Tawa Montessori Preschool

Education institution number:
55405
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

25 Hinau Street, Tawa, Wellington

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Tawa Montessori Preschool

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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Tawa Montessori Preschool are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whakatō Emerging

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Tawa Montessori is a privately owned early childhood centre. The owner manages centre operations and the head teacher has oversight of the curriculum. There are four qualified teachers, three of whom are certificated and two also have a Montessori qualification. An additional unqualified staff member makes up the teaching team. Internal evaluation and children’s planning continue to remain areas requiring improvement.

3 Summary of findings

The curriculum builds children’s identity as a learner and is reflective of both Te Whāriki, the early childhood curriculum and the Montessori philosophy. A calm, unhurried environment results in children making decisions about where and with whom they wish to play and enables them to revisit prior learning. The learning environment encourages exploration and curiosity. Children engage in a wide range of practical life activities that helps support the running of the classroom. They regularly take responsibility for caring for the animals and gardening. 

A bicultural curriculum is evident. At times te reo Māori is heard from teachers and children, waiata are sung and Matariki celebrated. Children’s culture, language and identity is not well reflected through assessment documentation. Some cultural celebrations occur however, this is not an integrated component of the curriculum.

Individual children’s planning is of variable quality and parents are not included as active contributors to this process. While there are established relationships with parents, with informal opportunities to discuss their child’s engagement and learning, this is not well reflected through assessment documentation.

Parents and whānau perspectives are not consistently used to help inform the centre’s philosophy, vision, goals and plans for children’s learning. In addition, they are not regularly consulted as part of policy review, internal evaluation and strategic planning.

Internal evaluation is not yet embedded into practice and is not yet enabling the team to take action towards realising the philosophy and strategic priorities. A useful process, if followed to investigate practices more deeply has been used at times to investigate teaching practice and guide ongoing improvements. Better monitoring of health and safety documentation and practices to ensure they reflect legislative updates is also required. 

4 Improvement actions

Tawa Montessori Preschool will include the following actions in its Quality Improvement Planning to:

  • meaningfully engage with parents, families, whānau Māori about the philosophy and operational documents of the centre
  • develop learning partnerships with parents that include opportunities for sharing of information and insights about children’s progress and learning and document this through the assessment process
  • identify and use strategies to learn about children’s culture, language and identity and reflect this through curriculum design and assessment documentation
  • embed the internal evaluation framework and build teachers collective capacity to do and use evaluation for improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Tawa 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

24 June 2021 

6 About the Early Childhood Service

Early Childhood Service Name Tawa Montessori Preschool
Profile Number 55405
Location Wellington

Service type

Education and care service

Number licensed for

24 children aged over 2.

Percentage of qualified teachers

80%+

Service roll

27

Ethnic composition

Māori 2, NZ European/Pākehā 17, Indian 3, Other ethnic groups 5.

Review team on site

April 2021

Date of this report

24 June 2021

Most recent ERO report(s)

Education Review, June 2017; Education Review, April 2014.

Tawa Montessori Preschool - 13/06/2017

1 Evaluation of Tawa Montessori Preschool

How well placed is Tawa 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

Tawa Montessori Preschool is a stand-alone, private early learning service which provides education and care for up to 24 children from two to six years of age. There is a focus on the centre reflecting and celebrating its diversity, and promoting communication and partnership with parents and whānau.

Since the 2014 ERO review, ownership of the service has changed. The new owner manages operations. The head teacher and assistant head teacher were appointed to leadership positions in 2016. Three of the four teachers are registered. Two teachers hold Montessori qualifications.

The curriculum and philosophy are underpinned by the principles of the Montessori approach and Te Whāriki, the early childhood curriculum. The mission statement 'to nurture the child's hand, heart and mind' is evident in teaching and children’s learning.

The April 2014 ERO report identified that teachers needed to further develop assessment, planning and the appraisal process. Progress is evident.

The Review Findings

Children enjoy learning through play. They explore, discover, and challenge themselves as they care for the gardens, plants and animals in the spacious outdoor environment.

Warm and respectful interactions between peers and teachers contribute to the calm and peaceful tone of the learning environment. Children show confidence and a sense of wellbeing as they take part in daily activities. Many engage in purposeful learning for sustained periods.

Teaching and learning focuses appropriately on Montessori values and materials to support children's emerging interests. Ongoing opportunities to build children's understanding of the natural world, science and the arts are woven throughout the programme. There is a strong focus on literacy and mathematics and the building of life skills.

Assessment and planning continue to develop. Teachers integrate Montessori learning priorities with Te Whāriki learning outcomes. Information about children's interests is gathered through teacher observations and used to inform decisions about children's learning goals. Children's portfolios include learning stories showing participation and progress in using the Montessori materials, emerging interests and strengths. Group stories are shared in newsletters to parents.

The teaching team plans to carry out a review of assessment practice. Consideration should be given to reviewing the balance between the Montessori approach and the outcomes of Te Whāriki, and of teachers' roles in the assessment process.

Understanding of te ao Māori is promoted through teacher use of te reo Māori with children, which include papatuanuku, waiata, tikanga, kupu Māori, artefacts, stories and celebration of Matariki. Teachers' attendance at te reo Māori professional learning and development is a reflection of their commitment to improve their practice.

Families' and whānau input and feedback is regularly sought and valued to support decisions about the learning programme and operation. Resources are made available for children and their parents to support the transition to primary school. Teachers write reports for children to support their continuity of learning.

ERO and teachers agree that areas for further development should include continuing to:

  • seek ways to effectively share individuals' learning with new entrant teachers
  • strengthen strategies teachers use to support children's emerging ideas and interests
  • develop partnerships with parents and whānau
  • build te ao Māori into the curriculum.

A revised approach to review has been recently implemented providing a useful framework to support internal evaluation. Continuing to embed the process and support team members understanding and use of internal evaluation should support ongoing improvement.

A new process for appraising teachers is in place. Leaders need to apply the revised process with focused observations of teaching practice followed up by constructive feedback.

Key Next Steps

ERO's evaluation found that further emphasis should be placed on sustainable and high quality outcomes for children in decisions about the development of teaching and learning. Centre leaders acknowledge that continued development is required in relation to:

  • planning for learning

  • appraisal

  • internal evaluation. 

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

13 June 2017

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

Tawa

Ministry of Education profile number

55405

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, aged over 2

Service roll

31

Gender composition

Girls 19, Boys 12

Ethnic composition

Māori

Pākehā

Filipino

Indian

Chinese

1

15

6

3

6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:9

Meets minimum requirements

Review team on site

May 2017

Date of this report

13 June 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

December 2010

Education Review

December 2007

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.