210 Bairds Road, Otara, 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 Kato Kakala are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
Akoteu Kato Kakala is governed by Kakala Malie Incorporated Society. A centre director leads a team of four registered faiako (teachers) and five unqualified staff. The curriculum promotes anga faka-tonga (Tongan ways of being) and the concept of nofo‘a kāinga (working together). Most fanau (children) attending are of Tongan heritage. The service has sustained the highly effective practices identified in ERO’s 2019 and 2015 reports.
Fanau experience a highly responsive curriculum immersed in the Tongan language and culture. Their identity as a Tongan learner is recognised and strongly affirmed by teachers. Children’s oral language is prioritised, and learning environments are well resourced. As a result, a sense of belonging and wellbeing of fanau is supported, and their mana and confidence upheld.
The culturally responsive caregiving practices of faiako contribute to the development of close, strong attachments for young children attending the service. Faiako empower all fanau to lead their own learning and foster their independence and decision-making. Mixed-age groupings enable older children at this service to have increased responsibility for their own wellbeing and their younger peers.
Leaders and faiako use a wide range of strategies to deepen connections with children, their families, and the community. Matu’a (parents) value the care and learning received as part of a curriculum that strongly promotes Tongan cultural values, language, and practices. Learning-focused partnerships to support children’s learning and progress over time are well embedded. Matu’a actively contribute to decisions about their child’s learning, including developing learning goals.
Leaders and faiako acknowledge tangata whenua and the place of Māori as tangata whenua. Faiako use some te reo Māori in their daily practice. Enhancing the local curriculum to include making connections to the land and local histories, including myths and legends and making links with te ao Māori (the Māori world) is an identified priority.
Shared leadership and high relational trust across the teaching team is evident. There is a sustained and robust process for internal evaluation which is collaborative, and improvement focused. A more deliberate focus on evaluating the impact of improvements made, on children’s learning, would strengthen current practices.
Leaders have sustained strong and reciprocal connections with external networks and agencies. This supports leaders and faiako to continue to deepen their professional knowledge and leadership capability. There is a clear vision for improvement and robust governance systems to guide the service’s implementation of legislative requirements.
Akoteu Kato Kakala will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Akoteu Kato Kakala 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)
15 May 2024
| Early Childhood Service Name | Akoteu Kato Kakala |
| Profile Number | 25148 |
| Location | Otara, Auckland |
| Service type | Education and care service |
| Number licensed for | 33 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 23 |
| Review team on site | March 2024 |
| Date of this report | 15 May 2024 |
| Most recent ERO report(s) | Education Review, August 2019; Education Review, June 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Akoteu Kato Kakala is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Akoteu Kato Kakala is a community based early childhood centre. The curriculum is underpinned by Tongan language and culture. Nearly all the children attending have Tongan heritage.
The centre is governed by the Kakala Malie Incorporated Society through a management committee. The committee is responsible for the financial and operational management of the centre. A centre manager and head teacher lead a teaching team who are mainly registered teachers.
ERO’s 2012 and 2015 reports acknowledged the centre’s effective practices in supporting children’s language and cultural identity. In 2015, ERO identified that managers and teachers could strengthen their shared understandings about effective teaching strategies to extend and challenge children’s learning. Teachers have continued to improve this aspect of their practice.
The strong focus on Tongan language and culture has been sustained. Teachers and children converse confidently in Tongan at group times and during play experiences. Christian and traditional Tongan songs are well integrated into spontaneous play and daily routines. Teachers also integrate te reo and waiata Māori within the programme well.
The curriculum promotes the values of ako, ilo and poto very effectively. Children at the centre are enthusiastic learners who negotiate, play cooperatively and spend time in focused activities of their choice. Infants and toddlers mix well with older children and are encouraged to develop independence. Teachers’ relationships with children and their families are warm and caring.
Teachers provide resources to support children's exploration and ask relevant questions to foster their thinking. Their conversations acknowledge children’s interests. Teachers listen carefully to children. Literacy and numeracy experiences are regularly included in children’s play. They have very good opportunities to investigate science through a deliberate teacher focus on the natural environment.
The very well resourced indoor and outdoor environments are a feature of the centre. They reflect teachers’ passion and commitment to improving children’s learning and celebrating Tongan culture. The indoor area is thoughtfully and attractively presented with clearly defined areas and accessible resources. Wall displays, and photographs allow children and parents to revisit learning experiences at the centre. The outdoor environment provides good opportunities for children to engage in physical and exploratory play.
The curriculum is highly responsive to children’s interests. Teachers plan for, assess and evaluate children’s learning very well. They have worked to develop shared understandings of ways to document and analyse children’s learning. Attractive individual learning records show that children have opportunities to investigate, ask questions and play co-operatively with others. Teachers recognise children’s learning and celebrate their progress over time. Parents' appreciation of what their children are learning at the centre is becoming more evident in children's assessment records.
Centre leaders have high expectations for teachers' professional practice. The teacher appraisal system is effective in promoting reflection and improved teacher practice. Teachers have continued to participate in professional learning and further study that supports the growth of skilled teaching practices. Centre leaders contribute to growing the capacity of staff at other centres through their facilitation of, and participation in professional development opportunities.
Leaders and teachers have established highly effective internal evaluation systems. They have taken time to develop shared understandings of evaluation based on a Tongan approach to continuous improvement. A clear policy framework guides centre operations. Comprehensive strategic and annual plans continue to inform the direction of the centre. The committee, leaders and teachers monitor progress against these goals to ensure ongoing improvement.
Key next steps include:
documenting the role of the teacher in extending children's learning within assessment and curriculum planning
refining internal evaluation processes to clearly show the impact of the curriculum and teaching practices on improved outcomes for children.
Before the review, the staff and management of Akoteu Kato Kakala 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
21 August 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 |
Otara, Auckland |
||
|
Ministry of Education profile number |
25148 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children, including up to 10 aged under 2 |
||
|
Service roll |
25 |
||
|
Gender composition |
Girls 14 Boys 11 |
||
|
Ethnic composition |
Tongan |
23 |
|
|
Percentage of qualified teachers |
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 |
July 2019 |
||
|
Date of this report |
21 August 2019 |
||
|
Most recent ERO report(s) |
Education Review |
June 2015 |
|
|
Education Review |
May 2012 |
||
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 Kato Kakala is a community based immersion Tongan early childhood centre. The centre is located in Otara, South Auckland and caters for children up to 5 years of age. The curriculum is underpinned by Tongan language and culture. All of the children have Tongan heritage.
The centre is governed by the Kakala Malie Trust through a management committee. Managers are responsible for the financial management of the centre and strategic decision making, including policy development. A head teacher leads the teaching team who are mainly registered teachers.
ERO’s 2012 report acknowledged the centre’s effective practices in supporting children’s language and cultural identity. ERO recommended that managers and teachers should increase children’s engagement in learning and enhance self review to promote centre improvement.
Teachers and managers have addressed these recommendations well to improve learning outcomes for children.
The Akoteu Kato Kakala philosophy is enacted well. The programme for children maintains a strong focus on Tongan language and culture. Teachers and children converse confidently in Tongan at group times and during play. Traditional Tongan songs are well integrated in spontaneous play and daily routines. Children are developing a strong sense of their cultural identity and a sense of belonging at the centre. Teachers also effectively integrate te reo and waiata Māori within the programme.
Children are curious and keen to learn. The programme is responsive in promoting values of ako, ilo and poto. Children are confident and make choices about their play. They interact positively with their peers and with adults. Teachers’ relationships with children and their families are warm and caring. Infants and toddlers mix well with older children and are encouraged to develop independence.
Teachers know children’s strengths and support and play alongside them, promoting conversation and exploration. Teachers ask open questions to encourage children to share their ideas and opinions. Children participate in a variety of meaningful activities that are linked to their interests. Literacy and numeracy opportunities are included in children’s play. Teachers provide a sound foundation for children’s transition into school.
The well resourced indoor and outdoor environments reflect teachers’ commitment to improving children’s learning and celebrating Tongan culture. The indoor area is attractively and thoughtfully presented with clearly defined areas and accessible resources. Wall displays and photographs allow children and parents to revisit learning experiences at the centre. The outdoor environment provides opportunities for children to engage in physical and exploratory play.
The learning programme is responsive to children’s interests. Teachers plan for, assess and evaluate children’s learning well. Attractive individual learning records show that children have opportunities to investigate, ask questions and play co-operatively with others. Teachers celebrate children’s learning and acknowledge children’s progress over time.
Teachers have established useful self-review systems that include indicators of effective practice. The teacher appraisal system promotes reflection and improvement. Teachers are committed to professional learning and further study. They are well supported to complete and improve their qualifications and develop skills for leadership.
A clear policy framework guides centre operations. Teachers and managers have developed comprehensive strategic and annual planning to promote progress. They monitor progress against strategic goals to ensure ongoing improvement.
Teachers recognise that they could continue:
Before the review, the staff and management of Akoteu Kato Kakala 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.
The next ERO review of Akoteu Kato Kakala will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
19 June 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 |
Otara,South Auckland |
||
|
Ministry of Education profile number |
25148 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children, including up to 10 aged under 2 |
||
|
Service roll |
34 |
||
|
Gender composition |
Girls 19 Boys 15 |
||
|
Ethnic composition |
Māori Pākehā Tongan Samoan |
2 4 26 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
19 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
February 2009 |
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.