Mill Road, Otaki
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Ōtaki Montessori Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Ōtaki Montessori Preschool is located within a semi-rural community. It is governed by a parent committee. A recently appointed Montessori qualified centre manager leads an established teaching team. The Montessori curriculum is founded on practical life experiences. The culturally diverse community includes some Māori children. Since the 2018 ERO report, timely progress has been made in assessment, planning and evaluation, appraisal, and the service’s philosophy review.
Children experience an inclusive, responsive curriculum. Teachers promote independence and social and emotional competency. This helps children to develop a sense of belonging. Deliberate teaching strategies support children to be successful learners. Meaningful opportunities to engage in literacy, numeracy and inquiry learning is promoted. Intentional design of the learning environment provides children with choice. Routines are well-established and these promote children’s wellbeing. The curriculum supports implementation of aspects of te reo Māori and tikanga Māori.
Leaders and teachers work collaboratively to develop effective relationships with parents and increasingly learning focused partnerships. New assessment practices are established and incorporate the learning outcomes in Te Whāriki, the early childhood curriculum. Learning is identified, and intentional planning is evident. However, documentation could better show how teachers acknowledge and celebrate all children's languages, cultures and identities.
Governance provides resources that align to the service priorities and community initiatives. There is a focus on reducing barriers related to access of participation and promoting and valuing whānau contributions. Collaborative, ongoing review processes are in place and are focused on improvement. Teachers have yet to build a collective capability to undertake effective internal evaluation of the curriculum that results in improved outcomes for children.
Ōtaki Montessori Preschool will include the following actions in its Quality Improvement Planning. These are to:
better show in assessment documentation how teachers acknowledge and celebrate diverse learners' languages, cultures, and identities to enhance learner outcomes
embed the consistency of assessment practices amongst all teachers
build collective capability in internal evaluation to better understand what is working or not and for whom and to better identify priorities, goals and inform decision making.
Before the review, the staff and management of Ōtaki Montessori Preschool 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
3 October 2022
|
Early Childhood Service Name |
Ōtaki Montessori Preschool |
|
Profile Number |
60235 |
|
Location |
Manawatu |
|
Service type |
Education and care service |
|
Number licensed for |
45 children, aged over two years |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
39 |
|
Review team on site |
July 2022 |
|
Date of this report |
3 October 2022 |
|
Most recent ERO report(s) |
Education Review, November 2018; |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Otaki Montessori Preschool is an all-day centre, licensed to provide education and care for up to 45 children from two to six years of age. Fourteen of the children currently enrolled are Māori. The centre is located within a semi-rural, spacious community amenities complex.
The centre is governed as an incorporated society by an elected parent committee.
The curriculum and philosophy are underpinned by the principles of the Montessori approach and Te Whāriki, the early childhood curriculum. The mission of 'Help me do it by myself' is reflected in the ongoing focus of extending children's self-management skills and encouragement to take responsibility for themselves, others and the environment.
Since the November 2015 ERO report, a new teaching team, including head teacher, have been appointed. In the past 12 months opening hours have been extended and a Montessori toddler programme has been introduced. Older children are in the Tui classroom and younger ones in Kea. Leaders and teachers are developing practices to respond to the changed centre structure.
Children engage in planned and spontaneous learning experiences. Literacy, numeracy, science and the arts are an integral part of the programme and the Montessori material with which children engage. Regular routines and suitable care encourage a sense of belonging for children.
Respectful relationships and a positive tone support children to be engaged for sustained periods. Children play and learn positively alongside their peers. Opportunities are provided to be creative and expressive. Meal times are an enjoyable social experience for children.
Informative portfolios include narratives of children’s learning and discovery. Direct links are made to the Montessori curriculum and Te Whāriki. Possibilities are identified for future learning and how the teacher and centre resources can contribute to this. Te ao Māori, including ngā kupu Māori, are evident within the programme and physical environment. Teachers plan activities that extend children's cultural confidence and understanding and these contribute to promoting success for Māori learners.
Teachers actively seek and value parent and whānau aspirations and their input into children's learning. The use of an online assessment tool for recording and sharing children’s learning strengthens links between home, extended whānau and the centre. Formal and informal learning conversations provide a positive platform for partnerships to support children’s learning. A centre priority is to strengthen these partnerships.
Children with additional needs are well catered for in an inclusive environment that is responsive to individual needs. Ongoing discussion and collaboration with families and external agencies support children to experience success.
Teachers work collaboratively to support children’s progress. They are reflective practitioners who know children and their preferences well. Teachers are aware of the need to develop further strategies to ensure the structured programme does not limit children's autonomy to choose where and what learning experiences they are able to engage in.
A new process to support teacher appraisal has been introduced. It is based on individual teachers collecting evidence to assist inquiry into their impact on outcomes for children. Evidence is collected to show the Standards for the Teaching Profession are being met. The process should be strengthened by including increased documented feedback on how well teachers are meeting the various expectations that are part of appraisal.
The head teacher is building shared team understanding of a curriculum aligned to Te Whāriki and the Montessori approach. A structured review process contributes to building a range of centre practices. It includes reference to quality indicators to guide improvement and support evaluation of current systems. Changes to better respond to children are made as a result of review. Leaders and teachers should continue to build use of internal evaluation to investigate the effectiveness of current curriculum decision making on children’s engagement and learning.
The annual plan identifies areas for supporting children’s learning moving forward. More regular reporting to the governing parent committee on progress towards the goals identified in the plan, should assist a greater focus on agreed priorities.
Leaders and ERO agree on the following key next steps:
in association with the necessary philosophy review planned, the centre should evaluate how effectively the localised curriculum achieves the desired outcomes for children, families and whānau
leaders and teachers should develop clear guidelines for assessment and planning that ensures more deliberate and consistent practices to promote children’s development, learning and progress
appraisal of teachers and leaders should continue to be developed to ensure it supports teachers to participate in a robust process that contributes to improving learning and wellbeing of children.
Before the review, the staff and management of Otaki Montessori Preschool 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.
Many centre policies and procedures were last reviewed in 2015. To improve practice the centre should implement a cycle of review to ensure alignment with current centre practices, legislation and good practice guidelines.
The next ERO review of Otaki Montessori Preschool will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
23 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.
|
Location |
Otaki |
||
|
Ministry of Education profile number |
60235 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children over 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 28, Girls 17 |
||
|
Ethnic composition |
Māori |
14 |
|
|
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 |
September 2018 |
||
|
Date of this report |
23 November 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2015 |
|
|
Education Review |
March 2013 |
||
|
Education Review |
December 2009 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Otaki Montessori Preschool is a sessional centre licensed to provide education and care for up to 48 children from two to six years of age. The centre is located within a semi-rural, spacious community amenities complex. A current focus on strengthening community partnerships is evident.
The centre is governed as an incorporated society by an elected parent committee. Since the March 2013 ERO report a review of governance and management structures, and internal promotions, have led to a new principal and head teacher being appointed. Two part-time employees provide administration and financial support for the parent committee and centre staff.
The curriculum and philosophy are underpinned by the principles of the Montessori approach and Te Whāriki, the early childhood curriculum. The mission statement of 'help me do it by myself' is evident in teaching and children’s learning.
Parents and leaders have identified the need to further develop and modernise the outdoor environment. This initiative should better support the development of children’s creativity exploration, physical skills and confidence. Plans are being developed for these changes.
Centre leaders and staff have responded well to ERO's previous report recommendations to further develop programmes and extend teaching practices. Improvements in assessment processes, culturally responsive programmes and systems for managing transitions have benefitted children. Self review has been used effectively to bring about improvements in programmes and outcomes for children.
Children experience caring and respectful interactions. They are settled and demonstrate confidence in their environment, learning and routines. They cooperate well with each other as they learn. Children display high levels of engagement and purposeful sustained learning.
Child-led learning based on their interests, combined with Montessori values and materials underpin teaching and learning programmes for all children. The prepared environment and resources support a focus on literacy and mathematics and build skills in practical life, arts and science. Targeted literacy support for small groups of children accelerates their language learning.
Teachers foster communications with families through daily welcoming of children. Conversations with parents provide a range of avenues for extending learning partnerships with parents. As a result, teachers know children well and increasingly focus on noticing, recognising and responding to their interests. Partnerships with families and whānau have been strengthened through review surveys and sharing information about children’s learning.
The centre leaders have improved systems and procedures for identifying, monitoring and promoting children’s learning. Individual education plans effectively track and monitor children’s progress across the seven curriculum areas. Parents contribute to portfolios to support and extend their children’s learning. Team discussions and ongoing evaluative review should continue to support the strengthening of assessment practices.
Teachers are responsive to the interests, languages, cultures and identities of all children. Te ao Māori ways of knowing, being and doing are promoted and planned for across the centre. Children have increasing opportunities to participate in te reo me ngā tikanga Māori. This has been supported by teachers’ study to extend their knowledge of te reo Māori and increased participation of whānau in centre events, cultural celebrations and programmes.
Targeted professional learning and development opportunities and appraisal processes help teachers to build their capability. Further development of goal setting, inquiry and evaluative feedback from leaders should improve support for leaders’ and teachers’ ongoing development.
Well researched and considered transition programmes help develop children’s confidence and wellbeing as they move into, through and out of the centre. A special programme for children over two years appropriately caters for their introduction to Montessori philosophy and learning practices.
The recently appointed principal and head teacher are consolidating their leadership roles and responsibilities. They continue to develop a culture of reflection and review and are focused on improvement. Further leadership development support should assist leaders in their roles.
New structures and systems of accountability and responsibility provide a stronger governance framework. Recently revised guidelines and expectations provide support for governance processes and decision making. Improved administrative systems, processes and accountabilities enable the parent representatives to be better informed. Further development of strategic planning goals and priorities is needed for more specific reference to defined and expected outcomes for children, including when and how these will be achieved.
Policy review processes are in place. ERO affirms the identified need to review and develop personnel policies including a specific policy for performance appraisal of all staff.
Centre leaders acknowledge that continued development and strengthening of processes and practices is required, including:
Before the review, the staff and management of Otaki Montessori Preschool 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.
When is ERO likely to review the service again?
The next ERO review of Otaki Montessori Preschool will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
27 November 2015
|
Location |
Otaki |
|
|
Ministry of Education profile number |
60235 |
|
|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
48 children aged over 2 |
|
|
Service roll |
39 |
|
|
Gender composition |
Girls 20, Boys 19 |
|
|
Ethnic composition |
Māori 9 |
|
|
Percentage of qualified teachers |
80% + |
|
|
Reported ratios of staff to children |
|
|
|
Over 2 |
||
|
Review team on site |
September 2015 |
|
|
Date of this report |
27 November 2015 |
|
|
Most recent ERO report(s)
|
Education Review March 2013 |
|
|
Education Review December 2009 |
||
|
Education Review September 2006 |
||
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.