42 Huffey Street, Geraldine
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Haywood Cottage Montessori are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Haywood Cottage Montessori is a rural centre providing education and care for children from two-years old to school age. The owner manages the service and leads a team of qualified teachers to develop and implement the curriculum. Montessori philosophy underpins teaching and learning.
Children are supported to grow into capable and competent learners, experiencing a curriculum based on Montessori philosophy and the principles and strands of Te Whāriki, the early childhood curriculum. They are encouraged to contribute by taking responsibility for everyday tasks. Their wellbeing is nurtured through daily rituals. Integrated learning experiences encourage physical, emotional, and social wellbeing.
The daily programme provides opportunities for children to choose between teacher presentations, real work moments and spontaneous play. Children direct their own learning and have free access to intentionally designed indoor and outdoor environments. Ongoing group inquiries support them to take ownership of their learning and build their capabilities.
Leadership and teachers are building their capability to provide a culturally responsive curriculum for all children. Te reo Māori and aspects of te ao Māori, such as waiata and pakiwaitara (te ao Māori legends) are beginning to be integrated into the curriculum. Te reo me tikanga Māori have yet to be deeply embedded. Some te ao Māori values such as whanaungatanga (relationships) and manaakitanga (care and reciprocity) are highly valued and woven into daily practices. These encourage children to care for each other and work together.
Each child’s learning and progress is recorded and shared with them and their families. Children highly value their profile books and regularly read and revisit these learning records. This strengthens their identity as learners. Assessment, planning, and evaluation practices are not yet consistent amongst all teachers to determine how well children are progressing in terms of the learning outcomes in Te Whāriki.
Strong curriculum leadership based on extensive knowledge about the Montessori philosophy and principles, provides a clear vision and expectations of the approach to the new teaching team. Appropriate tools and methods are beginning to be used for evaluation to support improvement. However, internal evaluation does not yet sufficiently focus on promoting ongoing improvement for learners.
Haywood Cottage Montessori will include the following actions in its Quality Improvement Planning. These are to:
strengthen the integration of te reo me tikanga Māori into the curriculum to support children to develop an understanding and appreciation of New Zealand’s bi-cultural heritage
support teachers understanding in the use of Te Whāriki learning outcomes and how these can be used to determine how well children are learning and progressing over time
build the collective capability of the teaching team to use internal evaluation, including gathering a wider range of evidence to inform evaluative reasoning and returning to the quality indicators to judge the effectiveness of their practice on outcomes for children.
Before the review, the staff and management of Haywood Cottage 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:
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
8 April 2022
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Early Childhood Service Name |
Haywood Cottage Montessori |
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Profile Number |
46521 |
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Location |
Geraldine |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 0 aged under 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
26 |
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Ethnic composition |
Māori 1, NZ European/Pākehā 21, Other ethnic groups 4 |
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Review team on site |
October 2021 |
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Date of this report |
8 April 2022 |
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Most recent ERO report(s) |
Education Review, November 2017. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Haywood Cottage Montessori is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Haywood Cottage Montessori is a small, rural centre providing education and care for children from two-years old to school age. The centre opened in August 2014. This is its first education review.
The two teachers are qualified and certified early childhood teachers. The owner works as the head teacher of the centre and has a Montessori qualification. She is strongly committed to the Montessori philosophy and recognises the importance of incorporating Te Whāriki, Early Childhood Curriculum into the daily programme.
The centre is part of Te Awa Whiri Kāhui Ako I Community of Learning (CoL).
Children are actively involved in a calm, unhurried environment where teachers give them time to make decisions and learn from watching their peers. They experience respectful, caring relationships with each other and their teachers. Children confidently choose from a wide range of activities in the thoughtfully prepared, very well resourced indoor and outside areas.
Children have many leadership opportunities. They are familiar with the daily routines and centre rituals. Children clearly show they understand the expectations. Teachers sensitively foster children's growing confidence as learners and purposefully develop their independence skills to build each child's sense of belonging and wellbeing.
Teachers engage in thoughtful, shared interactions with children. They use a range of intentional strategies that include purposeful discussions and questioning to guide children’s learning. Mathematics and the creative arts are intentional aspects of the learning programme. Teachers are increasingly integrating te reo and tikanga Māori into the daily learning programme.
The centre is welcoming and inclusive of families. Transition into the centre is carefully managed to meet the needs of the child and family. The head teacher has a positive relationship with the local school. Children and families experience a well-managed, thoughtful transition process that supports their successful entry into school.
Parents have many opportunities to discuss their children’s learning and wellbeing with teachers. They are actively involved in the centre and encouraged to contribute their skills and knowledge to support children's learning and sense of belonging.
The owner has established a number of useful operational systems and processes. These need to be embedded in centre practice.
The centre owner and ERO agree, that the key next steps to improve outcomes for children are to:
Before the review, the staff and management of Haywood Cottage 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:
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 Haywood Cottage Montessori will be in three years.
Jane Lee
Deputy Chief Review Officer Southern (Acting)
Te Waipounamu - Southern Region
16 November 2017
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.
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Location |
Geraldine, South Canterbury |
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Ministry of Education profile number |
46521 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
27 children, two years and over |
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Service roll |
22 |
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Gender composition |
Boys 14: Girls 8 |
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Ethnic composition |
Māori |
2 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
October 2017 |
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Date of this report |
16 November 2017 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.