal process aligned to the Teaching Council requirements
improving internal evaluation processes by including indicators of good practice to help teachers measure quality.
Before the review, the staff and management of Akoteu Matavai Silai (Matavai Silai Preschool) 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.
To improve management practices, teachers should rationalise policies and distinguish between policy and procedure.
ERO identified two areas of non-compliance. To address these, managers must ensure that:
Steve Tanner Director Review and Improvement Services Northern
Northern Region
18 April 2019
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 |
25442 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children aged over 2 years |
||
|
Service roll |
22 |
||
|
Gender composition |
Girls 12 Boys 10 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
February 2019 |
||
|
Date of this report |
18 April 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2015 |
|
|
Education Review |
November 2011 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Akoteu Tuingapapai o Uesile in Mangere is a well established early childhood centre under the umbrella of the Free Wesleyan Church of Tonga (New Zealand). The centre operates two licences on the one site. Since the 2011 ERO review, extensions to the building have resulted in there being two licensed spaces. This part of the centre is licensed to provide care and education for 50 children from two years up to school age. In 2014 a review of the governance structure was completed. A Trust Board which includes parent representatives governs the two centres.
Since the time of the 2011 ERO review, a new centre manager has been appointed to oversee the operational aspects of the centre. The over two’s supervisor oversees the day to day operations of the two licences and works collaboratively with the infants and toddlers supervisor and centre manager. The centre is undergoing some further changes and is being renamed as Matavai Sila’i.
The majority of the teachers are registered and some are working towards full registration. All the leaders in the centre are new to their roles but not to the centre.
The centre’s philosophy is to nurture the seed of “loving to learn” in children and to grow their competence. The visual image for this philosophy is of a garland, threaded in the seven papai. The centre philosophy is evident in the curriculum. Children’s language and their physical, social, emotional, spiritual, intellectual, and cultural development are being promoted.
The programme is Christian based and guided by Te Whāriki, the early childhood curriculum.
The 2011 ERO report highlighted that the centre’s programme promotes Christian values and maintains the Tongan language and cultural identity of children. This continues to be the case. Tongan values, language and culture are embedded in the curriculum. Children are comfortable and strong in their identity.
Children are happy and settled. They are confident and comfortable in the centre. Children explore the environment and engage with the activities teachers provide. They know that they can set up their own play and activities and that teachers are close by to support them. Older children take care of and are gentle with younger children. They are also respectful towards each other and with adults. Children respond well to teachers’ using te reo Māori. They are familiar with waiata, and karakia.
The physical environment is well defined. New developments in the outdoor area have made it more accessible for children, especially in the winter months. Developments include ground matting and shade sails.
The programme is focused on children’s interests. Teachers include wider community events in their planning. Teachers have developed portfolios for children that capture the learning and activities children are involved in during their time at the centre. Teachers could now look at ways to encourage parents and whānau to regularly contribute to the record of learning in children’s portfolios.
Teachers’ relationships with children and their families are positive and respectful. They know families well. Regular informal talks when parents are dropping off and picking up children, together with regular parent - teacher association (PTA) meetings, have strengthened relationships between the centre and families.
The centre manager is establishing effective management practices. He is strengthening systems and processes to encourage transparency and collaboration among staff. A newly appointed supervisor and regular team meetings are contributing to the growth and sharing of leadership within the service. Centre staff are focused on continuous improvement. Leaders agree that providing focussed external professional development should strengthen teaching and learning in the centre and help build leadership capacity.
In order to strengthen management, leadership and teaching practices in the centre, the Board of Trustees, centre leaders and ERO agree that together they should:
Before the review, the staff and management of Akoteu Tuingapapai o Uesile 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.
ERO recommends that the Board of Trustees seek an ECE external advisor to work with management to review centre policies and procedures to ensure that they are current and provide better guidance for staff. For example, it is necessary for the centre to develop a protected disclosure policy and have a privacy officer.
The next ERO review of Akoteu Tuingapapai o Uesile will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
12 August 2015
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 |
25442 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 0 aged under 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 29 Girls 18 |
||
|
Ethnic composition |
Tongan other |
46 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
June 2015 |
||
|
Date of this report |
12 August 2015 |
||
|
Most recent ERO report(s) |
Education Review |
November 2011 |
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 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.