79 & 81 Gloucester Street, Taradale, Napier
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Montessori Taradale is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Montessori Taradale is licensed to provide all-day education and care for up to 65 children, including eight up to the age of two. Of the 84 children currently enrolled, six identify as Māori. The centre is divided into two learning areas. Children transition from Casa di Amici to Casa della Vita at approximately three years of age.
The centre vision is to be a 'learning community offering a genuine Montessori education that values and believes in practising respect for all people, places and things'.
A centre manager is responsible for the day-to-day operation of the service. She is supported by a head teacher. Most teachers are fully qualified and some have completed specific Montessori training.
BestStart Montessori Taradale is owned and operated by BestStart Educare Limited (BestStart). Their policies and procedures guide operation. Regional support is provided for business management, curriculum development and delivery.
The March 2016 ERO report identified several areas for further development. These included: shared knowledge of systems; reflection of children's culture in assessment; teaching responsive to Māori children; and supporting self-care routines for younger children. Some progress has been made in all these areas.
Montessori philosophy, values and key areas of learning are strongly evident in practice. Children freely access a range of resources and activities that encourage exploration and experimentation, and build on their emerging interests. They have opportunities to regularly revisit their learning and see themselves as successful. Children are confident and demonstrate a sense of belonging.
Respectful relationships are observable amongst all those involved in the service. Tuakana teina relationships are promoted to share knowledge amongst children. A calm, peaceful environment creates an uninterrupted focus on children's learning.
Teachers use a range of useful strategies to extend children's thinking. They encourage children to develop independence and cooperate with others. Routines are well-considered and seen as an opportunity for learning. The importance of child-led play is promoted, giving children ownership of their learning.
Infants and toddlers are supported to engage in the programme by warm, responsive teachers. There is a strong focus on fostering oral language and social competence for these children.
Aspects of te ao Māori are evident to support the bicultural curriculum. Leaders and teachers acknowledge that strengthening teachers' use of meaningful te reo Māori continues to be an area for development. ERO's external evaluation affirms this development.
The recently revised philosophy has resulted in clearer identification of kaupapa Māori values that underpin the learning that matters at the service. A newly documented centre pepeha is linking the centre to places of local significance. A key next step is to unpack and bring alive these concepts, in consultation with whānau Māori, to better promote Māori children's educational success.
Recent professional development has supported teachers to understand how to effectively respond to Pacific children and their families. They should now consider how they can implement teaching that reflects Tapasā: cultural competencies framework for teachers of Pacific learners.
Children requiring additional support are promptly identified, planned for and well supported in their learning. Teachers and parents work collaboratively to create purposeful goals for them. External agencies are accessed when required.
Leaders and teachers are beginning to create partnerships with parents and whānau. They should continue to explore ways to effectively gather and respond to parent voice in relation to the direction and operation of the centre and their child's learning.
Assessment, planning and evaluation of individual children's learning is being developed for a consistent centre-wide approach. As teachers continue to strengthen this process, particular attention should be given to how parent aspirations and children's culture are effectively used to create meaningful plans. The response to this should then be made visible within assessment.
Teachers work collaboratively to build knowledge and practice. They have opportunities to lead and improve aspects of the curriculum. A sound appraisal system supports and grows their capability. BestStart provides regular, relevant professional learning opportunities for centre staff.
Staff are well supported by the professional service manager who provides regular feedback and guidance for the teaching team. This advice clearly aligns to the centre's areas for improvement and is focused on outcomes for children.
The commitment of teachers to ongoing improvement includes regular internal evaluation that results in positive changes to centre practice. A sound framework guides understanding of effective evaluation. Teachers should continue to strengthen their use of indicators of good practice to better measure the impact of changes to practice on children's outcomes.
Leaders and teachers should continue to develop learning partnerships with parents and whānau and use this as a platform to strengthen:
assessment, planning and evaluation
teaching that promotes educational success for Māori, and for Pacific children.
Teachers should also continue to strengthen their meaningful use of te reo Māori within the curriculum.
Before the review, the staff and management of BestStart Montessori Taradale 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 BestStart Montessori Taradale will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
29 January 2019
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 |
Napier |
||
|
Ministry of Education profile number |
55518 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
65 children, including up to eight aged under 2 |
||
|
Service roll |
84 |
||
|
Gender composition |
Girls 42, Boys 42 |
||
|
Ethnic composition |
Māori |
6 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2018 |
||
|
Date of this report |
29 January 2019 |
||
|
Most recent ERO report(s) |
Education Review |
March 2016 |
|
|
Education Review |
January 2013 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Montessori @ Taradale operates under the BestStart Educare Ltd management structure. BestStart (previously known as Kidicorp Ltd) is a national organisation that owns a number of early childhood education centres across New Zealand.
The service is licensed for 65 children, including up to eight under two years of age. Since the January 2013 ERO report, the Children’s House and Infants’ House have combined to operate under one licence. The Montessori philosophy underpins the programme and the learning environment. At approximately three years of age, children transition from Casa della Amici to Casa della Vita, in the same building.
A new centre head teacher has recently been appointed.
The curriculum is strongly grounded in the Montessori method of education and aspects ofTe Whāriki, the early childhood curriculum, are evident. Teachers make effective use of resources in the community to extend children’s learning.
Children are developing self-managing strategies in line with Montessori principles. They move freely within the centre. Teachers provide them with easy access to an environment that is well-resourced with a wide-range of Montessori equipment. Infants and toddlers experience a calm environment which encourages exploration.
Teachers provide opportunities for parents and whānau to contribute their perspectives to the programme. Improving systems and practices for working with parents to help teachers respond more effectively to children’s individual needs, is required.
Routines are well-established and contribute to children’s sense of security. Teachers recognise that handwashing practices for younger children could be better managed. Plans are in place to address this. ERO's evaluation affirms these actions to improve an important aspect of children’s daily routine.
Ongoing observation of children in everyday activities builds a picture of what the children are interested in, and can do. This information is used appropriately to plan the curriculum. The use of e-portfolios for sharing children’s learning stories engages parents and increases their participation in children’s assessment and learning. A next step is for teachers to strengthen assessment by reflecting children’s cultures in learning stories.
Teachers recognise and acknowledge the whakapapa of Māori children. Recent initiatives have strengthened their practice. The centre manager and senior BestStart managers have identified staff need to continue to develop their cultural competencies. ERO's evaluation affirms this initiative.
Self review is well-established and contributes to positive learning outcomes for children. A clear vision sets the direction for the service. An up-to-date policy framework guides practice. However, information about children is not always stored confidentially. Staff practice in relation to this needs urgent improvement.
Managers have a strong commitment to building leadership capacity. A newly implemented BestStart appraisal system informs professional learning and development decisions. Strengthening the implementation of governance and management systems is an important next step in supporting the service to achieve its vision and goals.
Before the review, the staff and management of Montessori @ Taradale 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.
In order to improve current practice, Taradale @ Montessori managers should ensure that the service is effectively governed and managed in accordance with good management practices by:
meeting the requirements of the Privacy Act 1993 in relation to the confidential storing of information about children who attend the service
strengthening systems for working with parents to meet children’s individual needs.
The next ERO review of Montessori @ Taradale will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 March 2016
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 |
Taradale |
||
|
Ministry of Education profile number |
55518 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
65 children, including up to 8 aged under 2 |
||
|
Service roll |
67 |
||
|
Gender composition |
Boys 42, Girls 25 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
7 52 8 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2016 |
||
|
Date of this report |
15 March 2016 |
||
|
Most recent ERO report(s) |
Education Review |
January 2013 |
|
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.