12 Claude Ave, Papatoetoe, 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 Akoteu Sia-ae-toutaiola are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Akoteu Sia-ae-toutaiola is a privately-owned service governed by three directors. The teaching team includes a centre manager, two qualified teachers and two staff members. Most of the children attending are of Tongan cultural heritage
Children experience nurturing, responsive and respectful relationships with faiako. Calm, unhurried and flexible routines are responsive to the rhythms of children and faiako know children, their parents and fanau well. Children experience a curriculum emersed in the Tongan language and culture, underpinned by Christian values that support children’s language, culture and identity. They demonstrate a sense of wellbeing and belonging.
Children lead their own learning and enjoy long periods of uninterrupted play. They are provided with meaningful learning experiences and their decisions are respected by faiako.
The teaching team are beginning to build a shared understanding of how to use assessment to show children’s learning progress in relation to the learning outcomes of Te Whāriki, the early childhood curriculum. Expectations for assessment practice are unclear, and documentation is variable in quality. It does not yet reliably:
Faiako engage in self-review focused on improvement. Leaders have yet to implement an effective process of internal evaluation.
The service has a clear vision, mission and philosophy to guide practice. Leaders have recently implemented strategic planning, identifying goals that will support their strategic direction. They identify ongoing improvements are needed to evaluate the effect improvements have had on driving their strategic direction. Leaders continue to monitor and review policies and procedures to ensure they consistently maintain legislative requirements.
Akoteu Sia-ae-toutaiola will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Akoteu Sia-ae-toutaiola 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS12.
Patricia Davey
Director of Early Childhood Education (ECE)
5 September 2024
| Early Childhood Service Name | Akoteu Sia-ae-toutaiola |
| Profile Number | 46676 |
| Location | Papatoetoe, Auckland |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 18 |
| Review team on site | June 2024 |
| Date of this report | 5 September 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, November 2021; Education Review, May 2017 |
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 | Not meeting |
| 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.
Akoteu Sia Ae Toutaiola is a privately owned service opened in 2015. The centre manager is supported by a teaching team of three qualified teachers and two unqualified staff members. The centre is governed by a management team of four directors.
The practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practices in early childhood education. The service provides a language-rich environment that supports children’s learning.
Centre leaders should continue to monitor and review all policies and procedures to ensure that the service meets the requirements of the licensing criteria.
ERO found areas of non-compliance in the service relating to:
Education (Early Childhood Services) Regulations 2008, 44 (1b); Licensing Criteria for Early Childhood Education and Care Centres, HS8, HS14, HS31, GMA7A.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
19 November 2021
| Early Childhood Service Name | Akoteu Sia-ae-Toutaiola |
| Profile Number | 46676 |
| Location | Papatoetoe, Auckland |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 12 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | 27 |
| Ethnic composition | Māori 2, Tongan 17, Samoan 7, other ethnic groups 1 |
| Review team on site | 26 July 2021 |
| Date of this report | 19 November 2021 |
| Most recent ERO report(s) | Education Review, May 2017 |
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.
Akoteu Sia-ae-toutaiola, is a privately owned total immersion Tongan centre that offers full-day education and care for children from three months to school age. The centre opened in 2015 in a purpose built facility in Papatoetoe. It is licensed for 40 children including 12 children under two years of age. This is the centre's first ERO report.
Most of the children are of Tongan heritage. The centre promotes a strong philosophy of Tongan values and Christian beliefs within a culturally appropriate learning environment. Tongan language, culture and identity are valued and promoted. Importance is placed on supporting children to thrive as competent, confident learners and communicators.
The owners/directors are actively involved in centre governance and leadership. They work closely with the centre manager and administrator to progress the centre's strategic plan. The manager is responsible for overall daily centre operations and works closely with the five teachers and the administrator.
Together with parents, families and the wider Tongan community, the centre directors and leaders have developed strong networks with their community and surrounding schools.
The centre's philosophy is well enacted and aligns with Te Whāriki, the early childhood curriculum. There is a strong commitment to the shared vision. Tongan beliefs and Christian values underpin the centre's culture. Parents promote the centre's philosophy in the wider Tongan community.
The welcoming and well managed environment offers indoor and outdoor areas that invite children to create, be curious and engage in learning. There are well considered spaces that reflect curriculum areas such as science, mathematics, art, literacy and computer technology. Culturally rich learning environments invite children and their families to learn and play together. Infants and toddlers enjoy their own spacious indoor and outdoor spaces to play at their own pace.
Children at the centre are becoming confident in their identity as Tongan in Aotearoa New Zealand. Children from other ethnic backgrounds also enjoy a sense of belonging and are happy in the environment. They are encouraged to be independent, and socially and culturally competent. Most children take responsibility and are actively involved in centre routines.
Respect is integral to the culture of the centre. Most teachers are fluent Tongan speakers and use the language to build positive and respectful relationships with children and their families. Teachers model trusting and positive interactions for children.
Skilful, intentional teaching supports children to engage in positive responses with each other and with teachers. The teaching team has developed useful planning and assessment systems. Teachers regularly meet to discuss programme plans.
The curriculum is responsive to children's interests and strengths and promotes culturally rich activities and experiences. Developing a bicultural partnership is a focus for teachers and this aligns well with the Tongan programme.
Good relationships have been established with local schools. Children are well supported as they transition into and out of the centre, and on to school.
The manager provides high quality leadership and models high expectations for staff. Positive relationships underpin successful team building and a harmonious working environment for adults. Staff are encouraged to lead in many areas and roles and responsibilities are understood within a cultural context and family values.
Professional learning opportunities are prioritised from staff development goals and centre strategic goals. A personalised appraisal process encourages teacher growth and reflection. Strategic planning supports the centre to achieve its vision. Internal evaluation is well understood by leaders and used to make ongoing sustainable improvements.
There is a shared recognition that parents' involvement is important and partnerships with parents and families are developing well. Teachers use deliberate strategies to consider and respond to parents’ aspirations and perspectives. Parents' expectations that their children will be successful growing up in Aotearoa drive the centre's focus on continued positive outcomes for all children.
Centre leaders agree that they should continue to use robust internal evaluation to make ongoing improvements. Key focus areas for evaluation include:
Before the review, the staff and management of Akoteu Sia-ae-toutaiola 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 Akoteu Sia-ae-toutaiola will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
22 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 | Papatoetoe, Auckland | ||
| Ministry of Education profile number | 46676 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 12 aged under 2 | ||
| Service roll | 31 | ||
| Gender composition | Boys 23 Girls 13 | ||
| Ethnic composition | Tongan Samoan Cook Islands Māori Indian | 30 3 2 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 | 1:7 | Better than minimum requirements | |
| Review team on site | April 2017 | ||
| Date of this report | 22 May 2017 | ||
| Most recent ERO report(s) | No previous ERO reports | ||
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.