Mana Montessori Preschool Inc

1 Evaluation of Mana Montessori Preschool Inc

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

Mana Montessori Preschool Inc is well placed to promote positive learning outcomes for children.

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

Background

Mana Montessori Preschool Inc, located in Whitby, Porirua, provides all day education and care for children aged from two and a half to six years of age. It is licenced for 50 children and at the time of this review there were 45 children on the roll, including six who identify as Māori.

Full time education and care is provided for two mixed aged groups in the purpose-built preschool. An elected parent committee provides governance guidelines, systems and processes for the preschool. Day to day operations are managed by the Head of School.

All full and part-time teachers are long serving and have specialist training and knowledge of Montessori principles and practices.

The preschool’s philosophy is underpinned by Montessori principles, Te Whāriki, the Early Childhood Curriculum, and Te Tiriti o Waitangi. It prioritises the values of respect for self, others and the environment; independence; and intrinsic motivation. The philosophy promotes inclusive and culturally responsive practices, children having the freedom to learn and make choices, supported by strong relationships with families.

The June 2015 ERO report highlighted the numerous good practices evident in the preschool at this time.

The Review Findings

The principles of the Montessori philosophy and Te Whāriki, are strongly evident in practice. Teachers are highly responsive to children’s interests and build on these to promote, revisit and extend learning. Literacy, mathematics and science are woven through the programme.

Teachers know children well. They work alongside them and use a range of effective teaching strategies to support children’s learning. Teachers are alert to opportunities to nurture and develop social competencies, resilience and persistence. Children interact respectfully and there is a collective sense of identity and belonging.

Thoughtfully-planned indoor and outdoor environments engage and support children to explore, create and develop independence. The use of natural materials, rocks and gardens authentically nurture children's awareness of sustainable practices and kaitiakitanga - care for the environment.

A deliberate focus to develop and strengthen te reo me ngā tikanga Māori is highly evident within the curriculum. Te reo Māori is consistently and authentically used by teachers and understood by children. Tamariki confidently share their mihi and respectfully follow protocols. Making more intentional links to te ao Māori and the local curriculum in group and individual planning documentation should strengthen the sense of belonging and identity, enhance learning partnerships with whānau and further promote the provision of culturally responsive practices across the centre.

Teachers demonstrate highly inclusive practices. Children with additional learning needs are identified, planned for and supported by the programme. Leaders and teachers work alongside family and whānau to access support from external agencies, when required. A well-considered transition process into, through the service and onto school is focused on individual needs.

Whānau feedback is highly valued. Parents are actively encouraged to contribute to the curriculum to enrich children’s learning experiences. Teachers communicate and share information with their community in a wide range of ways.

There is a purposeful approach to assessment, planning and evaluation. Paki Ako portfolios celebrate and document children’s learning and participation in the day to day life of the centre. Their interests, capabilities and areas requiring further support are clearly identified and thoughtfully documented. Intentional teaching through Montessori presentations is evident resulting in added complexity and progress over time for each learner. To further strengthen this area documentation should:

• show how teachers have deliberately used and responded to parent aspirations to promote and extend learning, and deepen learning partnerships

• use the outcomes of Te Whāriki, to guide planning and assessment of children's learning

• demonstrate how an understanding of children’s unique cultures, languages and identities have enriched teacher strategies and informed assessment insights.

Staff are highly reflective and improvement focused. Self review results in changes to systems routines and teaching practices. A next step for leaders and teachers is to evaluate how well their curriculum planning and assessment practices are supporting children to achieve valued learning outcomes. Developing a centre-wide shared understanding of evidence-based internal evaluation that includes measurable success indicators, should better enable leaders and teachers to evaluate the effectiveness of their own practice and support positive learning outcomes for children.

Leaders work collaboratively with staff to lead positive changes. Teachers are improvement focused, collaborative and value the skills and strengths of each team member. An appropriate appraisal system is in place to promote improved teacher capability and centre capacity. Appraisal is clearly aligned to the standards for the teaching profession. Teachers inquire into and receive useful feedback about their practice. The evaluative component of appraisal requires strengthening to clearly focus on quality of practice and outcomes for learners.

Key Next Steps

Key next steps include:

• further strengthening assessment, planning and evaluation to document and acknowledge how whānau aspirations; children's language, culture and identity; and Te Whāriki outcomes impact children's learning programmes

• developing a shared understanding of evidence-based internal evaluation and appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mana Montessori Preschool Inc 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.

Actions for compliance

ERO identified areas of non-compliance relating to premises and facilities, health and safety, and appraisal. To meet requirements the service needs to improve its performance in the following areas:

• heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage in an earthquake are quickly identified and secured

• ensure that the appointments policy reflects the requirements of the Children's Act, 2014.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, GMA74

The service took immediate action to address the actions for compliance. They have provided sufficient evidence to ERO that demonstrates these have been addressed.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

20 May 2020

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

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.