333 River Road, Richmond, Christchurch
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 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 Casa Dei Bambini Foundation School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Casa Dei Bambini Foundation School is governed by a charitable trust. It serves an increasingly diverse community. There are small numbers of tamariki Māori and children from Pacific heritages. The centre manager and head teacher have responsibility for day-to-day operation and curriculum provision. Some progress has been made since the 2019 ERO report.
The curriculum is based on Te Whāriki, the early childhood curriculum. The Montessori philosophy guides a learning environment where children freely choose based on their interests and developing capabilities. Children with additional needs are seamlessly integrated into the programme where inclusive, strengths-based teaching practices promote the achievement of their individual learning goals. Leaders facilitate collaboration with external agencies and community organisations to foster children’s learning and development.
Children experience a calm, well-paced learning environment. They engage in intentionally planned experiences, and interactions with teachers and each other. Children have some opportunities to hear and use te reo Māori. Further development and implementation is now needed to enrich the bicultural curriculum.
Teachers use learning dispositions from Te Whāriki in assessment records to guide children’s progress over time. While there is some use of the Te Whāriki learning outcomes, more visibility of these in children’s records is required. Parents have many opportunities to contribute to their child’s learning. It is timely, to make each child's languages, cultures, and learner identity more prominent in their learning documentation and in environment.
Leaders and teachers engage in systematic, meaningful internal evaluation that focuses on improving practices and positive outcomes for children. Those involved in governance and management have clear roles and responsibilities. They place children at the centre of decision making and provide a positive working environment that facilitates low staff turnover.
Casa Dei Bambini Foundation School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Casa Dei Bambini Foundation School completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
31 January 2024
| Early Childhood Service Name | Casa Dei Bambini Foundation School |
| Profile Number | 70333 |
| Location | Richmond, Christchurch |
| Service type | Education and care service |
| Number licensed for | 27 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 57 |
| Review team on site | November 2023 |
| Date of this report | 31 January 2024 |
| Most recent ERO report(s) | Education Review, December 2019; Education Review, October 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Casa dei Bambini Foundation School is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Casa dei Bambini Foundation School is a Montessori early childhood service in Christchurch. This full day service is licensed to educate and care for up to 27 children aged from 2 to school age. The day is split into two sessions, with older children attending in the morning or for the whole day, and younger children starting in the afternoon session.
Casa Dei Bambini Foundation School is governed by the Casa dei Bambini Educational Trust. The centre manager works closely with the head teacher. The stable, experienced staff are all qualified Montessori teachers and almost all are qualified early childhood teachers.
The philosophy of the service focuses on the holistic learning and wellbeing of children through a Montessori curriculum which is underpinned by Te Whāriki Early Childhood Curriculum. The environment is presented in a way that encourages children to be risk takers. The philosophy also focuses on quality, respectful interactions between children and adults and the importance of family in promoting a child’s learning.
Children are confident and work in respectful partnerships with other learners and teachers. They learn in an orderly and well-resourced environment with high-quality Montessori equipment purposefully presented to encourage children's curiosity.
The child centred and led curriculum has a strong focus on literacy, numeracy and science. These areas are integrated into the curriculum in ways that are meaningful to children’s learning. Teachers engage in purposeful conversations with children to extend their oral language, thinking and problem solving skills.
Children are encouraged to take responsibility for themselves and to care for others and the environment. Leaders and teachers know children well. They identify and are responsive to children’s interests, strengths and capabilities.
The transition of children into, within and beyond the centre is well supported by personalised practices and processes. Children with specific learning needs benefit from an inclusive learning environment and planning that includes intentional teaching, differentiated programmes and access to external support.
Parents' aspirations are sought, acknowledged, valued and used to guide teaching and learning. The service promotes effective partnerships with parents to support children’s wellbeing and learning. Parents are kept informed of their children’s learning and participation in the learning programme through well written learning records and informative displays.
The efficient management and governance structure supports the effective operation of the service. There is a clear alignment of the service's philosophy, curriculum, internal evaluation, strategic goals, appraisal and professional development. A well thought out strategic plan prioritises actions within the centre. Ongoing monitoring and evaluating of progress towards strategic goals would help with determining next steps for improvement and evaluating the impact of planning on outcomes for children.
The philosophy of the service is strongly evident in practice. Teachers model the philosophy through care and respect for one another and families. There is a focus on continuous improvement and high-quality outcomes for children. This is supported by a systematic approach to collaborative, evidence-based internal evaluation focused on service priorities and improved outcomes for teaching and learning.
Strong leadership of the centre supports positive outcomes for children and continuous improvement. Teachers are encouraged to grow their teaching capability through reflective practice and professional development that is responsive to their needs and relates to the goals and priorities of the centre.
The service has made progress towards meeting the recommendation in the October 2016 ERO report. Appraisal is embedded and confidently used to improve teaching and learning. Teachers are beginning to use te reo and tikanga Māori as part of their daily routines. The centre has identified that a next step in this area is to further develop culturally responsive pedagogies. ERO recommends that this should include consultation with whānau and iwi and professional development of staff.
The service has identified and ERO agrees that a key next step to improve outcomes for children is to extend leaders' and teachers' understanding of culturally responsive practices by:
consulting with whānau and iwi to ensure authentic partnerships are developed and maintained
providing ongoing targeted PLD opportunities for teachers and leaders to continue to strengthen understanding and use of culturally responsive practices and competencies
continuing to strengthen bicultural perspectives by increasing children’s language, culture and identity in their learning records.
Before the review, the staff and management of Casa dei Bambini Foundation 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
19 December 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 |
Christchurch |
||
|
Ministry of Education profile number |
70333 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
27 children, two years and older |
||
|
Service roll |
63 |
||
|
Gender composition |
Boys 35; Girls 28 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
October 2019 |
||
|
Date of this report |
19 December 2019 |
||
|
Most recent ERO report(s) |
Education Review |
October 2016 |
|
|
Education Review |
April 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:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
The Casa dei Bambini Foundation School, ‘Children’s House’ is operated by a registered charitable trust and is licensed to educate and care for 27 children over two years, to primary school age.
Older children attend in the morning or the whole day. Younger children start in the afternoon session.
The modern, purpose-built school is located in a park-like setting. Most of the surrounding houses have been removed due to the 2011 Canterbury earthquake.
Most children attend the school from outlying areas in Christchurch. Parents and whānau ensure the school's community actively supports the school.
All staff are long serving, experienced, fully-trained early childhood teachers.
The recommendations from the 2013 ERO review relating to extending assessment, curriculum and internal evaluation have been well met. The strategic plan now links to the school's vision and goals.
The school's philosophy is highly evident in the way children actively participate in the programme. Children engage well with the accessible high quality resources and equipment. Curriculum areas are well organised and attractively presented in the classroom.
Children learn in a calm, respectful and inclusive environment. Teachers are welcoming. They relate positively to children, parents and each other.
The school's routines are well understood and flexible to meet children's individual learning needs and wellbeing. Children are encouraged to make choices and to follow their interests within the programme.
Teachers are responsive and use a wide range of practices that extend and challenge children's knowledge, skills and competencies. Children's diversity and cultures are recognised and celebrated.
Teachers have successfully integrated te reo and tikanga Māori into the environment and into daily practices. At the time of the review, ERO observed children confidently singing waiata and sharing their mihi with each other at group time.
Children benefit from the strong learning partnerships that the teachers develop with parents and whānau. Parents' aspirations for their children and ideas for the programme are highly valued.
Teachers use a range of ways to effectively assess children's learning. They keep parents very well informed about children's learning, progress and achievements.
Children and parents are well prepared for transition into the school and on to primary school. Teachers get to know children and their families before they start the afternoon session. They have established strong connections with the local schools.
Leaders have high expectations for teaching and learning. They make effective use of internal evaluation, teachers' appraisal and professional development to ensure ongoing improved outcomes for children.
Strong collaborative leadership and effective use of teachers' skills and knowledge support and effectively extends children's learning.
ERO and the school's leaders agree that the following new initiatives need to be embedded and evaluated. These include:
further linking Māori values into planning and documentation
confident use of the new appraisal process
implementing and evaluating progress against the newly-developed strategic plan.
Before the review, the staff and management of Casa dei Bambini Foundation 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:
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.
The next ERO review of Casa dei Bambini Foundation School will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
3 October 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 |
Christchurch |
||
|
Ministry of Education profile number |
70333 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
27 children, two years and older |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 29; Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Asian |
9 29 13 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
July 2016 |
||
|
Date of this report |
3 October 2016 |
||
|
Most recent ERO reports |
Education Review |
April 2013 |
|
|
Education Review |
April 2010 |
||
|
Education Review |
March 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:
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.
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.