38 Gloucester Road, Mt Maunganui, Tauranga
View on mapERO’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 |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Daisy Cottage Montessori is guided by a philosophy that aspires to nurture children’s love of learning and belonging. Children from two years of age to preschool play and learn in a cottage-like environment. A small number are Māori learners. The new service provider is a trained early childhood teacher.
Children are responded to as confident and competent learners in a language-rich environment. Their preferences are respected, and they are involved in decisions about their learning experiences. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
The practices of adults providing education and care demonstrate knowledge of relevant theories and practice in early childhood education. They engage in meaningful, positive interactions to enhance children’s learning and developing social competence. Information and guidance is sought, when necessary, from agencies to enable adults providing education and care to work effectively with children.
Next steps include providing further opportunities for parents and whānau to share, and for the service to respond to:
their perspectives about their children’s learning
aspects of their cultures and languages with others in the service.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 November 2022
|
Early Childhood Service Name |
Daisy Cottage Montessori |
|
Profile Number |
40305 |
|
Location |
Mt Maunganui, Tauranga |
|
Service type |
Education and care service |
|
Number licensed for |
33 children aged over 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
44 |
|
Review team on site |
October 2022 |
|
Date of this report |
22 November 2022 |
|
Most recent ERO report(s) |
Akarangi | Quality Evaluation, July 2021; |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory 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:
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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Daisy Cottage Montessori are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Daisy Cottage Montessori is a privately-owned education and care service. A centre manager leads an experienced teaching team that has shared responsibility for day-to-day operations. The centre philosophy is underpinned by caring relationships with children and parents. Previous ERO recommendations have been responded to well.
Children experience a programme that enhances their identity as a successful learner. An integrated Montessori curriculum and the New Zealand Early Childhood Curriculum, Te Whāriki, empower children to lead their learning and nurture their independence. Teachers gather an increasing range of information about children’s progress over time within the Montessori curriculum. Teachers know their children well and they are responded to as capable and competent learners.
Children are empowered to take increasing responsibility for their own wellbeing and others within an inclusive learning environment. Children know the routines and expectations, and those with additional needs are sensitively responded to. Early numeracy and literacy are incorporated in a calm and well-presented, play-based setting. Aspects of bicultural practice are acknowledged and reflected in the programme. The service continues to explore ways for parents and whānau to participate in and contribute to the programme and be responsive to the language culture and identity of all children. Several initiatives to remove barriers to education support children's participation in the curriculum. Children show a strong sense of belonging.
Leaders and teachers work well together to build their professional knowledge and shared understandings of practice. Strong relational trust and reciprocal communication promote a high level of team cohesion. A commitment to continuous learning and development enables ongoing reflection to improve practice and positive outcomes for the service.
Ongoing internal evaluation leads to improvement. The service has established and is working to embed, the conditions that improve the quality of education and care. Leaders and teachers are at the early stages of engaging multiple voices to support change and improvement. Shifts in practice lead to improved learning outcomes for children.
The service has established systems and processes to maintain the management and governance of the centre. Alignment between strategic direction and annual planning guide operations. The enacted philosophy, vision and goals of the service promote positive learning outcomes for children.
Daisy Cottage Montessori will include the following actions in its Quality Improvement Planning to:
Before the review, the staff and management of Daisy Cottage Montessori 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.
During the onsite visit the service provided ERO with evidence that showed it had addressed the following non-compliances:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 July 2021
|
Early Childhood Service Name |
Daisy Cottage Montessori |
|
Profile Number |
40305 |
|
Location |
Mount Maunganui, Tauranga |
|
Service type |
Education and care service |
|
Number licensed for |
33 children aged over 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
51 |
|
Ethnic composition |
Māori 6, NZ European/Pākehā 35, Other ethnic groups 10. |
|
Review team on site |
April 2021 |
|
Date of this report |
19 July 2021 |
|
Most recent ERO report(s) |
Education Review, March 2017 Education Review, as Little Sweethearts Montessori, July 2013. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Daisy Cottage Montessori is a privately owned early education service licenced to cater for up to 30 children from two years to school age. The service is operates from 8am to 5pm, Monday to Friday. Previously known as Little Sweethearts Montessori, the service is located in the suburb of Arataki.
Since the change in ownership the roll has grown to 44, which includes 14 children of Māori descent and a small number from diverse ethnic backgrounds. The programme is reflective of the teachings of Maria Montessori. The recent establishment of a Montessori programme at nearby Arataki School is providing continuity for children who wish to continue with Montessori education.
Three teachers hold a formal Montessori qualification and all staff attend workshops through the Montessori Centre Aotearoa, based in Tauranga. The preschool philosophy is focused on cherishing each child as a unique treasure and supporting their character spiritually, emotionally, physically and intellectually. The philosophy documents the intent to 'provide a calm, secure environment where each child's sense of order, desire to be independent and to help out' is acknowledged.
This is the first ERO report of Daisy Cottage Montessori.
Daisy Cottage Montessori is welcoming to all children, parents and whānau. Children are warmly greeted each day, and settle quickly into an activity planned to prepare them for a busy day of play and learning.
The programme of learning is planned in response to children's preferences and interests. It is strongly reflective of the special Montessori character and of the preschool's documented philosophy. Children work in ordered, attractive and well-prepared spaces that are carefully set up by teachers to invite their curiosity and stimulate their thinking. Children's work and play is recognised by teachers as valuable learning, and this contributes to very high levels of child enthusiasm and involvement. ERO observed children engaged in activities where they persisted with difficulty for extended periods as they worked as individuals or in small groups.
The programme includes many aspects that are consistent with culturally competent practice. Leaders and teachers have worked hard to integrate bicultural concepts, knowledge and language throughout the day. Teachers ensure these bicultural concepts are an important part of the preschool and go beyond displays in the environment. Many teachers have undertaken formal tertiary courses to strengthen their competence in te reo and tikanga Māori. The programme also includes many opportunities for children to take part in active play, test their physical competence and practice developing their motor skills. Children benefit from learning experiences that are inclusive, inviting and challenging.
Interactions between teachers and children are sensitive, respectful and focused on encouraging each child's holistic development. Teachers listen carefully and notice opportunities to intervene to support and extend children's ideas, and build oral language skills. Teachers' ongoing use of open-ended questions and respect for children's ideas is providing a sound foundation for children's recognition of themselves as competent learners. Transitions into the centre and on to school are sensitively and effectively managed through open communication with parents, and maintaining a focus on what is best for each child. The way teachers work with children nurtures their sense of belonging within the preschool.
The centre is dedicated to providing an inclusive environment for all children. Leaders and teachers take time to ensure that children's developmental and learning needs are supported in partnership with parents and families. Children's behaviour is managed through subtle, sensitive and positive strategies. As a result children trust teachers to support them in learning as they develop their personal, social and cooperative skills.
Teachers provide a wide range of opportunities that enable children to develop early literacy and mathematical skills. These opportunities are integrated throughout the programme and include many activities that involve early reading, writing, counting, comparing and measuring. The programme also features high quality provision of science learning about the natural and wider world as children explore ideas and working theories. The preschool is generously resourced with equipment to support children's work and play, much of which is reflective of the special Montessori character.
Teachers record significant learning in attractive children's individual portfolios. These useful documents are regularly shared with parents at home and at the centre. Children also frequently use portfolios to revisit and reinforce prior learning, recognising familiar words and sharing them with their peers.
Teachers share a strong commitment to the service, to the programme and to each other. They work very well as team and these high levels of collaboration are contributing to both consistency of learning for children and the ongoing sharing of ideas among teachers.
Teachers' maintain detailed records of their professional learning journey. These records, and associated professional reflections, are providing good evidence about how they are meeting the requirements of the Education Council New Zealand.
Strong and effective leadership and direction by centre leaders is contributing to a culture of professional respect, collaboration and the high levels of support for leadership that are evident among teachers. This culture is also contributing to the high levels of commitment to positive outcomes for children among leaders and teachers.
Leaders have a good understanding of the purpose and place of self review for ongoing improvement. Processes for spontaneous and regular self review are well established, and focused on continual improvement for children and families. A more detailed approach to long-term planning is now needed to provide a sound foundation for strategic review and development.
Leaders and teachers work together to:
develop a more comprehensive approach to strategic planning that provides a sound foundation for longer term strategic review
continue to explore ways to build partnerships with parents and whānau about Montessori teaching and learning.
Before the review, the staff and management of Daisy Cottage Montessori 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 Daisy Cottage Montessori will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
6 March 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 |
Mount Maunganui |
||
|
Ministry of Education profile number |
40305 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged under 2 and over |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 25 Boys 19 |
||
|
Ethnic composition |
Māori Pākehā Indian Other |
14 25 3 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
December 2016 |
||
|
Date of this report |
6 March 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:
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.