Little Steps Montessori Preschool

Education institution number:
46400
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
16
Telephone:
Address:

29-31 Omega Street, Albany, Auckland

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Little Steps 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 Little Steps Montessori Preschool are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whakatō Emerging

2 Context of the Service

Little Steps Montessori Preschool is an established service owned by a charitable trust. It is managed by a qualified head teacher with the support of an office manager. Both leaders are new to their roles. The team also includes four teachers. More than half of the children enrolled are of Chinese ethnicity.

3 Summary of findings

The service’s Montessori-based curriculum supports children to become independent and socially confident. Children are encouraged to take leadership in caring for the environment and show respect for their centre’s rules and kaupapa. They are able to confidently express their thoughts and feelings with their teachers and peers.

Children are provided with resources that encourage them to use strategies for reasoning and
problem- solving. This is prioritised through activities that reflect children’s real-life experiences. Opportunities for children to explore literacy and mathematical concepts are woven into the curriculum. As a result, children recognise their own ability to learn in a play-based context.

Leaders and teachers have created a positive environment and deliberately use teaching strategies that support children to develop their sense of belonging. These include:

  • establishing relationships with parents and whānau that include opportunities for them to share information about their child’s learning

  • displaying diverse cultural artefacts and engaging whānau in cultural celebrations

  • encouraging children to look after the environment and respect others

  • using te reo Māori in assessment records for children who have Māori heritage.

Leaders and teachers access relevant professional learning opportunities. They are building professional knowledge and shared understandings to enable them to design and implement a responsive and rich curriculum for all children. Using observable and measurable success indicators to evaluate outcomes for learners is an area of development for teachers and leaders.

Leaders are beginning to work with teachers to implement a system of regular appraisal. They need to consider ways to support teachers to take responsibility for their own professional learning and development.

Those responsible for governance and management develop policies and procedures that are current, coherent, fit-for-purpose and that guide practice. A positive working environment facilitates a low turnover of staff.

4 Improvement actions

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

  • To build teachers’ capability and collective capacity to engage in curriculum evaluation and use this to identify, assess and evaluate improved outcomes for children.

  • To implement a system of regular appraisal to support teachers to take responsibility for their professional learning and growth.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Little Steps 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

28 March 2023

6 About the Early Childhood Service

Early Childhood Service Name

Little Steps Montessori Preschool

Profile Number

46400

Location

Albany, Auckland

Service type

Education and care service

Number licensed for

30 children over two years of age

Percentage of qualified teachers

100%

Service roll

19

Review team on site

January 2023

Date of this report

28 March 2023

Most recent ERO report(s)

Education Review, July 2019
Education Review, November 2015

Little Steps Montessori Preschool - 01/07/2019

1 Evaluation of Little Steps Montessori Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

Little Steps Montessori Preschool is well placed to promote positive learning outcomes for children.

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

Background

Little Steps Montessori Preschool is owned by a charitable trust and managed by a head teacher. It is located within a church campus. Children plan and learn in an open-plan classroom connected to the outdoors with a covered space. The service sometimes uses the church's auditorium for physical activities.

The preschool is licensed to operate for up to 30 children from the ages of two to six years. The children are from a multicultural community, and more than half of those enrolled are Chinese.

The centre is currently reviewing its philosophy. The current philosophy emphasises the provision of secure, caring and respectful environments for children's learning. It also recognises the value of active exploration, and discoveries. Teachers provide a programme that is consistent with the teachings of Maria Montessori, and acknowledges Te Whāriki, the early childhood curriculum.

The staff team includes three registered teachers. All teachers are trained in a Montessori education approach. An external consultant appraises the teaching staff. The centre employs an administrator.

The 2015 ERO report acknowledged the work of the previous year, establishing the centre. It commented positively on the learning environment and the programme. Next steps for the centre related to using external support to align key strategic documents, strengthen leadership capacity, and using self review and teacher appraisal for ongoing improvement. Progress is being made in these areas, with the support of a mentor.

The Review Findings

Children are well supported to develop a sense of belonging at the centre. They are respectful of each other and their environment. Children are treated as capable learners, are given many opportunities to learn and persevere with completing the tasks they choose. They are encouraged to support each other in their learning.

Teachers have a sound knowledge of the Montessori approach to early learning. They respect children and interact with them in ways that support their learning. Children are encouraged to be independent and supported to develop self-help skills. They take pride in contributing to the completion of daily housekeeping tasks.

Teachers offer children many opportunities to develop literacy and numeracy knowledge and skills. They support children to follow their interests in science and being creative. Teachers have been supported to build and use their knowledge of te reo and tikanga Māori. This is evident in the programme and the environment.

The environment is well resourced. Children have free access to the outdoor area, where there are opportunities for physical activity and they can engage in gardening tasks.

Teachers are strengthening their assessment of learning and programme planning processes. They observe and document the learning of individuals and groups. Teachers share relevant information with parents electronically and with children in their individual portfolios. They record whole-centre activities and share the information with the children in booklet form to enable them to revisit their learning.

Teachers work effectively with parents/whānau. They have developed ways of communicating with families who speak languages other than English, including translating important messages into Mandarin. Parents are encouraged to share their aspirations for their children and to participate in decision making through consultation. Parents who spoke with ERO, report that the centre provides a sense of community for them.

Internal evaluation is used effectively to identify areas for improvement and guide change. Current ongoing improvements include reviewing the centre philosophy with the intention of including greater input from staff and parents.

Systems to build teachers' capacity to improve outcomes for children are also being strengthened. The introduction of a robust appraisal system is being supported by an external mentor. Teachers have regular professional learning and development (PLD) related to the Montessori approach. It is timely for them to participate in PLD on Te Whāriki (2017). This would help to inform the ongoing development of assessment, planning and evaluation processes.

Key Next Steps

Key next steps include:

  • aligning the revised philosophy with other aspects of centre operations, including teacher appraisals and the strategic plan

  • strengthening the use of internal evaluation to establish clear strategic goals for the centre to achieve within an agreed time frame

  • engaging in professional learning related to Te Whāriki (2017), to strengthen and guide assessment of children's learning, programme planning and evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Steps 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.

To improve practice, leaders should ensure that the management of risk related to excursions is more fully documented.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

1 July 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

Location

Albany, Auckland

Ministry of Education profile number

46400

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2 years

Service roll

24

Gender composition

Girls 13 Boys 11

Ethnic composition

Chinese
other ethnic groups

15
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

May 2019

Date of this report

1 July 2019

Most recent ERO report(s)

Education Review

November 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.

Little Steps Montessori Preschool - 16/11/2015

1 Evaluation of Little Steps Montessori Preschool

How well placed is Little Steps 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

Little Steps Montessori Preschool is located in Albany, North Auckland. The centre is licensed to provide full day education and care for up to 30 children from two years to six years of age. It is located within a complex of church buildings and is set up as a separate entity.

Little Steps Preschool follows the principles and practices of the Montessori philosophy, as well as those of Te Whāriki, the early childhood curriculum. The centre’s philosophy and vision is centred on children taking an active role in their learning, developing social responsibility and learning respect for others.

The preschool caters for a diverse multi-cultural group of children, the largest proportion being of Chinese ethnicity. A high ratio of teachers ensures that all children are well known and cared for.

Little Steps Montessori Preschool is privately owned by a charitable trust. The preschool is run by two directors, a head teacher and a lead teacher. The head teacher and lead teacher form the management team who operate the preschool. They are supported by three registered teachers and one teacher in training.

The centre has been operating since 2014. Embedding good practices and thoughtfully considering the preschool’s next steps have been key areas of focus since opening. Priorities have included building relationships with families and improving the resources of the learning environment.

This is ERO’s first review of Little Steps Montessori Preschool.

The Review Findings

Children and families benefit from a calm environment that is welcoming and friendly. Children are respectful of the learning resources and familiar with centre routines. They have easy access to specialised Montessori equipment in a spacious, attractive and well organised environment. The equipment provides a broad range of learning activities that are purposefully designed to develop children’s independent learning skills.

The purpose-built outdoor space is well designed and offers a range of physical activities and equipment to promote children’s learning and development. The daily outdoor programme provides children with the opportunity to explore and follow their own interests. Children learn about the natural environment through the activities provided.

Children play for sustained periods of time and work both independently and in groups. They experience trusting relationships with teachers. Teachers know children well and support them to use the resources appropriately. The programme builds children’s capability in literacy and numeracy. A range of teaching and learning strategies support children at an unhurried pace.

Teachers include te reo Māori in greetings, waiata, reading and numeracy learning. The management team acknowledge the need to continue strengthening bicultural practices and ensure this commitment is included in the preschool’s philosophy.

Regular excursions into the community provide broader learning opportunities for children to learn about their surroundings. Family events and cultural festivals promote a sense of belonging for children and families.

Preschool teachers support children’s transition to school, and are developing useful links with schools in the local area. The management team agrees it is timely to review and strengthen learning opportunities for older children so that six year olds are better prepared for starting school.

Information shared by parents is appreciated and used to build teachers’ relationships with individual children and their families. Parents value the interactive electronic portfolios showing their child’s learning journey. ERO and the management team have identified the need to increase learning partnerships with families by using Chinese language in newsletters and other forms of communication.

Teachers document how children make learning progress. They use this information effectively to guide children to the next task in the Montessori curriculum. Teachers continue to refine their evaluation practice to meet the needs and interests of each child. They continue to explore ways to promote children’s curiosity and strengths to extend their learning. Children’s individual interests and developments are becoming more apparent in teachers’ learning stories.

The trust board is very supportive of the management team and the staff. Centre managers have high expectations of teachers and aim to provide high quality programmes for children. They are justifiably proud of their journey so far. Staff work cooperatively and plan programmes collaboratively. Leadership is shared and responsibilities are delegated amongst the teaching team.

Centre management is developing well. Systems for achieving high quality care and positive educational outcomes for children are being reviewed and refined. Policies and practices are regularly monitored and evaluated. The purpose of self review is aligned to the centre’s vision, and is beginning to serve a variety of improvement-focused perspectives. 

Key Next Steps

ERO agrees that key next steps, identified by the centre managers and director, are to use external professional support to:

  • align the mission and vision statements with the preschool’s philosophy
  • reflect the values of the Montessori approach and Te Whāriki in the programme for children
  • continue to use the teacher appraisal system to review teacher performance against indicators of good practice
  • improve centre practices through effective self-review processes
  • continue to strengthen leadership capability.

Management Assurance on Legal Requirements

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

Graham Randell
Deputy Chief Review Officer Northern

16 November 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 

Location

Albany, Auckland

Ministry of Education profile number

46400

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

31

Gender composition

Girls       18
Boys      13

Ethnic composition

Māori
Pākehā
Chinese
English
Hungarian

  1
12
16
  1
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

October 2015

Date of this report

16 November 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.