14 Camrose Grove, Kingston-Wellington, Wellington
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 (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 Capital Montessori School 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 |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Capital Montessori School is governed by a parent board. A recently appointed principal is supported by a head teacher to provide the curriculum. ERO’s March 2017 report identified areas requiring further development. These included the strengthening of bicultural practice and internal evaluation; ongoing improvement is still required in these areas. Good progress has been made in integrating Te Whāriki, the early childhood curriculum, and the Montessori approach.
The responsive, inclusive curriculum supports children to take responsibility for their own learning and wellbeing. A purposeful and well-resourced environment enables children to make independent decisions about their learning and literacy and numeracy are promoted. These supports children’s high levels of participation, and enjoyment in a wide range of experiences for sustained periods of time.
Teachers are in the early stages of confidently weaving te reo me ngā tikanga Māori into their everyday teaching practices. While there are some opportunities for children’s cultures and identities to be evident in curriculum, further work is required for this practice to become consistent.
Assessment and planning documentation is effectively used to plan and extend children’s learning over time and builds a positive learner identity. Parent aspirations are gathered, and teachers are in the early stages of responding to these. Teachers are yet to consistently use the learning outcomes of Te Whāriki and show the learning progress of children in relation to these outcomes.
Leaders have established a culture of transparent, trusting relationships where teachers collaborate to bring about improvement. The board and leaders provide relevant professional learning and development opportunities. A process for self-review is in place. However, internal evaluation is not yet well understood or effectively implemented by teachers to enable them to know:
Leadership and the board allocate resources which enable the service to support children to fully participate in curriculum in ways that clearly align with the service’s philosophy, vision and goals for learning.
Capital Montessori School will include the following actions in its Quality Improvement Planning.
Continue to:
Before the review, the staff and management of Capital Montessori School 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
13 December 2021
|
Early Childhood Service Name |
Capital Montessori School |
|
Profile Number |
60311 |
|
Location |
Kingston, Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
60 children |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
47 |
|
Ethnic composition |
Māori 2, NZ European/Pākehā 11, other ethnicities 34 |
|
Review team on site |
28 October 2021 |
|
Date of this report |
13 December 2021 |
|
Most recent ERO report(s) |
Education Review, March 2017; Education Review, March 2014. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Capital Montessori School has operated since 1986 in Kingston, Wellington. It caters for up to 60 children aged from three to six years, in two mixed-aged classrooms. Of the 44 children enrolled, four are Māori and one identifies as Pacific.
The recently-created parent academy supports parents' understanding of teaching and learning. It also provides opportunities for parents to be involved in activities to enhance the indoor and outdoor environments.
Governance of the centre is provided by a council of elected parent representatives. They oversee staffing, resourcing, school developments and requirements for legal obligations. The principal provides operational and management leadership for the school. A team leader who has responsibility for each class is supported by qualified staff.
Since ERO's March 2014 review, there has been a period of significant change at all levels with a restructure of governance and management, new leadership and staff.
Capital Montessori school's March 2014 ERO report identified areas requiring further development. These included establishing effective processes for information sharing between board members, leaders and teachers; and implementing effective annual appraisal for the principal. There has been significant progress in these areas.
Children play and learn in a calm, peaceful learning environment. Classrooms are carefully organised to facilitate their access to a range of learning experiences. There is a strong focus on assisting children to use Montessori materials. Positive guidance is used well by teachers to promote children's wise decision making and respect for others and the environment. Children are aware of expectations. Polite and courteous behaviour is highly evident.
Leaders prioritise the development of purposeful relationships with parents. The programme is responsive to families' aspirations for their children's learning. Their views are regularly sought and valued to support decision making about aspects of operation.
Children's learning journals include a range of interesting information about their engagement and progress in the programme.
Staff have worked to integrate the principles and strands of Te Whāriki, the early childhood curriculum, and the Montessori philosophy. Some guiding documents and children's learning journals include reference to both. Leaders should continue to strengthen: the integration and visibility of Te Whāriki and Montessori in assessment records to support parents' understanding.
Leadership roles and responsibilities are well-defined. There is strong support for the development of teacher capability. A positive and supportive culture is evident. The new appraisal process includes a robust framework to assist teachers to inquire into their practice. This is in the early stages of implementation. The principal is appraised externally. Professional development is linked to school and individual teacher requirements.
A useful internal evaluation framework is in place. Parents have regular opportunities to meaningfully contribute to this process. More clearly defined evaluative questions and indicators of success should strengthen decision making for improvement.
The bicultural perspective is developing. An in-depth review has supported teachers' understanding of te reo me ngā tikanga Māori. The principal agrees that continuing to strengthen the team's understanding of te ao Māori and ways of working with Māori learners is a priority.
A range of information is made available for parents to support their children's transitions to primary school. The principal has plans to build relationships with a wider range of local schools. A useful exit report provides comprehensive information to support children's continuity of learning.
A board-funded Montessori playgroup operates several times a week on its premises. This supports families and their children's pathway into Capital Montessori School.
Determining the impact of the revised structure in relation to desired outcomes is a key next step. The redefined governance and management arrangement is supporting improved operation of Capital Montessori School. Draft guidelines have been developed to reflect responsibilities and delegations.
There is a clear vision and long term plan in place. Progress towards the plan is carefully monitored. The principal provides monthly written reports to the board. Board minutes provide a good record of decisions and key aspects of operation. A review cycle has been developed to keep policies current.
ERO, leaders and the board agree to continue to:
strengthen evaluation
work on the integration of Te Whāriki and the Montessori approach
seek links with mana whenua to support understanding of te ao Māori and ways of working with Māori learners
evaluate the impact of the governance and management restructure in relation to desired outcomes.
Before the review, the staff and management of Capital Montessori School 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.
The next ERO review of Capital Montessori School will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
30 May 2017
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 |
Wellington |
||
|
Ministry of Education profile number |
60311 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children aged over 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 25, Boys 19 |
||
|
Ethnic composition |
Māori Pākehā Samoan Asian Indian Other ethnic groups |
4 20 1 7 6 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
April 2017 |
||
|
Date of this report |
30 May 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2014 |
|
|
Education Review |
September 2010 |
||
|
Education Review |
June 2007 |
||
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.