41 Douglas Street, Whakatane
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Douglas St Montessori is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Douglas Street Montessori is located in Whakatane and provides education and care for children from birth to school age. The centre is locally known as Little Orchards Douglas Street Montessori. The two rooms known as Pātiki and Tui provide a Montessori inspired programme and constitutes one of two Douglas Street licences on the same site. The centre is licensed for up 45 children, including 15 aged up to two years. At the time of this ERO review the centre had a total roll of 89, including 47 of Māori descent, and no children under the age of two years.
In November 2017 the service changed ownership. It now operates under the company Provincial Education Group Ltd, which sets the vision for all its centres. The management structure includes two company directors, an operation’s manager and an education manager who oversees the quality of education and care across 50 centres. They are supported by a large team of regional managers and support staff.
The centre manager began her role in November 2018. She oversees both licenses on the Douglas Street premises and the nearby Little Orchards McGarvey Road centre. There have been significant changes in personnel and leadership since the last ERO review in 2016.
Ngā amorangi whakaahuatanga hei kōkiri i te mātauranga momoho o te wāheke - transformative leaders driving education success is the vision for the organisation. The core values of whānau, respect, adventure and passion underpin the centre’s philosophy. The aim of Douglas Street Montessori is to create a home-like environment that reflects the unique natural surroundings and stimulates learning through a wide range of positive experiences.
The areas identified in the 2016 ERO report for improvement in appraisal, local curriculum, partnerships with parents, daily transitions and self review have recently been reviewed.
Children play and learn independently, and know and understand their environment well. Equitable access to learning opportunities and experiences is a priority for the leaders and teachers. Creativity and problem solving are actively encouraged throughout play. Children are provided with feedback that affirms their successes. Positive interactions and nurturing relationships with children and whānau support their sense of belonging and security.
An inclusive culture celebrates and acknowledges children's diverse needs. Teachers work alongside parents and agencies to plan and implement meaningful experiences and strategies. Children with additional needs fully participate and engage in the programme for learning.
Teachers manage children's transitions into, through and beyond the centre effectively. They carefully consider each child's readiness and confidence. Staff work alongside parents and whānau to ensure individual's rhythms and routines are maintained during these important times. The centre has recently reviewed the daily transitions to minimise interruptions to children’s learning pathways and promote sustained engagement.
Leaders and teachers know children and their whānau well. An effective balance between teacher-led and child-initiated learning was evident. Teacher’s engage in focussed learning conversations and open ended questioning to prompt children's thinking. A clear focus on social and emotional competence is evident. The wide range of experiences and opportunities supports a rich curriculum. The spacious and well-resourced environment supports children's curiosity, challenge and active play.
Children's culture, language and identity are actively promoted throughout the centre. Teachers are confidently and competently using te reo and tikanga Māori, the local environment and culturally responsive practice through everyday conversations and interactions. This is contributing to the extension of the local curriculum. Te ao Māori is naturally woven throughout the programme and empowers children’s knowing, understanding and ways of being.
Learning portfolios reflect and celebrate individual children’s interests and strengths well. They include parent's appreciation of children’s engagement and participation in play. The approaches to assessment, planning and evaluation have recently been reviewed. As a result, clear expectations and templates have been developed to guide and improve teacher practice. Implementing and embedding this approach should enhance the:
visibility of children's culture, language and identity through assessment
documenting of whānau contribution to teaching and learning
recording of how teacher’s add depth and complexity to children’s learning over time.
Leadership has introduced a collaborative approach to decision-making and change. Through coaching and improved self review, leaders are improving many aspects of centre practice, including teacher capability. These recent developments are supporting the consistency of practice for high-quality education and care centre wide.
The Provincial Education Group provides comprehensive systems, policies and procedures to guide centre practice. The new centre manager is developing organised systems and documentation to enhance the enactment of the Provincial Education Group strategic plan. The centre philosophies are currently being reviewed in line with parent voice, the Provincial Education Group’s overarching philosophy, values and mission, and the principles of Te Whāriki.
To support and build ongoing improvements the key next steps for the centre are to:
strengthen teachers' understanding of effective assessment, planning and evaluation processes
ensure daily transitions minimise interruptions to children's learning
robustly implement all policies and procedures for accountability and quality.
Before the review, the staff and management of Douglas St Montessori 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.
To improve current practice, the centre management should ensure all policies and procedures are robustly implemented and outcomes recorded in line with current legislation and Provincial Education Group Ltd expectations.
The next ERO review of Douglas St Montessori will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
28 March 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 |
Whakatane |
||
|
Ministry of Education profile number |
40332 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 15 aged under 2 |
||
|
Service roll |
89 |
||
|
Gender composition |
Boys 55 Girls 34 |
||
|
Ethnic composition |
Māori |
47 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
January 2019 |
||
|
Date of this report |
28 March 2019 |
||
|
Most recent ERO report(s) |
Education Review |
March 2016 |
|
|
Education Review |
June 2012 |
||
|
Education Review |
November 2010 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Little Orchards Preschool-Douglas Street 3, located in Whakatane, provides education and care for children from three years to school age. Known as the Tui room, it is one of four Little Orchards licences on the same site. The Tui room is licenced for 30 children and at the time of this ERO review had a roll of 66 including 37 children of Māori descent.
Little Orchard’s philosophy makes a commitment to creating a warm, loving and safe environment that complements the home and reflects New Zealand’s unique natural heritage. Tui room has a particular focus on reflecting aspects of Maria Montessori education.
Since the previous ERO review in June 2012 there have been significant changes to the Little Orchards’ organisation. A new general manager has been appointed, as well as a centre leader to provide professional leadership for all of the Douglas Street licences. Each licence has a specific room leader. The room leader is new to the Tui room since the previous ERO review and there have been some changes to the teaching team. Most teachers in the Tui room have had either specific training or experience in the Montessori approach to education.
As was the case at the time of the previous ERO review, children in other rooms are also enrolled at Little Orchard Douglas Street 30248 for the mornings or afternoons. This change over is so that children also experience an approach to teaching and learning that is based on the teachings of Maria Montessori. The 2012 ERO report identified a need for centre leaders to review this structure in order to promote continuous learning pathways for children. The centre has surveyed teachers and parents as part of a self review of the transition process and the survey response was positive. ERO asks that there is an ongoing review and monitoring of this practice to continue to raise and maintain the quality of this practice for ensuring security and confidence for individual children.
Immediately prior to this ERO review teachers carried out a significant review of the Tui room programme. In response to this review they have incorporated an increased child-centred, play-based programme to complement children’s access to the Montessori approach. Teachers report that this initiative has had a positive impact on children’s engagement and behaviour.
Children benefit from having opportunities to follow their own interests in a play-based programme as well as having access to a wide range of resources and equipment that reflect the Montessori philosophy. They are able to explore and experience physical challenge in the spacious outdoor environment that features several fruit trees, vegetable gardens and significant grassed areas.
ERO observed high levels of sustained and meaningful play by individuals and small groups of children. Well-managed flexible routine times support children to sustain their play throughout the morning. The programme is enhanced by trips into the local environment as well as attendance at important community events. Individual portfolios provide an attractive record of children’s participation in the programme. They are easily accessible for both children and their parents.
Teachers are well supported by the room leader to more regularly use te reo Māori in their daily interactions with children. They acknowledge the importance of incorporating local Māori history, traditions and places of significance into the programme as an area for ongoing development.
Teachers maintain positive relationships with children that contribute to a settled and calm learning environment. They carefully present equipment and resources. Teachers engage in meaningful learning conversations with children particularly when they are interacting with the Montessori inspired resources. A challenge for teachers now is to strengthen and deepen their learning interactions with children involved in child-initiated, play-based activities. Teachers effectively cater for children’s care needs.
Teachers place priority on establishing meaningful relationships with parents. However, the current approach to moving children between the two separate licences each day hinders teachers’ ability to establish meaningful learning partnerships with parents and whānau.
The new general manager has established useful systems, policies and procedures that support the general operations of the Little Orchards licences. A clear strategic plan has been developed to guide centre development. This plan is regularly monitored by the general manager and owners. A comprehensive teacher appraisal process has been introduced. The general manager should now align this process to meet the requirements of the Education Council. The centre owners’ commitment to providing a quality service is reflected in the extensive professional development that is made available to teaching staff.
The centre leader has a reflective approach to ongoing development and has been working hard to strengthen communication among teachers across all Douglas Street and Alexandra Street licences. She has established positive relationships with teachers, parents and children. Priority should be given to providing ongoing support for the centre leader to strengthen leadership for learning across this service. The room leader has a strong focus on improvement and development of the Tui room. She has successfully led the review of the room’s programme. The room leader works collaboratively with teachers in the Tui room and accesses support and guidance from the centre leader and other room leaders in the Little Orchard’s organisation.
Key next steps for centre leaders are to:
Relook at the daily interchange of children between the three rooms with a view to minimising transitions and interruptions to children’s learning pathways, and to build stronger continuity and learning partnerships with children, parents and whānau.
Continue to develop assessment records to more consistently capture children’s learning and development over time, including their interests, passions and dispositions. In addition, strengthen the alignment between assessments of children and programme planning for extending their learning.
Provide professional development for centre leaders and teachers to strengthen self review by enhancing a collective understanding and involvement.
ERO recommends that the service works with the Ministry of Education to undertake in-depth self review of daily transitions for children.
Before the review, the staff and management of Little Orchard Preschool - Douglas Street 3 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 Little Orchard Preschool - Douglas Street 3 will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
21 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 |
Whakatane |
||
|
Ministry of Education profile number |
40332 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 19 aged under 2 |
||
|
Service roll |
66 |
||
|
Gender composition |
Boys 38 |
||
|
Ethnic composition |
Māori |
37 |
|
|
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 |
|
Review team on site |
November 2015 |
||
|
Date of this report |
21 March 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
September 2005 |
||
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:
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.
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.