65 Murray Street, Mosgiel
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
BestStart Mosgiel Montessori is a purpose-built centre providing full-day education and care for up to 70 children, including 15 under two year olds. Children play and learn in three Montessori classrooms, according to their age and readiness for the next area. Older children share a large outdoor play area. There is a separate outdoor area for younger children. Children come from diverse cultural backgrounds.
Since this centre's last ERO review in 2015, a new manager was appointed to oversee the daily programme and operations. She is supported by a teaching team of two head teachers, classroom teachers and caregivers. Most are qualified early childhood teachers.
This service is owned by the BestStart organisation. It maintains oversight of the centre operation and supports leadership, staff development and business management.
The service leaders, staff, and whānau and children (tamariki) have formed a vision and philosophy that are consistent with the Montessori values and principles for equipping tamariki with the needed skills and dispositions for life within and beyond the centre.
This service effectively supports tamariki and their whānau to feel valued, welcome and involved. Dedicated teachers ensure infants and toddlers are well cared for and settle easily. Parents and whānau are very well informed about the centre programme and the learning of their tamariki. Their opinions are regularly sought to inform planning for individual tamariki and centre improvement. Centre leaders are working on ways to build parents’ understanding of the Montessori curriculum.
Tamariki who require extra care are closely monitored and very well supported. Leaders and teachers work collaboratively to ensure that the diverse needs of tamariki and their whānau are met. Tamariki are very well supported by teachers as they transition into, through and out of the centre. Infants and toddlers experience calm, nurturing environments for learning.
Tamariki are active participants in and contributors to their learning. They are supported to achieve the centre aims to develop independence and responsibility for themselves, each other and their environment. With teacher support tamariki have created a food pantry and book library for community use. They learn through activities that are relevant to the life around them. Resources are thoughtfully presented so that tamariki have choice in the level of learning they feel ready for.
Tamariki have many opportunities for wider learning, such as social and physical development, and experiencing and applying learning in the community context. The outside areas provide good opportunity for physical play. Trips outside the centre and whānau focused events at the centre, provide meaningful opportunities for tamariki to interact with their community. Leaders are working on more closely aligning the indoor and outdoor programmes.
The teaching team is well supported by service leaders to develop teaching practices that achieve the centre's aims and aspirations for tamariki. Planning and assessment have been strengthened so that the progress of individual tamariki is regularly monitored and effectively planned for.
The teaching team and centre leaders are intentionally strengthening the way that Māori, Pacific and other cultures within the community are valued, learnt about and celebrated. This is evident, for example, in children’s enjoyment, ease and skill in using te reo and tikanga Māori in their daily learning. These are being increasingly incorporated into the daily programme and teaching practices. Children prepare kai and share karakia and waiata, particularly at times of cultural celebrations for all whānau, such as Matariki, Polyfest and the Chinese New Year.
The centre manager, with support from BestStart managers, has established a solid platform for centre development and improvement. Leaders and the teaching team have a shared commitment to the Montessori philosophy and centre vision for tamariki. The outcomes valued for tamariki guide strategic planning and decision making. Internal evaluation practices have been strengthened and are regularly undertaken and acted on for improvement. Teacher development is targeted to ensure best practice models are followed. Teacher collaboration and peer and manager support are significant contributors to improvement.
The centre has identified, and ERO agrees, that its next steps are to further improve:
how individual children's plans show progress in learning
the way teachers and the centre curriculum incorporates te ao Māori
aspects of internal evaluation, including better evaluation of the impact of teaching strategies.
Before the review, the staff and management of BestStart Montessori Mosgiel 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 BestStart Montessori Mosgiel will be in four years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
12 November 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 |
Mosgiel |
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Ministry of Education profile number |
80081 |
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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 |
70 children, including up to 15 aged under 2 |
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Service roll |
89 |
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Gender composition |
Boys: 46 Girls: 43 |
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Ethnic composition |
Māori |
11 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
October 2018 |
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Date of this report |
12 November 2018 |
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Most recent ERO reports |
Education Review |
November 2014 |
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Education Review |
June 2011 |
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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.
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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 @ Mosgiel is a purpose-built centre providing care and education for children aged from three months to six years. Children are able to attend all day or for morning and/or afternoon sessions. Since the last review in 2011 the centre has had significant roll growth. The centre has managed this period of rapid growth very well.
The programme is based on the Montessori approach. The centre is a member of Montessori Aotearoa New Zealand (MANZ). It is the only Montessori preschool in the Taieri area. Teachers are trained, or in training, in the Montessori way.
The centre philosophy includes a strong focus on:
Bicultural practices are evident in the centre. Te reo and tikanga Māori are woven into the daily programmes and routines.
Since the June 2011 ERO review the centre has successfully addressed the need to improve strategic planning and extend self-review practices. Developing effective planning and assessment of children’s learning continues to be work in progress.
Relationships. Interactions between teachers and children are warm and caring. Teachers work well with each other and share planning and ideas to support children’s learning. Older children interact well together and support each other in their learning. Younger children play comfortably alongside each other.
Child-centred learning programmes. Children learn in settled classrooms. They know the routines well. These do not dominate but allow for the children to sustain their play for long periods of time. Teachers are very skilful at encouraging children to solve problems and work things out for themselves. They know when it is right to step back and when support is needed. There is a strong focus on building children’s independence and life skills. For example, children are expected to prepare food, take responsibility for their belongings and put equipment back in the appropriate place. Children enjoy a variety of experiences beyond the centre.
Children have access to high-quality resources to support their understanding of mathematical concepts and early literacy.
Valuing parents. Parents are well informed and involved in their children’s learning. Teachers have intentionally created an environment where parents feel welcome. Learning stories provide evidence of parents’ aspirations being gathered and responded to. The parent community was consulted in the development of the philosophy.
Self review. Review is based on a useful framework that is leading to robust evaluation and useful findings. Parents’ opinions are gathered to contribute to the self-review process. The results are then shared with the community, along with what they intend to do to improve what will happen for children.
Sustainability. The professional-service manager and business manager provide strong support to the centre manager for curriculum development and administration. Kidicorp supports teachers to develop their leadership skills through well-planned and targeted professional learning and development. Currently one head teacher is involved in a Future Leaders course to equip teachers to step up into leadership roles.
Planning and assessment. The quality of planning and assessment is inconsistent. In some learning stories and planning documentation the recorded teaching strategies are too general. These need to be more explicit and detailed to show what teachers will do to support children’s learning. The teachers could enhance planning and assessment by more consistently evaluating the impact of their teaching on children’s learning. There are some useful examples in profiles books that teachers could use as models to follow.
Programme in the Little Ferns Room. The programme in the Little Ferns room needs to be reviewed to ensure that children of all ages are engaged and motivated in their learning.
Outdoor environment. Leaders and teachers have identified that the outside area for Little Ferns is in need of review and development. ERO agrees with this.
Before the review, the staff and management of Montessori @ Mosgiel 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.
While on site ERO found that the supervision of children in Little Ferns was not always reflective of best practice. This needs to be carefully managed, especially when children have access to both indoor and outdoor areas.
The plans to manage risks when children and teachers go on trips into the community are completed. These plans need to be more detailed to ensure strategies for keeping children safe are known by all.
The Policy for Prevention of Child Abuse is ambiguous around direct reporting. This needs to be clarified.
The next ERO review of Montessori @ Mosgiel will be in three years.
Graham Randell
National Manager Review Services
Southern Region
28 November 2014
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 |
Mosgiel |
||
|
Ministry of Education profile number |
80081 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 15 aged under 2 |
||
|
Service roll |
95 |
||
|
Gender composition |
Girls: 50 Boys: 45 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Others |
11 76 8 |
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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 |
Under 2 |
1:4 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
September 2014 |
||
|
Date of this report |
28 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
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.