Malamalama Moni Aoga Amata EFKS PN - 02/07/2020

1 Evaluation of Malamalama Moni Aoga Amata EFKS PN

How well placed is Malamalama Moni Aoga Amata EFKS PN to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Malamalama Moni Aoga Amata EFKS PN requires further development to promote positive learning outcomes for children.

Malamalama Moni Aoga Amata EFKS PN needs to review aspects of service operations including health and safety, and governance.

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


Malamalama Moni Aoga Amata EFKS PN provides an immersion gagana (Samoan language) and aganu’u (Samoan culture) curriculum for children between six months and school age. Families that attend the service are from the local community and the wider Palmerston North community.

A management committee has responsibility for governance of the service. A centre manager has oversight of day-to-day operations and a supervisor leads curriculum provision. Most of the teachers are qualified and registered.

Since ERO's 2016 review, three teachers have achieved higher education qualifications, four teachers gained full registration, and a building extension for children aged over two years has been completed.

The 2016 report affirmed the celebration of a variety of cultural events. It highlighted how well gagana Samoa was integrated into the curriculum and teachers' respectful interactions with children and their families. These positive features have been maintained. Areas for development relating to the assessment of children's learning, and strengthening internal evaluation are yet to be addressed.

The centre philosophy is based on Te Whāriki, the early childhood curriculum, Samoan cultural values and Christian beliefs.

The Review Findings

Children are confident to make choices and explore the learning environment. They interact well together in pairs or small groups. At times they invite adults into their play. Children are well supported by teachers to sustain their play for periods of time.

The curriculum for infants and toddlers supports their exploration. Teachers provide these younger children with stimulating experiences in a caring environment. Routines are flexible and organised around children’s individual needs.

The inclusion of culture, language and Christian beliefs are features of the curriculum. Teachers are fluent in the Samoan and English languages. They extend children’s understanding of literacy and mathematical concepts from a Samoan perspective. Teaching practices include waiata and te reo and tikanga Māori. Teachers value and promote songs from other Pacific nations.

Strong responsive relationships with children and their families have been maintained over time. The recent building renovation has given the community a sense of pride in the service. Children enjoy the new equipment that has been purchased.

A strategic plan has been developed. The committee could document an annual plan to prioritise the long-term improvements that have been identified. This includes a governance goal to support and guide the leadership of management committee members.

Key Next Steps

Key next steps include:

  • developing a transition to school programme that is aligned to Te Whāriki

  • supporting children to positively manage their relationships with other children

  • implementing a curriculum that enables child led and child centred learning, and is consistent with current research, theory and practices in early childhood education

  • improving the quality of assessment, planning and evaluation processes.

Service leaders agree that they should:

  • develop clear expectations and procedures to improve the quality of internal evaluation

  • prioritise building a cohesive team so that all members are contributing to teaching and learning programmes for children

  • ensure health and safety policies and practices meet licensing requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Malamalama Moni Aoga Amata EFKS PN 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.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety, and governance and management. To meet requirements, the service needs to improve its performance in the following areas:

  • evaluating evacuation drills and how this informs the annual review of the service's emergency plan

  • ensuring hazards identified in daily health and safety checks are eliminated, isolated or minimised

  • ensuring that all requirements relating to excursions are undertaken and recorded

  • developing suitable job descriptions and implementing a system of regular appraisal of all staff

  • developing a written procedure for safety checking all children's workers and maintaining a record of all safety checks and the results.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8, HS12, HS17, GMA7, GMA7A.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

2 July 2020

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


Westbrook, Palmerston North

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 28 aged under 2 years

Service roll


Gender composition

Boys 26 Girls 24

Ethnic composition



Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

February 2020

Date of this report

2 July 2020

Most recent ERO report(s)

Education Review

October 2016

Education Review

May 2013

Supplementary Review

April 2010

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

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.

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.