5 Francis Street, Blenheim
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 Montessori Blenheim are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Montessori Blenheim is a privately-owned service that offers Montessori care and education for tamariki aged two and a half years to school age. All teachers are qualified early childhood teachers, and most are Montessori accredited. This includes the centre owner/manager who works closely with the head teacher to implement the day-to-day operations.
Leaders and teachers provide tamariki with a rich, responsive curriculum based on Te Whāriki, the early childhood curriculum, and the Montessori approach to learning. The vision, values and philosophy of the service guide all aspects of the curriculum and ways of working with tamariki. These include; Mana: Respect, Ngākau Pono: integrity, Tipu: growth and Koa: joy. The Montessori values of Grace and Courtesy are integral to the learning of tamariki and are enacted in ways that promote a sense of belonging within the service.
Teachers actively promote the mana of the child as a capable learner. They provide a considered and well-resourced Montessori learning environment, that supports learning and acquisition of skills. Teachers engage with tamariki in calm and unhurried ways. They encourage them to take responsibility for themselves and show care and respect for one another and for the environment.
Strong learning partnerships between teachers, parents and whānau determine culturally responsive, individual education pathways, to progress tamariki mastery of skill development and learning outcomes. Children’s planning and assessment information shows a focus on children seeing themselves as capable learners. There is some variability in the visibility of children’s language culture and identity in assessment and planning documentation.
Leaders articulate a sound understanding of tikanga Māori that is well integrated in the curriculum in ways that are respectful of Māori culture and meaningful to the learning of tamariki. Continuing to deepen understanding of te ao Māori and consistently use meaningful and more complex te reo Māori with tamariki is a service priority.
Leaders effectively develop, implement, and evaluate cohesive systems, processes and practices that promote ongoing improvement. Leaders and teachers work collaboratively to continually build-on professional knowledge, expertise, and cultural competence. Internal evaluation is informed by in depth research. Leaders and teachers take collective responsibility for undertaking improvement focussed internal evaluation to support the learning and wellbeing of tamariki.
Montessori Blenheim will include the following actions in its Quality Improvement Planning:
increase the use and complexity of te reo Māori in daily practice and curriculum documentation
make children’s languages, cultures, and identities consistently evident in written learning records.
Before the review, the staff and management of Montessori Blenheim 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)
Region | Te Tai Tini
3 May 2022
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Early Childhood Service Name |
Montessori Blenheim |
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Profile Number |
65613 |
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Location |
Blenheim |
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Service type |
Education and care service |
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Number licensed for |
34 children over 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
46 |
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Ethnic composition |
Māori 6, NZ European/Pākehā 32, Other ethnic groups 8 |
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Review team on site |
December 2021 |
|
Date of this report |
3 May 2022 |
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Most recent ERO report(s) |
Education Review, January 2016; Education Review, July 2012. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Montessori House of Children - Blenheim is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Montessori House of Children - Blenheim is a privately owned, stand-alone preschool. It is situated in a renovated villa with an attractive garden setting. The preschool provides for the care and education of children aged from two to six years old within a mixed-age setting.
The preschool programme is based on the Montessori Philosophy and Te Whāriki, the Early Childhood Curriculum. Children and families come from a diverse range of cultures and are warmly welcomed. Staff bring a variety of experiences and educational backgrounds including early childhood teaching, Montessori training and primary school teaching.
In 2015, there were changes to the ownership and leadership of the service. The new owner previously worked as a lead teacher at the preschool. She now divides her time between managing and teaching at the preschool. A new lead teacher, appointed from current staff, is responsible for curriculum development.
The leadership team has made significant progress, in a short time, to address the recommendations from the previous ERO report in 2012. This includes refining and strengthening a systematic approach to self-review and appraisal processes.
The philosophy, vision and values promote Montessori methods and a consistent approach to teaching and learning. The Montessori philosophy and Te Whāriki, are becoming more effectively blended. This is reflected in the prepared environment, quality Montessori equipment and the way teachers work with and alongside children.
Children are well supported to develop a sense of belonging. They are given long periods of uninterrupted time to make their own choices, follow interests and practice new skills. Children are confident, and effectively express their opinions and ideas. Teachers encourage children to be independent, take responsibility for the environment and to care for others.
Caring, supportive, respectful relationships are fostered between teachers and children and among children. Children's transitions within the preschool and onto school are well supported. Teachers take time to talk regularly with parents to support children’s learning and wellbeing.
Children are well engaged in sustained, purposeful, independent activities. Teachers are responsive to children's sensitive periods of learning and work with children in calm and unhurried ways. They take time to listen, engage, and guide children's learning. Literacy and mathematical concepts are a strength of the daily learning programme. Teachers are making increasing use of the outdoor environment to enrich the experiences that this space offers to children.
Māori culture is acknowledged and there is some use of te reo and tikanga Māori in the daily programme.
The leadership team is future focused and works collaboratively to build a cohesive teaching team. Leaders have a strong commitment to ongoing improvement and provide purposeful feedback to increase teacher expertise and develop reflective teaching practices.
Leaders make good use of self review to inform changes to preschool practices that promote positive outcomes for children. A systematic approach to evaluative inquiry aligns well to the preschool's priorities and philosophy. Leaders and teachers carefully monitor and adapt practice to help children succeed in their learning.
The manager and lead teacher are highly reflective and have identified key next steps to take the preschool forward. Priority should be given to:
ERO recommends that the Service Provider seeks advice from the Ministry of Education about the provision of quality professional development in assessment, planning and evaluation.
Before the review, the staff and management of Montessori House of Children - Blenheim 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 Montessori House of Children - Blenheim will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
28 January 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.
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Location |
Blenheim |
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Ministry of Education profile number |
65613 |
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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 |
34 children, over two years of age |
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Service roll |
37 |
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Gender composition |
Boys 19; Girls 18 |
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Ethnic composition |
Māori Pākehā Other ethnicities |
2 28 7 |
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
November 2015 |
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Date of this report |
28 January 2016 |
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Most recent ERO reports |
Education Review |
July 2012 |
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|
Education Review |
October 2008 |
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|
Education Review |
November 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:
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.