Tigger's Montessori Preschool - 26/01/2018

1 Evaluation of Tigger's Montessori Preschool

How well placed is Tigger's Montessori Preschool 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

Tigger's Montessori Preschool is a privately-owned education and care service. It is licensed for 90 children to school age, including up to 25 children under two years of age. Children are grouped into three age-based rooms. Each room is led by a team leader. Tigger's opened mid-2014 and this is its first ERO review.

The centre manager and teachers have a shared understanding of the centre's philosophy and how it works in practice. The teachers incorporate the strands and goals of the Te Whāriki, Early Childhood Curriculum with the Montessori approach and experiences.

The Review Findings

Children learn in calm, well-organised environments. The learning priorities of 'respect and values; diversity; individual growth; reciprocal relationships and social competencies' are clearly identified. These priorities are meaningfully reflected in the children's learning and development records. The centre values and celebrates children's cultural similarities and differences. Māori children have many opportunities to see and hear their culture and te reo Māori reflected in the daily programme.

Infants and toddlers experience sensitive and responsive interactions with their teachers. The nursery environment effectively provides for the physical and emotional wellbeing of the children.

Children's learning benefits from the teachers' intentional planning. Teachers establish purposeful learning relationships with parents to encourage carefully planned links between home and centre. Children are well supported to transition into the centre and between the rooms.

Planning is very responsive to children's interests. Teachers collaborate regularly to determine the learning directions for individual children. The Te Whāriki and Montessori curricula appropriately inform planning and teacher strategies to support the children's learning.

Centre leaders have developed effective systems to ensure high quality teaching and learning. Teachers carefully track and monitor children's progress over time. They evaluate the impact of their teaching on children's learning and development.

Useful centre-wide strategic planning has been implemented by the centre manager. Purposeful reflection and evaluation is used to identify strategic priorities. There is clear alignment of the strategic goals through to staff professional learning and development, appraisal goals and expectations of teaching practice. The centre is well managed. Centre management invests in building staff leadership capability.

Centre leaders are making effective use of external expertise in internal evaluation, strategic planning and governance. This includes the centre manager using effective change management practices to bring about identified improvements. Change is well paced and well planned to support staff to build collective capacity. Meaningful evaluation is used to monitor change and adjustments are made in response to the findings.

Key Next Steps

The next step is for the leaders and teachers to continue to embed and refine existing good practice, including strategic planning, internal evaluation/self-review and bicultural practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tigger's 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 Tigger's Montessori Preschool will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

26 January 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

Christchurch

Ministry of Education profile number

46462

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

90 children, including up to 25 aged under 2

Service roll

131

Gender composition

Girls: 71

Boys: 60

Ethnic composition

Māori
Pākehā
Pacific
Other

12
64
2
53

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

November 2017

Date of this report

26 January 2018

Most recent ERO report(s)

This is the first review of this service

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.