Stoke Montessori

Education institution number:
65154
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
21
Telephone:
Address:

61 Marlowe Street, Stoke, Nelson

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Stoke Montessori

1 ERO’s Judgements

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 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 Stoke Montessori are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Stoke Montessori is one of three privately-owned early childhood centres collectively known as The Bays Montessori. The centre’s team leader is supported by the service owner. The curriculum is based on the Montessori approach which emphasises a child-led, experimental, and collaborative way of learning. Tamariki attending the service are from diverse nationalities and a small number who identify as Māori attend. This evaluation was one of a cluster of three reviews of The Bays Montessori.

3 Summary of findings

Tamariki learn in an inclusive curriculum underpinned by the Montessori approach and Te Whāriki, the early childhood curriculum. Practical life skills are strongly promoted in the curriculum to encourage care of self and care of the environment. Tamariki have choices and are appropriately challenged through a well-resourced indoor and outdoor learning environment.

Collaboration with parents and whānau is highly valued. Aspirations about what matters for their tamaiti are shared by parents and contribute to kaiako knowing of whānau cultures, languages, and identities. Important cultural events are celebrated that acknowledge the values and beliefs of every tamaiti and their whānau.

Some te reo Māori is used and is an area of ongoing development for kaiako. Local pūrākau significant to hapū and iwi are integrated into the curriculum. Regular excursions enable tamariki to make links to the local environment and extends the learning programme. The values of the service including whanaungatanga, manaakitanga, aroha, kotahitanga and whakamana, are evident in the curriculum.

Kaiako use assessment to design a responsive curriculum based on tamariki interests and strengths. There is some evidence the learning outcomes in Te Whāriki are used to evaluate progression of learning. However, there is still more work to establish a shared understanding of the use of the learning outcomes across the teaching team.

Review and research are well used to explore aspects of practice and inform ongoing improvements.  A framework to guide internal evaluation has been established. Leaders and kaiako should continue to embed quality improvement systems such as:

  • internal evaluation by deepening understanding of internal evaluation for improvement

  • the professional growth cycle and appraisal of teachers.

Relational trust has been established. Kaiako have opportunities to share professional practice across the three services.

4 Improvement actions

Stoke Montessori will include the following actions in its Quality Improvement Planning:

  • increase opportunities for tamariki to hear, speak and experience te reo Māori in meaningful learning contexts

  • support kaiako understanding and use of the learning outcomes from Te Whāriki to inform assessment for learning processes and show consistently children’s developing capabilities in relation to these outcomes over time

  • develop a bicultural approach that considers how cultural perspectives of local hapū and iwi are integrated into the local curriculum

  • deepen leaders' and kaiako understanding of the internal evaluation framework and the associated evaluative thinking and reasoning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Stoke Montessori completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

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

21 November 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Stoke Montessori

Profile Number 

65154

Location

Nelson

Service type

Education and care service

Number licensed for

25 children over 2 years of age

Percentage of qualified teachers

80-99%

Service roll

21

Review team on site

August 2022

Date of this report

21 November 2022

Most recent ERO report(s)

Education Review, August 2018; Education Review, February 2015

Stoke Montessori - 10/08/2018

1 Evaluation of Stoke Montessori 

How well placed is Stoke Montessori to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Stoke Montessori provides full-day education and care for children from two and a half to six years of age. It is one of three privately-owned Montessori centres, collectively known as The Bays Montessoris.

This is a small service for up to 25 children. It operates from a single mixed-age classroom and adjoining outdoor area.

The centre owner and leaders are Montessori trained educators. The teaching staff are qualified early childhood teachers. Almost all have Montessori specialist training. The owner provides overall leadership of The Bays Montessoris centres. She participates in the teaching programme.

Since the 2015 ERO review, there have been some changes in staff. The centre has improved its planning and assessment, bicultural and self-review practices.

This review was part of a cluster of three Montessori centre reviews of The Bays Montessoris group.

The Review Findings

The Montessori philosophy is strongly evident in all aspects of the curriculum.

Children are effectively supported to achieve the key priorities for learning described by the centre. They are provided with real-world contexts, resources and activities to help them make sense of the world that surrounds them. With well-timed support from teachers, they develop independence and confidence in themselves (whakamana), in each other (whanaungatanga), and skills for engaging in the world around them. This includes, helping to prepare and serve food daily (kai time), at which children were observed contentedly sitting and talking for sustained periods of time.

Children learn in a calm, respectful, supportive environment. They have settled time for focused and productive learning. Teacher interactions are respectful, responsive and empowering. They effectively engage in children's activity of interest. They know when to intervene or remain active as observers. They support children's inquiry in learning and problem solving.

Children exhibit a strong sense of belonging, security and care. The mixed-age classroom provides multiple opportunities for reciprocal learning (ako), leadership for older children (tuakana-teina) and social skills for younger children.

The rich experiences provided in and outside the centre, are a feature of the programme. The indoor and outdoor areas are well resourced. A respect for nature, the natural world and sustainable practice is a key area for learning. Children's skills, understanding and ability to interact effectively in the world that surrounds them (kōtahitanga) is effectively supported. They learn in holisitic ways, about themselves and their wellbeing, and how to respect, care for and help sustain the world around them.

The centre leader and teachers work in close partnership with parents to ensure positive outcomes for children. Parents are actively encouraged to be involved in their child's learning. Their opinions and expertise are regularly sought to enrich the programme and inform improvement. The many cultures of the children and their whānau are celebrated and shared. In particular, Māori language and culture are meaningfully integrated in the programme and help define the centre's key priorities for learning.

Teachers know children well. They work collaboratively ensuring each child develops holistically. They regularly share information with each other about the children. This helps ensure continuity in learning for each child and a consistent focus across all teachers for supporting the learning. Teachers interact positively and respectfully with the children and their parents. Children with additional learning needs are identified and well supported.

The centre owner provides in-depth support for all three centres. She ensures teachers receive relevant professional learning, including deepening their understanding of the Montessori approach. She works collaboratively with the leaders of all three centres, building leadership capability and sustainable practice. There is increasing collaboration across the centres. The leaders meet regularly to discuss and share best practice.

Long term planning usefully guides development within and across the centres. Internal evaluation is being increasingly well implemented to inform improvement, within and across centres. A recent review of the key priorities for learning in The Bays Montessori centres is now being used to guide teaching and learning at each centre.

Key Next Steps

ERO and centre leaders agree that the key next steps for teachers are to continue to develop:

  • a focus on improved practice when undertaking spontaneous reviews

  • appraisal and teacher inquiries, that includes use of formal observation of practice and teacher reflections.

Management Assurance on Legal Requirements

Before the review, the staff and management of Stoke 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.

Next ERO Review

When is ERO likely to review the service again?

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

10 August 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Nelson

Ministry of Education profile number

65154

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, aged over 2 years old

Service roll

17

Gender composition

Girls: 12

Boys: 5

Ethnic composition

Māori
Pākehā
Other ethnicities

2
10
5

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff

To children

Over 2

1:6

Better than minimum requirements

Review team on site

May 2018

Date of this report

10 August 2018

Most recent ERO reports

 

Education Review

February 2015

Education Review

December 2011

Education Review

November 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Stoke Montessori - 26/02/2015

1 Evaluation of Stoke Montessori

How well placed is Stoke Montessori to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Stoke Montessori is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Stoke Montessori is one of three privately owned Montessori preschools. The owner and some of the teaching team have specialist training and an in-depth understanding of Montessori principles and practices. Montessori philosophy and Te Whāriki, the New Zealand Early Childhood Curriculum, are integrated well to support the teaching and learning programme.

Children and families benefit from the blend of older and younger children learning together, fostering a sense of family and community.

Since the December 2011 ERO review, there have been some changes in staff and leadership at the preschool. The new team has been together since Term 3, 2014. Clear roles and responsibilities are helping to support new team development.

This review was part of a cluster of three reviews in the Montessori Preschools' service.

The Review Findings

Educators actively foster positive and respectful relationships with children and families. They provide ongoing parent education, particularly about the Montessori aspects of the programme. Parent views are regularly sought about aspects of the programme and their aspirations for their children’s learning.

Children benefit from the wide range of opportunities for learning that are promoted through educators’ strong commitment to the Montessori philosophy integrated with Te Whāriki. This includes:

  • well-prepared, attractive and purposeful environments
  • provision of good-quality Montessori equipment
  • targeted support for literacy and mathematical learning.

Educators have an awareness of their responsibility to Māori learners and are increasing their understanding of te reo and tikanga Māori. Children are well supported to learn about sustainable practices and care for the natural world.

Educators make good use of the local community to enhance the learning programme offered to children. This includes purposeful links to the local school and relationships with staff to help foster successful transitions.

Children are encouraged to take responsibility for themselves, others and the environment. Educators provide children with opportunities to contribute to the programme in meaningful ways. They also provide long periods of uninterrupted time for children to be involved in cooperative play and for them to share and develop their ideas.

Educators model care and respect when working alongside children. They notice and respond to children’s emerging interests in the programme, helping children take the lead in play. Educators have a very good understanding of how Montessori equipment extends children’s specific understandings and learning.

The owner provides suitable support for the efficient management and operation of the service. Recent developments in strategic and annual planning have helped clarify the service’s priorities and associated goals towards achieving its vision. Educators use a regular, useful and ongoing self-review process to inquire into their practice. The owner and educators are strongly focused on providing positive outcomes for children.

Key Next Steps

The preschool owner and educators have identified, and ERO agrees, that the key next steps are to:

  • strengthen self review to develop deeper levels of inquiry and evaluation
  • increase bicultural perspectives in the environment, programme and teaching practices
  • build on assessment for learning practices.

ERO has identified that a key next move for the managers is to consider ways that children could have better access to the outside environment in the afternoon programme.

Since the onsite stage of the review the manager has begun to provide ways that educators from all three preschools can more regularly share strengths and build on best practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Stoke 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.

Next ERO Review

When is ERO likely to review theservice again?

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

Graham Randell

National Manager Review Services Southern Region

26 February 2015

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Stoke, Nelson

Ministry of Education profile number

65154

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children aged two years and over

Service roll

22

Gender composition

Boys 13

Girls 9

Ethnic composition

Māori

Pākehā

Other European

1

18

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

   
 

Over 2

1:8

Better than minimum requirements

Review team on site

November 2014

Date of this report

26 February 2015

Most recent ERO reports

 

Education Review

December 2011

 

Education Review

November 2008

 

Education Review

October 2005

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.