Abacus Montessori Preschool

Education institution number:
65125
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

70 Wildberry Street, Opawa, Christchurch

View on map

Abacus 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 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 Abacus Montessori Preschool are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Abacus Montessori Preschool is privately owned and operated. The owners govern and manage the service.  Education and care within four age-based rooms are based on Montessori philosophy and Te Whāriki, the Early Childhood Curriculum. Since the June 2018 ERO review, leaders have developed their capability to use internal evaluation for improvement.

3 Summary of findings

Children experience a responsive and inclusive curriculum where they make choices in their learning. They are well supported by their teachers to develop social and emotional competence and be independent learners. Teachers foster a sense of manaakitanga (caring) and whanaungatanga (relationships) which helps children learn to take increasing responsibility for their own wellbeing, the wellbeing of others and caring for the environment. Children demonstrate confidence and a strong sense of belonging.

Care is an integral part of the curriculum for infants and toddlers. Teachers are highly attuned providing a rich language environment that promotes the learning of these age groups. A calm slow pace promotes a sense of security for infants and toddlers.

Planning and assessment are undertaken collaboratively and reflect the centre and whānau learning priorities. Parents’ aspirations are regularly gathered and inform planning for individual children. Documentation makes children’s learning and progress visible and shows alignment to Te Whāriki learning outcomes.

Teachers are increasingly confident in weaving te reo me ngā tikanga Māori into everyday teaching practices. They are further building the bicultural curriculum and culturally responsive practice by exploring and developing the localised curriculum. 

Regular internal evaluation aligned to strategic goals drives continuous improvement. Aspects of internal evaluation practice require strengthening. Well considered professional learning and professional development contribute to ongoing building of leadership and teacher capability.

4 Improvement actions

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

  • continue to develop the localised bicultural curriculum alongside local iwi

  • deepen internal evaluation at the sense making stage by better scrutinising information to determine the effectiveness of current practice and determine the most likely improvement actions that will generate shifts in practice and improved outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Abacus 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

10 August 2022

6 About the Early Childhood Service

Early Childhood Service Name

Abacus Montessori Preschool

Profile Number

65125

Location

Christchurch

Service type

Education and care service

Number licensed for

51 children, including up to 16 aged under 2

Percentage of qualified teachers

80-99%

Service roll

52

Ethnic composition

Māori 14, NZ European/Pākehā 27, Other ethnic groups 11

Review team on site

May 2022

Date of this report

10 August 2022

Most recent ERO report(s)

Education Review, June 2015; Education Review, June 2018

Abacus Montessori Preschool - 29/06/2018

1 Evaluation of Abacus Montessori Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

Abacus Montessori is very well placed to promote positive outcomes for children.

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

Background

Abacus Montessori provides education and care for 51 children, including up to 16 under the age of two years. It operates a full-day programme in three age-based rooms.

The centre is privately owned. The joint owners provide governance for the centre. The leadership team consists of an assistant manager, two team leaders and a curriculum leader. They provide professional leadership and guidance. One of the owners and most of the teachers are Montessori trained. The teaching staff are qualified and registered early childhood teachers or training to become qualified.

There is a clear, shared vision for learning underpinned by Montessori and Te Whāriki philosophies that promote independence and social competence.

The owners and teachers have made good progress in addressing areas identified for improvement in the 2015 ERO review. This has included the internal evaluation process, strengthening assessment and planning, and the development of further understandings of te ao Māori.

The teachers are involved in the Aranui Community Trust Incorporated Society learning cluster with local early childhood centres and schools.

The Review Findings

The centre's philosophy is focused on nurturing children's independence and is very evident in the programme. Children have a strong sense of belonging where their play is valued as meaningful learning. There are positive and respectful relationships among teachers, children and parents.

The centre's environment plays a significant role in supporting children's learning. Teachers innovatively adapt spaces to foster children's creativity, investigation and problem solving skills. They show respect for children as capable, self-directed learners.

Teachers are highly skilled at responding to children's ideas and know when to extend children's learning and when to allow them to lead their own learning. The value and respect for biculturalism is evident in the way reo Māori, tikanga and te ao Māori concepts are integrated and celebrated in centre practices. Children enjoy regular excursions into the community and visits to the centre by community members.

Planning is focused on individual children, and teachers frequently discuss strategies for extending children's learning. Records of learning show very good analysis of the learning and identify possibilities for further learning.

Parents are encouraged to be partners in their children's learning. Teachers provide many opportunities for families to participate in the programme, contribute to the curriculum and learn about their children's progress. Children's priorities for learning are shared with parents and children through wall displays.

Children in the nursery experience nurturing and caring interactions with their primary caregiver. Infants and toddlers experience close connections with a small number of adults. Routines respond to each child's needs and rhythms, and teachers communicate well with parents to ensure they are meeting the family's and child's needs. Good use is made of the nursery environment to provide children with rich and stimulating learning experiences. Transitions into and within the centre are well planned.

Leadership is highly collaborative and focused on building teacher capability. Leaders have high expectations for teaching and learning that promotes equitable outcomes for all children. They clearly articulate the centre's vision and philosophy. Teachers are encouraged and supported to further develop their teaching capabilities through professional learning and development and ongoing coaching and mentoring. The reflective and professional teaching team continually improve teaching practices and learning outcomes for children.

The centre has very good management systems and processes. Governance policies and procedures are regularly reviewed. Strategic planning is well developed and cohesive and focused on the long-term vision and goals for strategic planning.

Key Next Steps

The centre leaders and ERO agree that leaders need to continue to refine existing sound practice through:

  • increasing knowledge and understanding of internal evaluation across the teaching team
  • further developing leadership capability.

Management Assurance on Legal Requirements

Before the review, the staff and management of Abacus 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 Abacus Montessori Preschool will be in four years.

Dr Lesley Patterson Deputy Chief Review Officer

Te Waipounamu - Southern Region

29 June 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

65125

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

51 children, including up to 16 aged under 2

Service roll

72

Gender composition

Boys 41 : Girls 31

Ethnic composition

Māori

Pākehā

Pacific

Other ethnicities

16

48

2

6

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

June 2018

Date of this report

29 June 2018

Most recent ERO reports

Education Review

Education Review

July 2015

April 2012

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.

Abacus Montessori Preschool - 02/07/2015

1 Evaluation of Abacus Montessori Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

Abacus Montessori Preschool is well placed to promote positive outcomes for children.

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

Background

Since the previous ERO review in April 2012, Abacus Montessori Preschool has undergone some significant changes, including new ownership. The two new owners are also the centre managers. There have been some staffing changes although the head teachers in each area have been retained. The name of the centre has remained the same.

The curriculum is based on a blend of the Montessori philosophy and Te Whāriki, the New Zealand Early Childhood Curriculum. One of the new owners has recently achieved a diploma in Montessori Early Childhood Education. Other staff at the centre are actively encouraged to do this specialised training, in addition to a range of other professional development opportunities.

The vision for the centre is that children learn together in a fun, safe, environment. There are four specific learning spaces to cater for children aged three months to five years old. The learning environment has been enhanced. This includes both the inside and outside play spaces.

The leadership team is involved in a community education cluster that includes local schools and other early childhood centres.

The owner/managers, with the support of an external advisor, have addressed all of the recommendations from the 2012 ERO report.

The Review Findings

Teachers foster a strong sense of belonging for children. They work closely with parents to ensure a positive transition into the nursery and the preschool area. Teachers take time to talk with parents about their children’s interests, strengths and abilities to help them support children’s wellbeing and learning.

Children’s independent and social skills are actively encouraged. Teachers provide nurturing and caring interactions that promote respectful relationships and care for one another.

Children have access to a wide range of good quality Montessori learning resources and creative activities. Literacy, numeracy, and music are a focus of the learning programme. Purposeful links to the community, and trips within the local area, enhance the learning programme offered to children.

The curriculum reflects aspects of te reo and tikanga Māori. This includes use of natural materials and care for the environment. Teachers are currently being supported by a staff member, who has strengths in te ao Māori, to further develop their understandings and confidence.

Teachers benefit from professional development to support programme planning and assessment practice. This includes the use of a range of effective teaching strategies to engage children in learning, and plan for and document progress of learning over time. They are excited about, and responsive to new learning.

The wellbeing of infants and toddlers in the nursery area is well supported through positive and sensitive interactions. Teachers actively involve children in predictable care routines to support children’s sense of security and a positive sense of self. They are responsive to the individual needs and preferences of children. Children are given time and space to explore, play and have fun.

Parents are well informed about their children’s learning and involvement in the programme through attractive wall displays, informative individual profile books and regular meetings.

The owner/managers make good use of external professional development to build governance and management systems and practices. They work collaboratively with staff. They value and make good use of teacher’s strengths. These approaches are strengthening leadership and teaching practices.

There is a strong focus on developing self-review capacity across the team. A systematic approach to self review is resulting in positive outcomes for teaching and learning.

Long and short-term planning clearly identifies the service’s priorities and associated goals towards achieving its vision. The centre owners/managers promote a strong focus on ongoing improvement and positive outcomes for children.

Key Next Steps

The leadership team has identified, and ERO agrees, that the key next steps are to:

  • further refine and embed recent developments in self review, appraisal, programme planning and assessment

  • continue to build te ao Māori understandings and bicultural practices; and reflect this in guiding documents.

ERO has identified that the leadership team should review how the learning spaces can be used more effectively to benefit all children.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Southern

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

65125

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

51 children, including up to 16 aged under two

Service roll

75

Gender composition

Boys 44; Girls 31

Ethnic composition

Māori

Pākehā

Pacific

Other ethnicities

18

50

2

5

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

April 2015

Date of this report

2 July 2015

Most recent ERO reports

Education Review

April 2012

 

Education Review

October 2005

 

Education Review

October 2002

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.