Shine Montessori Educare - 12/08/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Shine Montessori Educare governing body and management in relation to areas identified in the August 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

The progress and effectiveness of measures relating to improving:

  • planning, assessment and evaluation
  • teaching practice and appraisal
  • self review
  • policies, procedures and systems related to health and safety.

2 Evaluation Findings

Background

Shine Montessori Educare is one of two centres administered by the trustees of Shine Montessori Educare Charitable Trust. This centre is situated in Waiwhetu, Lower Hutt and is open five days a week, as an all-day centre, providing education and care for children over two years of age.

The August 2012 ERO report was the first for this centre and noted several areas for development. The Trust has employed external consultants to work with the head teacher and staff to address these areas. There has been sound progress in addressing these matters.

Areas of progress

Teachers are working effectively with the external consultant, in partnership with the principal, to refine and improve the consistency and quality of assessment, planning and evaluation. They have developed a more deliberate and collaborative approach to simplifying planning and making it more visible. Children’s portfolio stories identify aspects of their learning and show how interests are recognised and responded to over time. Group planning folders include examples of improved teacher reflection and evaluation of the planned programmes.

Interactions and relationships between teachers and children foster a sense of belonging and an increasing independence in learning.

There is a growing understanding and use of good quality teaching and learning practices. The external consultant, working with the four provisionally registered teachers, has modelled a useful development process for teachers. This includes effective goal setting, observation and feedback on teaching practice. The newly adopted appraisal system is based on this model.

Staff recognise the importance of self review for continual improvement. Self-review processes are being refined and developed. Reviews are designed to be evidence based and include child voice. A standard template guides the process. Many policies have been recently reviewed or developed to guide centre operations and support safe practice. Parents’ contributions to policy review are supported and valued.

Areas for further improvement

ERO and centre manages agree that the key next steps for further improvement are to continue developing:

  • the teacher appraisal system to include specific measurable teacher goals and links to the centre’s strategic plan
  • a more consistent approach to assessment and planning that better evaluates the impact for learners
  • self-review processes that include key indicators, a greater evaluative focus and clear next steps.

It is also important to further refine processes for policy review, so that:

  • the number of policies is rationalised
  • policies and procedures are consistently formatted
  • there are regular checks against current best practice and changes to legislation
  • the effectiveness of policy implementation is evaluated.

3 Future Action

The next ERO review of Shine Montessori Educare will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

12 August 2013

Information about the Service

Location

Lower Hutt

Ministry of Education profile number

60121

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50

Service roll

57

Gender composition

Boys 31

Girls 26

Ethnic composition

Māori

NZ European/Pākehā

South East Asian

Chinese

Pacific

Other European

Other ethnic groups

2

24

7

5

4

5

10

Percentage of qualified staff

80%

Review team on site

June 2013

Date of this report

12 August 2013

Most recent ERO report(s)

Education Review

August 2012