56 Surrey Crescent, Grey Lynn, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Little Engines Montessori is a privately owned and operated centre that provides education and care based on the principles and teachings of Dr Maria Montessori. The centre operates in a purpose-built, well designed facility that is spacious and practical. The outdoor area adjoins the playground of Grey Lynn Primary School.
Little Engines attracts families from the surrounding suburbs and is able to provide for up to 50 children over the age of two years. Children are grouped in two large classrooms and mingle freely in the outdoor area.
The owners and head teacher provide a framework of policies, procedures and operating documents to support the management and operation of the centre. The recently reviewed philosophy clearly indicates the intention of the service to support children's learning and development in a caring, respectful environment.
Children and their families are warmly welcomed into the carefully and attractively arranged classrooms. Teachers take great care to display resources so that children are able to settle and easily make their own choices from the rich provision of interesting opportunities for play and learning. Children are empowered to take responsibility for themselves and others and to guide their own learning with support from teachers. As a result children are highly independent and engaged in their play.
Partnerships between teachers and children and their families are based on respect and friendliness. Teachers listen and respond to children's working theories and encourage their development through calm and pleasant conversation. Through teacher modelling, children are learning to engage in positive and responsive relationships, and friendships between children are evident.
Teachers are responsive to children's cultures, languages and identities. Teachers maintain a focus on improving bicultural awareness in children, through the use of te reo Māori, the use of displays to indicate a bicultural approach to learning and record Māori-focused celebrations. Other experiences have included visits to a local marae and the involvement of a kaumatua in aspects of the programme. Whānau with Māori heritage have been involved in presenting activities in the programme. Teachers also celebrate the languages and cultural festivals of the other children in the centre.
Children have a sense of belonging in the centre, fostered by the individual child focus in displays of photographs of themselves and their families. The child-led curriculum encourages children's sense of ownership of their learning and teachers' sustained close work with individuals extends their thinking and contribution. Children have frequent opportunities to learn about literacy, mathematics and natural science in the programme.
A close investigation of Montessori aims for children has encouraged the teachers and the owner to provide a free flow between the indoor and outdoor areas of the centre. The playground has been upgraded to provide opportunities for children to play physically and to engage with nature. Teachers provide a suitable range of resources on the covered deck space for children to investigate the Montessori-inspired resources.
The head teachers and the teaching team have developed sound assessment, planning and evaluation processes. The head teacher supports teachers to be highly reflective and to evaluate their work with children.
Management of the centre is efficient and effective. The owners have developed systems and processes to maintain high quality standards of operation. Teacher appraisals are regular and robust, and professional development linked to appraisals is evident in the strategic plan. It would be useful now for the owners to consider ways of further recognising and managing the pace of change in the centre. Teachers would benefit from more consistent time to critically reflect on their practice.
ERO supports managers' identification of their key next step as documenting the alignment and evaluation of the annual and strategic plans.
Before the review, the staff and management of Little Engines 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 Little Engines Montessori will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
25 August 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 | Grey Lynn, Auckland | ||
| Ministry of Education profile number | 45866 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 0 aged under 2 | ||
| Service roll | 78 | ||
| Gender composition | Girls 40 Boys 38 | ||
| Ethnic composition | Māori Pākehā Indian Chinese other | 5 53 12 5 3 | |
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 | July 2016 | ||
| Date of this report | 25 August 2016 | ||
| Most recent ERO report(s) | Education Review | July 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 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 Engines Montessori opened in February 2012 and is licensed for up to 50 children from two years to school age. The centre has been able to attract and appoint experienced and registered early childhood staff who are qualified Montessori teachers. Teachers are committed to providing high quality care and education for each child. The owners and head teacher provide effective systems and policies to support the management and operation of the centre.
The centre is a modern, well designed, purpose-built facility that has two large dedicated classrooms with an appropriately sized outdoor space.
Little Engines’ mission is to encourage, nurture and support children to be lifelong learners. The Montessori philosophy and the principles of Te Whāriki, the New Zealand early childhood curriculum, are strongly reflected in the learning programme.
This is the centre’s first ERO report.
Respectful relationships are a feature of the centre. Children, parents and the wider community are warmly welcomed. Children benefit from an approach that provides consistent care and attention that is emotionally safe and nurturing. Teachers’ calm and trusting interactions support a programme that is responsive to children’s needs, interests, and strengths.
Children play and learn together, building on their knowledge and experiences in a prepared Montessori environment. They are supported to be confident and capable, and enjoy participating in conversations with adults and each other. Children have opportunities to develop leadership abilities through tuakana/teina relationships. Teachers guide children in their work and model the use of resources to enable them to extend their ideas across a wide range of curriculum areas. They have a holistic view of children’s learning and development.
Centre programmes reflect the Montessori philosophy and the principles of Te Whāriki. The aspirations of families are valued and parents are encouraged to be part of programme planning and assessment. Teachers share a commitment to biculturalism and include tikanga and te reo Māori appropriately in the programme. They are now considering using the Ministry of Education resource, Tātaiako, the Cultural Competencies for Teachers of Māori Learners, as part of their professional learning.
A culture of teacher reflection and collaborative self review is well established and is used to build on and enhance centre systems and practices. These approaches help to provide strong direction for the centre and contribute to ongoing improvements in the care and education of children.
The centre owners and head teacher provide effective leadership that promotes respectful, appreciative relationships in the centre. They have supported teachers and staff to create a shared and inclusive approach to teaching and learning. Centre-wide professional development and an induction process for new teachers help to ensure shared team understandings. Useful operational and personnel systems have supported communication and increased accountability. Centre managers will continue to explore opportunities for all teachers to develop their teaching and leadership skills.
ERO is confident that centre managers will continue to plan appropriately for ongoing centre development to enhance outcomes for children.
Before the review, the staff and management of Little Engines 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 Little Engines Montessori will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
8 July 2013
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 |
Grey Lynn, Auckland |
||
|
Ministry of Education profile number |
45866 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 0 aged under 2 |
||
|
Service roll |
76 |
||
|
Gender composition |
Girls 39 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
Not applicable |
|
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
May 2013 |
||
|
Date of this report |
8 July 2013 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
|
|
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.