21 Emmett Street, Newtown, Wellington
View on mapAkarangi | Quality Evaluations evaluate the extent to which early childhood services have 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 and Early Childhood Education (ECE) Improvement Framework (teacher led services) are the basis for making judgements about the quality of the service in achieving equity and excellence for all learners. Evaluations for improvement | Ngā Aronga Whai Hua is integrated across all of the above domains.
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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.
Sagata Ana Childcare is an aoga amata providing a Samoan language service for children aged six months to five years. The aoga opened in 1988 and is affiliated with the Samoan Catholic Association. It operates in an historic building owned by the Catholic Diocese in the grounds of St Anne's Catholic Primary School and next to Newtown Primary School.
The aoga provides full-day education and care for a maximum of 25 children, including up to five children under two years of age. Most of the children enrolled are Samoan. The aoga promotes mixed-age programmes and also provides separate areas for babies and toddlers to play and sleep. Children of all ages access the outdoor space.
The supervisor, manager and many staff have a long association with the centre. All staff are Samoan and all speak gagana Samoa fluently. A management committee consisting of parents and staff provides governance support for the centre. The centre's philosophy promotes values and practices that align with the Catholic and fa'a Samoa context. It also recognises the Treaty of Waitangi and the place of Maori as tangata whenua. Teachers have participated in professional learning to help them support children's literacy learning.
ERO's 2012 report for the centre identified many areas of good practice including positive teaching practices and noted that there had been improvements in the learning environment. Areas identified for improvement in that report have been addressed.
Children and parents are warmly welcomed at the start of the day. Children settle well and play in areas of their choice, and are well supported by their teachers. Children are kind, and play well together or alongside each other. They are socially and physically confident. Older children look out for and care for toddlers. They enjoy conversation with each other and adults, and are happy in their play.
Teachers enhance the pride that children, staff and parents have in Samoan language, culture and identity. Gagana Samoa is used consistently and modelled well by teachers throughout the programme. Children enjoy group times and the opportunities they have for music and movement and to greet each other in Samoan.
Teachers have positive, affirming interactions with children, demonstrating fa'aaloalo (respect) in their practice. They are gentle and attentive, and promote alofa for children. Teachers use respectful care approaches and value children's choice and decision making.
Children under two are well cared for with nurturing and sensitive support. Teachers provide very good support for children with special learning needs and make good use of specialist expertise. These good practices promote children's wellbeing, sense of security, and trust in adults.
Teachers work well as a team. They are supportive of each other and the goals and values of the aoga, including promoting children's joy in learning. They plan learning programmes based on 'O le Fala Mafafau', a thinking mat concept that identifies children's interests, dispositions and next steps for learning. This approach works alongside teachers' planning for monthly events and themes, literacy and numeracy, and music, movement and performance. Teachers prioritise opportunities to build children's oral language in learning programmes.
Children could benefit from centre leaders promoting further opportunities for literacy and numeracy in the context of play. Leaders and teachers could also improve children's independent access to learning resources, and use teaching strategies and practices that enhance children's creativity and critical thinking.
Centre leaders support teachers in their work and provide opportunities for staff to access professional learning. They provide good opportunities for parents to be involved in the centre, and welcome their input and ideas.
Key next steps for the centre include leaders and teachers developing learning programmes that promote increased levels of challenge for children.
In addition, the manager and supervisor would benefit from external support to:
increase the number of qualified staff
improve teachers' appraisal processes so that they meet the practising teachers' criteria
promote staff understanding and use of internal evaluation as a tool for ongoing improvement
ensure that policies and practices align with changes in legal requirements.
Before the review, the staff and management of Sagata Ana Childcare 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 current practices, centre leaders should ensure that:
all furniture is secured so it does not move in the event of an earthquake
the building currently has a current warrant of fitness.
The next ERO review of Sagata Ana Childcare will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
9 June 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.
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Location |
Newtown, Wellington |
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Ministry of Education profile number |
55362 |
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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 |
25 children, including up to 5 aged under 2 |
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Service roll |
25 |
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Gender composition |
Girls 15 Boys 10 |
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Ethnic composition |
Samoan Tongan other |
22 2 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
0-49% |
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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 |
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Review team on site |
May 2017 |
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Date of this report |
9 June 2017 |
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Most recent ERO report(s)
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Education Review |
April 2012 |
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Education Review |
March 2009 |
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Education Review |
January 2006 |
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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.
Sagata Ana Aoga Amata is a Samoan language-based early childhood centre. It provides education and care for children from six months to five years of age. The aoga amata is affiliated with the Samoan Catholic Association and is located adjacent to St Anne’s, a Catholic integrated school in the commercial area of Newtown, Wellington.
The centre continues to make improvements. Teachers’ participation in professional development has had a significant and positive impact on the quality of assessment and planning. The aims and goals for the programme are now based on what teachers know about children’s strengths and interests.
Teachers are actively involved in children’s play. They identify children’s emerging interests and use conversations to stimulate children’s thinking. Many conversations are in Samoan. Children show high levels of understanding of the language and are able to respond appropriately. Te reo Māori is also included in the programme through waiata, words and phrases. Children continue to be immersed in gagana Samoa in the centre.
The learning environment is attractive and inviting. New resources have had a positive effect on extending children’s play. The current focus on numeracy is supported by games and sophisticated puzzles that strengthen children’s understanding about numbers. A previous focus on literacy is evident in good quality story and research books, and children’s skills in drawing and writing for pleasure.
Teachers have reviewed and modified daily routines to suit children’s needs. Children take part in activities that appropriately reflect the centre’s Catholic Christian philosophy. The length of time children are expected to stay on the mat has been significantly reduced and is now appropriate to the age of children and their concentration levels.
Since the 2009 ERO review, a new manager has been appointed. Centre documentation has been updated, and sound management processes established. The centre is well-positioned to continue to provide good quality care and education for children.
ERO is likely to review the centre again in three years.
Before the review, the management of Sagata Ana Aoga Amata was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atSagata Ana Aoga Amata.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The 2009 ERO report identified good progress in establishing effective teaching practices. ERO suggested that professional development on programme planning would help teachers to provide more effectively for children’s strengths and interests. ERO also noted that mat times interrupted children’s play and that children would benefit from improved resources, and greater focus on social play.
Professional practice. Teachers have continued to strengthen their professional practice. Whole-centre professional development has enabled them to establish effective systems for assessing children’s learning needs and planning programmes. Children now benefit from programmes based on their learning strengths and interests.
Interactions. Children are relaxed and trusting with teachers. They are eager to talk and share their ideas about their play. Many of these conversations are in Samoan. Teachers use open-ended questioning to prompt children to think and solve problems. Children are friendly with their peers, engaging them in conversation and playing in cooperative ways.
Infants and toddlers. Infants and toddlers receive loving and attentive care. For most of the day they may choose to play in their own designated space, or with the older children. Teachers include younger children in conversations that promote their vocabulary and recognise their achievements. Teachers encourage children’s independence and sense of wellbeing. These children enjoy a relaxed flow to the day.
Young children. Children are busy with their chosen play, showing high levels of concentration and pleasure in their successes. They receive affectionate support to feel competent and, as a result, are confident and willing to persevere with difficult tasks. Children are articulate and friendly. The younger children enjoy being with their older peers, who are gentle and inclusive of them.
Extended play. Teachers have revised their mat times to better suit the needs of children. Teachers keep this time brief, and children enjoy participating. Reduced interruptions enable children to engage fully and extend their activities and games.
Environment. Management and teachers have made significant improvements to the learning environment. Most of the resources for younger children have been replaced with easily accessible new toys and equipment to support their play. The older children’s play has also been encouraged and supported by the provision of new equipment and the development of the environment, particularly the outdoors. Equipment to support children’s balance, confidence and upper body strength has been provided by a health organisation.
Te reo Māori and cultural recognition. Teachers include te reo Māori in waiata, words and phrases. While the philosophy of the centre states that education will strengthen children’s Samoan language and understanding of Samoan culture, teachers also understand the need for children to learn about the dual cultural heritage of New Zealand.
Parents and community. Parents spoken to during the review are very positive about the quality of the programme provided for children. They expressed the view that skilled teaching and a lively programme is supporting their children to make good progress in their learning.
Management. The centre manager and committee have made good progress in developing systems that support the smooth operation of the centre. A comprehensive strategic plan is supported by well-documented annual plans that are displayed for parent information. Self-review systems are well established and are supporting teachers to make sound decisions about the effectiveness of programmes.
Matters for review. Teachers are enthusiastic in their support of children’s play. Sometimes this enthusiasm pushes the noise levels above appropriate limits. Teachers should evaluate noise levels and other aspects of centre operations, such as:
extending aspects of numeracy in programme planning
monitoring safe-fall zones around equipment
encouraging newer parents to share information about their children with teachers.
Before the review, the staff of Sagata Ana Aoga Amata completed an ERO Centre Management Assurance Statement andSelf-Audit Checklist. In these documents they have attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO and the centre managers agree that effective self-review processes should continue to guide on-going improvements to the quality of care and education.
ERO is likely to review the centre again in three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
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Type |
Education and Care Service |
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Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
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Number licensed for |
25 children, including up to 5 aged under 2 |
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Roll number |
25 |
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Gender composition |
Girls 14, Boys 11 |
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Ethnic composition |
Samoan 21 NZ European/Pākehā 5 Māori 4 Tongan 4 Indian 2 Japanese 1 |
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Review team on site |
January 2012 |
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Date of this report |
5 April 2012 |
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Previous three ERO reports |
Education Review, March 2009 Education Review, January 2006 Supplementary Review, June 2004 |
These are the findings of the Education Review Office’s latest report on Sagata Ana Aoga Amata.
Sagata Ana Aoga Amata is a Samoan language-based early childhood centre. It provides education and care for children from six months to five years of age. The aoga amata is affiliated with the Samoan Catholic Association and is located adjacent to St Anne’s, a Catholic integrated school in the commercial area of Newtown, Wellington.
The centre continues to make improvements. Teachers’ participation in professional development has had a significant and positive impact on the quality of assessment and planning. The aims and goals for the programme are now based on what teachers know about children’s strengths and interests.
Teachers are actively involved in children’s play. They identify children’s emerging interests and use conversations to stimulate children’s thinking. Many conversations are in Samoan. Children show high levels of understanding of the language and are able to respond appropriately. Te reo Māori is also included in the programme through waiata, words and phrases. Children continue to be immersed in gagana Samoa in the centre.
The learning environment is attractive and inviting. New resources have had a positive effect on extending children’s play. The current focus on numeracy is supported by games and sophisticated puzzles that strengthen children’s understanding about numbers. A previous focus on literacy is evident in good quality story and research books, and children’s skills in drawing and writing for pleasure.
Teachers have reviewed and modified daily routines to suit children’s needs. Children take part in activities that appropriately reflect the centre’s Catholic Christian philosophy. The length of time children are expected to stay on the mat has been significantly reduced and is now appropriate to the age of children and their concentration levels.
Since the 2009 ERO review, a new manager has been appointed. Centre documentation has been updated, and sound management processes established. The centre is well-positioned to continue to provide good quality care and education for children.
ERO is likely to review the centre again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services
Northern Region (Acting)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.