Akoteu Tokaima'ananga Sandbrook

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.

ERO’s Judgement

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Akoteu Tenga’i Musita is a Tongan immersion service governed by the Life Wise Trust. The team of four registered teachers, three support teachers, a kaitiaki of the whenua and a driver are led by a centre manager and an area manager. They provide education and care to children from birth to five years of age.

Summary of Review Findings

The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Children are provided with a range of experiences and opportunities to enhance and extend their learning and development, individually and in groups.

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum provides a Tongan language-rich environment that supports children’s learning.

The service provider needs to ensure that licensing requirements are implemented and monitored.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

• having a documented risk-management system that shows accident and incident records are regularly analysed to identify patterns and actions to identify, eliminate, isolate or minimise hazards to the safety of children
• having evidence of opportunities provided for parents to contribute to the development and review of the service’s operational documents
• ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 and the records kept as long as the person is employed at the service.

Licensing Criteria for Early Childcare Education Care and Education Services 2008, HS12, GMA4, GMA7A.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

• ensuring stretchers intended for children to sleep on are covered with or made of a non-porous material (PF30)
• developing a procedure for the hygienic laundering of linen used by children is required (HS2)
• ensuring heavy equipment, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6)
• ensuring assessment and management of risk is undertaken when children leave the premises on an excursion, and that parents’ consent to the adult:child ratios and mode of transport, and that the person responsible gives permission for the excursion to take place (HS17)
• maintaining a record of all food served to children, including fruit and baking provided by the service (HS19)
• maintaining a record of all medicine given to children attending the service that includes evidence of parental acknowledgement (HS28)
• displaying the full names and qualifications of all staff (GMA1)
• providing information to parents as to how they can access information concerning their child, how they can be involved in the service, opportunities to contribute to the review of the service’s operational documents (GMA2)
• advising parents of how they can be involved in the service, any fees charged by the service, Ministry of Education funding expenditure, planned reviews and consultations (GMA3)
• developing appointment processes that include a definition of serious misconduct and discipline/dismissal procedures (GMA7)
• having an annual plan that identifies ‘who’ is responsible in relation to key tasks listed (GMA8).

Recommendation to Ministry of Education

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.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

26 May 2021 

Information About the Service

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

• 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.

Managment Assurance on Legal Requirements

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 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:

• 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 certification; ratios)
• evacuation procedures and practices for fire and earthquake.

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.

1 Evaluation of Akoteu Tenga'i Musita

How well placed is Akoteu Tenga'i Musita to promote positive learning outcomes for children?

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

Background

Akoteu Tenga'i Musita, known as The Mustard Seed Preschool, operates under the governance of Lifewise Trust, a subsidiary of Te Haahi Weterian o Aotearoa and the Tongan Parish of Otara. It is the sister centre of another Tongan centre in Otara. This service opened in 2013 in purpose-built premises. It provides education and care in an immersion Tongan context, for up 70 children, including 20 up to two years of age. Children attending the centre have Tongan heritage and most of them are from the local community.

The centre manager takes a significant role in the governance of the centre and she works closely with the education manager from Lifewise Trust. Seven staff are registered teachers.

The centre's philosophy is 'Meeting Community's Needs'. Four principles inform teacher practice in enacting this philosophy. These are Faka'apa (acknowledging and returning respect), Anga Fakatokilalo/lotu (humility and being open to learning), Tauhi vaha'a/va (keeping the relationship ongoing, alive and well) and Mamahi'i (one's loyalty and passion).

The Review Findings

Infants benefit from nurturing, individualised care. Teachers are responsive and caring. They consistently talk and sing to children in Tongan and encourage them to respond. Infants appear relaxed, happy and they develop a sense of security and belonging.

Toddlers explore a wide range of activities and make choices for themselves. Teachers respond positively to their needs for reassurance and independence. Younger children have good opportunities to play alongside siblings and older peers. They also spend time in an attractive area that caters specifically for their age group.

Teachers provide a culturally rich and responsive curriculum. Tongan language and culture, as well as Christian beliefs, are affirmed, embedded in the programme and fostered during group times. Teachers have a good knowledge of Te Whāriki, the early childhood curriculum, and Te Tiriti o Waitangi. They affirm and enrich children’s knowledge and use of the Tongan language and naturally integrate te reo and tikanga Māori.

Teachers' group planning responds to children’s ideas and guides the programme. Children’s assessment portfolios are well presented. They provide a very good record of children's individual and group learning experiences. Children have fun as they learn through play. They have a strong sense of belonging and participate in the programme with eagerness and confidence.

Relationships between children and adults are caring and respectful. Teachers use positive guidance strategies skilfully, to help children manage their interactions with others. Teachers value and encourage child initiated play. It would be useful to evaluate how effectively they provide challenge and complexity in play and learning, particularly for older children.

Children are busy, active learners. They play in an inclusive and vibrant learning environment that reflects Tongan identity and culture, and te ao Māori. The gardens, including the ngaue, are a feature of the centre. Children have good periods of uninterrupted play and independent choice of play areas and activities. Wall displays show how children learn through play as they engage with mathematics, literacy, science and technology. Children's progress and learning is celebrated at centre events such as the graduation ceremony when children move on to school.

Sound management practices, Tongan values and a clear vision for the future guide the centre's direction. The philosophy is visible in centre operations and teaching practices. Internal evaluation has been established and is focused on improvements. There is a useful policy framework with strategic and annual plans to guide ongoing development. This framework includes effective systems to monitor health and safety.

Centre leaders foster working relationships based on respect, trust and collaboration. They have a strong sense of social justice and promoting equitable outcomes. Teachers encourage parent and community involvement. They share strengths, participate in professional development and are eager to improve their practice and outcomes for children.

Key Next Steps

Centre leaders agree that next steps include:

• deepening teachers' evaluation of the impact of the programme and teaching practices on children's learning

• more clearly recording how individual children's interests, strengths and dispositions are developed over time

• evaluating the usefulness of the outdoor play area and the transition to school programme for older children

• strengthening internal evaluation practices so they align with the centre's strategic direction, and include in-depth research to inform improvement

• refining teachers' appraisal processes to better show how they meet the requirements of the Education Council. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Akoteu Tenga'i Musita 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.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Akoteu Tenga'i Musita will be in three years.

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

14 June 2017 

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 

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.