“Treasuring children through good practice in Samoan Early Childhood Centres”

“Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata”

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1. Tofa Manino/Mau, tofa mamao & filosofia (Vision, Mission and Philosophy) • Tava’esina Trust/Fetu Taiala Aoga Amata

• E auau le Tava’e i ona fulu

2. Community Based: • In low-socio economic area – Mangere East

• Predominantly Samoan children and families

3. Located next to Four other Pasifika ECE Centres • Premises and facilities maintained by the Mangere Pasifika ECE

Trust (MPECET) together with Tava’esina Trust who over-see the day to day operation of Fetu Taiala.

• A total of 153 children attend all five Pasifika ECE Centres at the MPECET complex.

Context/Background

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• ERO identified examples of good practice from education reviews in 387 early childhood services undertaken in Terms 1 and 2, 2012.

• Five were selected as examples of good practice for identifying and responding to priorities for children’s learning. Fetu Taiala Aoga Amata was selected as one of these Centres.

• Others include an education and care service, Māori immersion centre, a kindergarten and a Playcentre.

• Each example highlights the priorities teachers have identified for the children at their service, how their assessment practices reflected these priorities, and how their identified priorities were evident in their curriculum design and self review.

Trial for ERO’s ECE Methodology

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ERO’s overall evaluation question

How well placed is Fetu Taiala Aoga Amata to promote positive outcomes for all children?

Note the difference with our current focus which is to look at the quality of interactions, the programme and the environment

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• Implementation of Philosophy (Reflects the Centre’s Vision)

• Fa’aSamoa values, beliefs, language and cultural practices are integrated into all areas of our service

• Responsive and reciprocal relationships with the community of learners:

- Children, parents and whanau, teachers

- Community: Churches, MOE, ERO, other Educational, health and social organisations

- Providing an environment where other voices are respected and acknowledged

• On-going internal reviews (self-review) is integrated in all aspects of management and teaching practice.

• Self-Review has led to changes in the learning environment to better respond to children’s strengths, interests and holistic development

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• Children’s confidence and competence in the gagana Samoa and understanding of Fa’aSamoa

• Children’s strong sense of identity and pride as Samoan learners

• Teacher’s encouragement and value of child initiated play and learning

• Teacher’s support for children’s emerging interests

• Parents involvement and responsive relationships with teachers

• Self-review is well integrated into all aspects of management and teaching practice, which include: children’s learning and development, teaching and learning practices, learning environment, relationships with the community of learners.

Evidence identified by ERO

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Written evidence we provided for ERO:

• Pre-review Form – Prior to ERO Visit – We provided ERO with our pre-review document which gave us the opportunity to voice/document our own views on our current progress, strengths, challenges and to identify any areas of improvements that we were working on. • Evidence of on-going internal reviews: - Minutes of staff and board meetings - Parents voices/interviews/surveys/evenings/ - Monthly newsletters and reminders - Self-review processes (documentation) - Assesments and evaluations of children’s learning/development - Staff Performance Appraisals - Annual Plan and Strategic Plan - Professional Development for teachers, management and governance • Other documents of compliance: - Strategic Plan, philosophy, policies, employment contracts and job descriptions

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Fetu Taiala overall evaluation question

Are we providing a high quality learning environment that promotes positive

outcomes for children?

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ERO’s model for review - Pou

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Pou Whakahaere how the service

determines its vision, philosophy and direction

to ensure positive

outcomes for all children

Pou Ārahi how leadership is enacted to enhance positive outcomes

for children

Tikanga Whakaako how approaches to

teaching and learning are responsive to diversity and support positive

outcomes for children

Matauranga Whose knowldege is valued and how the

curriculum is designed to achieve positive

outcomes for children

Whanaungatanga Recognises the critical

importance of relationships in providing a foundation for

positive learning experiences

Arotake and Aromatai Self review gathering and

using information in culturally appropriate ways for decision

making and improvement

Fetu Taiala Model - Fa’atusa (Fale Samoa)

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Tofa Mamao & Tofa Manino/Mau VALUES, AND BELIEFS

Leadership – Tautai

1. 1 2 3 4

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5. Matua ma fanau

4. Tagata Lautele

3.Faiaoga 2. Komiti fa’afoe

1. Komiti Fa’atonu

E le o le fale, a’o le ‘anofale

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Tu ma aga Fa’aSamoa

Agava’a

O tomai

Taleni

Fa’atufugaga

Gagana ma le aganu’u

Matafaioi

Faiva ma tiute

Fealofani

ALOFA, FA’AALOALO, TAUTUA, ONOSA’I, LOTO AGANU’U, LOTO MAUALALO

Soalaupule/talanoa

Maopopo

Tofi Olaga Fa’aleagaga

Capacity and sustainability

• ERO evaluates how well placed Fetu Taiala is to make and sustain improvements for the benefit of all children

Note: Challenges, reviews actioned, moving forward

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Challenges Reviews Actioned Moving forward

Children/parents Va – Reciprocal/responsiv

e relationships

Children/parents voices are

valued/respected

Children/parents feel safe and valued and

have a sense of belonging

Governance Re-structuring Appointment of New Board members incl

new Chairperson

Secured $1.2mil and land to establish new

Aoga Amata

Management Professional Development

Appointment of New Manager

Ensures the smooth running of the Aoga

Teaching/learning Quality teaching practices

Appointment of New Supervisor

High quality Curriculum,

resourceful teachers and rich

environment Learning environment Limited Space Re-arranged

essential learning areas

Community Funding and building

maintenance

Worked in partnership to secure

funding

MPECET secured $1.9mil to re-build

current Aoga Amata

Complementary evaluation-an approach that balances external ERO review with service self review according to each service's circumstances.

ERO REVIEW

2012

EC SERVICE SELF REVIEW

2013

EC services with very limited self review

EC services sustaining high quality provision and continuous improvement through effective self review

EC services operating well with established processes of self review

Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata”

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Pese Fetu Taiala

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A’oa’o le tama, e tusa ma ona ala, a o’o ina matua e le toe te’a ese lava.

Savali i luma o tagata, tulou, tulou, lava

A mana’o ise mea, fa’amolemole lava

A’e taliaina se mea mai se tagata,

Ona fa’apea lea fa’afetai lava

O tu ia ma aga, Samoa mai le amataga,

E iloa ai o le Samoa moni lava…1, 2, 3, 4, shoo!!

Pese tusia e Vaitava’e Toleafoa Moe

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Acknowledgements • SAASIA & Teuila Consultancy

• Violet Tu’uga Stevenson (ERO representative)

• Tava’esina Trust Board, Management, Staff, Children and Parents of Fetu Taiala Aoga Amata

• Mangere Pasifika ECE Trust (MPECET) Board and teaching staff