Casa Montessori Preschool

Education institution number:
46206
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

1 Larch Street, Avondale, Auckland

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Casa 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 Casa 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

Casa Montessori Preschool is collaboratively governed and managed by the owner and centre manager. The service philosophy reflects Dr Maria Montessori’s approach, based on self-directed activity, hands-on learning and collaborative play. Small numbers of Pacific children attend with others from ethnically diverse heritages.

3 Summary of findings

Children’s learning is promoted within an environment that reflects the centre philosophy. Younger learners work alongside their peers and tuakana/teina (older/younger child) relationships are evident. Teachers respond effectively to children’s verbal and non-verbal communication. They intentionally encourage children to express and explore their working theories and problem solving. Those with additional learning needs are well supported to participate. Children lead their own learning. 

Children’s sense of belonging is fostered by teachers’ incorporation of home languages into the curriculum. Teachers are building their use of te reo Māori and tikanga Māori within daily practice. Children participate in karakia, waiata, and relevant cultural celebrations. Leaders have identified that knowing more about the local community would support them in providing an authentic bicultural curriculum.

Assessment, planning and evaluation documentation shows children’s learning progress in relation to the Montessori approach and aligned with the learning outcomes in Te Whāriki, the early childhood curriculum. Teachers provide opportunities for parents to engage in, and contribute to, their child’s learning. Children are portrayed as successful learners. 

Evaluation, inquiry and knowledge building are embedded in the policies, systems and processes. Internal evaluation promotes evidence-based changes that lead to improvements. However, the effectiveness and impact of these changes, in relation to children’s learning, is not clearly visible. 

Leaders prioritise the wellbeing of children and their whānau. They facilitate and collaborate with external organisations and agencies to further support education and care. They provide opportunities for professional development and use mentoring and coaching to develop their teaching and leadership capabilities. 

4 Improvement actions

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

  • Build relationships within the local community and with external agencies to strengthen teacher capability to reflect a place-based, bicultural curriculum.
  • Increase the visibility of the learning outcomes in Te Whāriki and evaluate the effectiveness of improvement actions in relation to improving outcomes for individuals and groups of children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Casa Montessori Preschool 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:

  • 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; safety checking; teacher registration; ratios)
  • relevant evacuation procedures and practices.

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)

29 November 2023 

6 About the Early Childhood Service 

Early Childhood Service NameCasa Montessori Preschool
Profile Number46206
LocationAvondale, Auckland
Service type Education and care service
Number licensed for 36 children aged over 2
Percentage of qualified teachers (delete if not applicable)80-99%
Service roll27
Review team on siteAugust 2023
Date of this report29 November 2023
Most recent ERO report(s)Education Review, April 2019; Education Review, September 2015

 

 

 

Casa Montessori Preschool - 18/04/2019

1 Evaluation of Casa Montessori Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

Casa Montessori Preschool is very well placed to promote positive learning outcomes for children.

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

Background

Casa Montessori Preschool in Avondale, Auckland, provides full-day education and care for up to 36 children aged two years and over. The preschool is located in a residential area and operates from a renovated villa on spacious grounds. It serves the local and wider community, with many families travelling some distance to bring their children to the centre.

The preschool is privately owned and managed. The owner is a qualified early childhood teacher and full member of the teaching team. She takes responsibility for the day-to-day management and leadership of the preschool. She is supported by a high number of qualified teachers.

The Montessori philosophy is integral to the service and its operations. The Montessori approach promotes an environment which enables children to begin their lifelong learning journey. Staff work in partnership with families and whānau to nurture each child to be respectful, receptive, cooperative and caring.

The positive 2015 ERO report identified a well-resourced and well-led learning environment. Strengths included reciprocal relationships, and teachers' focus on strengthening the curriculum to promote children's language, culture and identity. Agreed next steps included teachers promoting creativity and imaginative play, and strengthening appraisal to meet Teaching Council requirements. Very good progress has been made in all areas.

The Review Findings

Children display a strong sense of belonging in the centre. They are well supported to lead their learning, and their creativity and imagination are allowed to flourish. The respectful relationships teachers have with parents and whānau enable parents to contribute to the learning programmes. The centre environment is attractive and well maintained. All children have easy access to a wide range of quality resources, with an easy flow between indoor and outdoor play areas.

Te āo Māori is reflected well in the learning programme and environment. Teachers support and encourage children to use te reo Māori as part of their learning.

Children are valued and affirmed for who they are, as individuals. Teachers integrate the Montessori philosophy and Te Whāriki, the early childhood curriculum, in authentic bicultural and multicultural practices. Teachers and leaders ensure that their practice reflects the rights of all children to high quality and inclusive early childhood education.

Teachers are intentional in the ways they recognise and respond to opportunities to engage and extend children's learning. Their expert use of high quality teaching practices and skilful preparation of learning challenges, prompts children's thinking and development of working theories. Children experience and develop important early language, literacy, and numeracy skills through the centre's comprehensive curriculum. Teachers regularly evaluate their teaching practice to promote successful learning outcomes for children. Leaders are committed to growing teacher capability and providing a high quality Montessori curriculum.

Learning stories are a feature of the preschool. They capture each child's learning journey, dispositions and individual interests, and include their languages and cultures. They celebrate children's progress and development, and identify next steps in learning. Learning stories are highly valued by children, families and staff.

The preschool is well led and managed. Leaders demonstrate respectful, considered approaches to children and adults. Parents and teachers are invited to contribute to the development of strategic goals. The organisational structure and comprehensive policies' framework support collaborative ways of working. The annual action plan is well aligned with the strategic plan, and enables the aspirational strategic goals to be achieved.

Leaders use internal evaluation very well to gauge the impact of teacher planning and practices on outcomes for children, and to review goals and support the centre's sustainability. The evidence-based inquiry model seeks input from all stakeholders, is linked to strategic goals, and informed by research.

Key Next Steps

The centre owner and teachers should use their strong internal evaluation processes to continue:

  • embedding and extending the effective teaching practices that have been developed
  • enhancing partnerships with families to support children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Casa 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.

Steve Tanner Director Review and Improvement Services Northern

Northern Region

18 April 2019

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

LocationAvondale, Auckland
Ministry of Education profile number46206
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for36 children aged over 2 years
Service roll50
Gender compositionBoys 26 Girls 24
Ethnic compositionMāori 
Pākehā 
Chinese
Indian 
other ethnic groups

17
16
8
8
Percentage of qualified teachers80% +
Reported ratios of staff to childrenOver 21:8Better than minimum requirements
Review team on siteFebruary 2019
Date of this report18 April 2019

Most recent ERO report(s)

 

Education ReviewSeptember 2015

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

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.

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.

Casa Montessori Preschool - 14/09/2015

1 Evaluation of Casa Montessori Preschool

How well placed is Casa 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

Casa Montessori Preschool is a small, privately owned preschool in Avondale, Auckland. The preschool opened in 2013 and operates from a renovated villa on spacious grounds. It provides all day education and care for up to 36 children from two years of age. It offers high teacher ratios and has strong connections with parents and whānau.

The preschool is capably managed by the owners who work collaboratively with teachers, parents and children to ensure its smooth running. Many families travel long distances to bring their children to Casa Montessori.

Children and teachers are from a diverse range of cultural and ethnic backgrounds. The service provides a curriculum that is strongly influenced by Montessori philosophy as well as Te Whāriki, the early childhood curriculum. The learning programme and resources are focused on guiding children to explore at their own pace and develop the skills that enable them to be independent, capable and socially competent learners. Teachers work very well in a collaborative team to provide good quality outcomes for children.

This is the first ERO report for the preschool. ERO’s findings indicate that it is providing a valuable service to families in its diverse community.

The Review Findings

Children are confident and articulate. They settle quickly and self select from a wide range of well displayed Montessori activities. They make good choices about their learning and play with confidence. Children are aware of the expectations of the centre and reinforce these with each other and with their parents.

Children are engaged, busy and purposeful in their learning. They display high levels of perseverance as they take on challenges and learn to focus on detail through the Montessori learning materials. They show respect for one another with behaviours that are reflective of the centre’s aspirations for children to be receptive, cooperative and warm in their interactions with others. Children show high level of social competence and self-help skills and clearly enjoy their learning.

Staff ensure that the preschool reflects a high standard Montessori environment. The indoor and outdoor areas are open, spacious, well maintained and attractive. The large outdoor environment encourages physical activity, exploration and promotes children’s independence. The curriculum includes planned activities such as yoga, Spanish lessons and other creative pursuits. Children are involved in sequential learning of skills according to their development through the use of the many Montessori learning materials.

Teachers implement the Montessori teacher role very well. They support children’s engagement in activities and show a real interest in promoting children’s learning. They are approachable and willingly spend time with parents and children. Teachers have established warm relationships with children and know the families well. They provide opportunities for parents and whānau to offer their perspectives on the programme design.

Teachers plan around celebrations and relevant local community events to enrich the programme for children. Teachers also plan for children’s individual interests and evaluate their learning progress. Children’s learning journey is recorded attractively and purposefully in online portfolios, strengthening partnerships for learning between the pre-school and home.

Parents report high levels of satisfaction with the centre. Parents have rich and meaningful opportunities to be involved in the programme. They are kept well informed about Montessori approaches and have opportunities to discuss these with other parents. Very good communication systems are in place, and parents provide constructive and positive feedback in an ongoing way and as part of formalised self review.

The preschool acknowledges the place of Māori as tangata whenua and continues to develop and strengthen its bicultural curriculum. Most teachers use te reo Māori with children and aspects of tikanga are incorporated into the daily programme. Teachers are focused on strengthening how the curriculum promotes language, culture and identity of children and their families.  

The centre is well led and focused on providing a high quality service for children and their parents. The owner/manager provides strong leadership and direction for staff. Through genuine and supportive relationships, she models high expectations and positive guidance for teachers, children and parents.

There are many leadership opportunities for teachers, parents and children at the centre. Teachers attend professional learning workshops and share their learning with each other. There is a good appraisal process in place that supports teachers to build their professional practice. Self review is very well understood and enables the preschool to make ongoing changes for continuous improvement.

Key Next Steps

The owner and ERO agree that the key next steps for the preschool are to:

  • continue promoting children’s creativity and imaginative play in the learning programme
  • incorporate new Education Council requirements into the teacher appraisal process.

Management Assurance on Legal Requirements

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

Graham Randell
Deputy Chief Review Officer Northern (Acting)

14 September 2015 

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 

LocationAvondale, Auckland
Ministry of Education profile number46206
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for36 children, including up to 0 aged under 2
Service roll30
Gender compositionGirls       17
Boys      13
Ethnic compositionMāori
Pākehā
Chinese 
Indian 
Sri Lankan
Brazilian
  1
14
  6
  6
  2
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:8Better than minimum requirements
Review team on siteJuly 2015
Date of this report14 September 2015
Most recent ERO report(s)No previous ERO reports 

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.