Cnr Chambers Street & Georges Drive, Napier South, Napier
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 (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 Montessori 3-6 Trilingual Early Childhood Education are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Montessori 3-6 Trilingual Early Childhood Education is a privately owned centre located in suburban Napier. It offers education and care for children aged two to six years. The founder is also the professional leader and guides a team of six early childhood and one primary qualified teacher.
Children participate in a programme consistent with a Montessori-based curriculum that effectively celebrates and develops their interests and dispositions. They are confident communicators and engage in reciprocal and respectful relationships with peers and adults. Teachers work collaboratively to provide a well-considered programme that is consistent with Te Whāriki. Children are successfully supported to be capable, independent learners.
Regular assessment benefits children’s learning and guides teachers when planning the daily programme. Photo albums include narratives of children’s learning and celebrations. Teachers encourage parents and whānau to share aspirations for their child. This valued recording and sharing of children’s learning successfully fosters close links between home, extended whānau and the centre.
All children regularly experience te ao Māori as a meaningful part of their early childhood experience. They have a range of opportunities to see, hear and experience aspects of te ao Māori through waiata, karakia, praise and basic commands. Teachers are well supported by a strong role model to celebrate places of significance to mana whenua that are unique to their community and grow their cultural competence.
A focus on inclusive practice is highly evident. The founder draws on her own expertise and that of external agencies for guidance when available and appropriate. Children requiring additional assistance are well supported and their needs carefully considered.
Practices to promote improvement and evaluate progress continue to be embedded. There are frequent opportunities for the teaching team to reflect on effective teaching practice. Teachers are encouraged to take responsibility for their own professional learning to further build capacity and capability. Teachers collaboratively explore effective ways to monitor ongoing progress of the service’s action plans. These strategies support them to show how well objectives are met in relation to valued outcomes for children.
Montessori 3-6 Trilingual Early Childhood Education will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Montessori 3-6 Trilingual Early Childhood Education 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
28 September 2021
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Early Childhood Service Name |
Montessori 3-6 Trilingual Early Childhood Education |
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Profile Number |
45717 |
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Location |
Napier |
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Service type |
Education and care service |
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Number licensed for |
30 children aged over two. |
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Percentage of qualified teachers |
100% |
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Service roll |
28 |
|
Ethnic composition |
Māori 8, NZ European/Pākehā 10, Other ethnic groups 10. |
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Review team on site |
May 2021 |
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Date of this report |
28 September 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, April 2015. |
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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.
Montessori 3 - 6 Trilingual Early Childhood Education service in Napier operates five days a week. It is licensed for 30 children from two and up to the age of six. The service offers families a number of enrolment options depending on their specific needs. At the time of this ERO evaluation 16 of the children enrolled are Māori.
The service's vision statement - 'Inspiring and empowering children, families and teachers through trilingual Montessori education in English, te reo Māori and Spanish' - is reflected throughout the service and curriculum.
All staff have clear roles and responsibilities for curriculum development and operation. The professional leader, who is also the founder, is committed to teachers' ongoing professional learning and development. The teaching team have all participated in the Incredible Years training over the past four years.
The service has taken a positive approach to development and progress since the April 2015 ERO report.
Children engage in a well-planned curriculum. It successfully encompasses the learning outcomes of Te Whāriki, the early childhood curriculum and the essential elements and indicators of the Montessori Journey to Excellence. Trilingual education in English, te reo Māori and Spanish is a major focus for children's learning. The service's approach is flexible to meet the needs of children and their families. The intended outcomes for children, identified by the service, are very evident in practice.
Assessment, planning and evaluation of children's learning is clearly linked to the expectations of the dual curriculum. Progress through the sequential Montessori curriculum and across the strands of Te Whāriki is well recorded for each child. Records show how well the observed needs and interests, and family aspirationsare responded to.
Children develop a strong sense of belonging. The expectation that children will gain independence, concentration and physical coordination is promoted and enacted through the curriculum. The virtues of patience, kindness, honesty and caring are emphasised across the service. Children are encouraged to have fun and develop friendships.
Children are well supported to develop characteristics of global and local citizens as identified in the vision statement. They experience, appreciate and understand a diverse range of ethnicities and cultures. Their respect for others and the environment is supported by caring, attentive adults.
Partnerships with parents and whānau acknowledge their role as children's first and lifelong teachers. Children are proud of what they do and confidently share their learning with friends and families. Teachers work positively alongside parents and whānau to ensure their children experience success while at the centre.
Children's learning is enhanced by teachers' ongoing focus on improving their practice. Staff work well together. They inquire into their teaching and are developing sound processes to evaluate the effectiveness of their actions on outcomes for children. Individual strengths are well used to support children's learning. Ongoing professional learning and development continues to build teacher capability.
The focus on equity for all children is very evident. Children with diverse needs are well catered for. Ongoing discussion and collaboration with families and external agencies support children to experience success. Potential barriers to learning are minimised. A range of strategies supports children's ongoing learning.
Māori children and their whānau experience an environment that acknowledges and encompasses Māori values and concepts. Te reo Māori is an official language of the service. A range of strategies and initiatives is used to ensure Māori children achieve success. The entire teaching team is responsible for teaching te reo Māori, based on individual levels of confidence and competence. This is part of every teacher's appraisal goals for accountability. A Māori language assistant supports staff to promote success for Māori. Children are confident learners.
Ongoing self review has assisted teachers to improve their practice. The service is in a position to further develop internal evaluation for improvement. This should clearly focus on the impact of actions on outcomes for children.
Before the review, the staff and management of Montessori 3 - 6 Trilingual Early Childhood Education 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.
The next ERO review of Montessori 3 - 6 Trilingual Early Childhood Education will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
10 May 2018
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 |
Napier |
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Ministry of Education profile number |
45717 |
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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 |
30 children, including up to 0 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 26, Girls 19 |
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Ethnic composition |
Māori |
16 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
March 2018 |
||
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Date of this report |
10 May 2018 |
||
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Most recent ERO report(s) |
Education Review |
April 2015 |
|
|
Education Review |
September 2013 |
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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.