43 Queen Road, Bellevue, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Montessori Otumoetai is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Montessori Otumoetai is located in Tauranga and caters for children from two years to school age. The centre is licensed for 30 children. The current roll of 39 children includes three who identify as Māori.
Since the previous ERO review in May 2016 a new centre manager experienced in the Montessori approach has been appointed. Two relieving teachers on fixed term contracts are providing cover for teachers on leave.
The statement of philosophy reflects the principles of Te Whāriki, the early childhood curriculum and Montessori. It makes clear reference to a stimulating environment where children can learn through a holistic process of self-discovery developing mind, body and spirit.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the last ERO review of this centre a new Chief Executive Officer has been appointed. Regional and local professional service and business managers oversee the central North Island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
This review was part of a cluster of four reviews in the BestStart organisation.
Children, parents and whānau experience warm and affirming relationships with teachers based on respect and trust. An integrated approach between Montessori and Te Whāriki curricula empower all children to lead their learning and develop independence. Early numeracy and literacy are actively supported through a well-presented and resourced learning environment. Children know the routines and expectations of the centre and demonstrate a strong sense of wellbeing and belonging.
Teachers work collaboratively in a culture where children are viewed as capable and confident learners. Inclusive practice supports the interests and needs of all children including those with additional learning needs and contribute to positive learning outcomes. Teachers take time to listen, ask open questions, and actively promote children's oral language, social and emotional competence. Learning partnerships with parents and whānau are fostered through a range of initiatives and opportunities. Leaders identify continuing to increase parents and whānau participation to strengthen curriculum and strategic planning, and centre self review.
Aspects of te ao Māori reflected in the environment, resources and practice includes all children and promotes the dual heritage of Aotearoa. Stories and places of significance to local Māori are contributing to the developing local curriculum. Children of other cultures are also valued and affirmed. Leaders and teachers agree, continuing to strengthen their knowledge and use of te reo and te ao Māori, would further enhance bi-cultural practice.
Assessment shows children’s progress towards agreed goals and centre priorities for learning. Individualised learning portfolios reflect children's engagement in the life of the centre. Assessment, planning and evaluation is currently in a process of redevelopment.
A distributed leadership approach effectively supports a collaborative team culture. Teachers feel well supported and valued. Opportunities for leadership and professional growth are encouraged. A shared focus on improving practice and learning outcomes for children is actively promoted.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into and strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives are in place to remove barriers to education support children's wellness and encourage equity in learning opportunities. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
Areas for future development are to continue to:
strengthen parent and whānau participation in planning and centre reviews to further enhance their contribution and participation
strengthen teachers' knowledge and use of te reo and te ao Māori to further enhance bi-cultural practice in the centre.
Before the review, the staff and management of BestStart Montessori Otumoetai 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:
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.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
5 June 2020
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 |
Otumoetai, Tauranga |
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Ministry of Education profile number |
40047 |
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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 |
30 children, aged over 2 |
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Service roll |
39 |
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Gender composition |
Female 23 Male 16 |
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Ethnic composition |
Māori |
3 |
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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 |
January 2020 |
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Date of this report |
5 June 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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|
Education Review |
November 2012 |
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Education Review |
January 2010 |
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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:
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 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.
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.
Montessori @ Otumoetai is located in the Tauranga suburb of Otumoetai in close proximity to a primary school with two Montessori classes and caters for children over two to six years of age. The Centre is licensed for 30 children and has a current roll of 34 children of whom seven identify as Māori.
The statement of philosophy reflects the principles of Te Whāriki, the early childhood curriculum and Dr Maria Montessori. It makes clear reference to a stimulating environment where children can learn through a process of self-discovery while ensuring their holistic nature, mind, body and spirit are developed. The centre acknowledges and respects all cultures.
Since the 2012 ERO review a new centre manager with strong expertise in the Montessori approach has been appointed. The building upgrades have enhanced the indoor and outdoor environments. The area for review identified in the 2012 ERO report related to strengthening the use and understanding of te reo and tikanga Māori. This process is in the early stages of development.
The centre operates under the management structure of BestStart Educare Ltd and is owned by the Wright Family Foundation. Staff are well supported by a professional service manager (with a Montessori background) and a business manager. The centre manager provides leadership for teachers, parents, whānau, and children to deepen their understanding of Montessori philosophy and practice.
A safe, physical and emotional learning environment is provided for children and staff.
Montessori @ Otumoetai, provides high quality Montessori based education for young children. The programme structure effectively supports children to become independent learners and develop responsibility. It includes natural, informal integration of independent learning and play. Teachers work collaboratively and their professional commitment, dedication and reflection processes provide positive outcomes for all children.
The Montessori prepared environment encompasses sequential learning and is specifically designed and resourced to maximise each child’s ability to choose and self direct their own learning. They freely explore using a range of specialist Montessori resources and equipment. Children have extensive opportunity to participate in practical life skills, to care for themselves and others, and contribute to the learning environment. Children are capable and confident learners.
Interactions between adults and children are positive and respectful. A wide range of assessment approaches are used to evaluate children’s individual learning progress. Teachers use skilled observations to build on children’s interest and promote self-initiated learning. They use intentional teaching strategies, which empower children to better understand their roles and responsibilities as they work through the different phases of Montessori learning processes.
A strong integration of Te Whāriki and Montessori philosophy allows children to experience a depth of teaching and learning experiences. Teachers notice, recognise, respond and extend children's thinking through respectful and positive interactions. There is calm, quiet intervention and redirection of children by teachers when required. Children respond well to these interventions and willingly accept leadership roles within the daily programme.
Children learn through play in spacious, attractive learning environments. These areas are well designed and enable children to have active and quiet spaces to play and learn. It provides opportunities for them to access a wide range of resources for prolonged periods of time. Children are fully immersed in a mathematics and language-rich environment.
Early development and implementation of Maori concepts are woven through the programme and include daily karakia, waiata and te reo Māori instruction where children's responses are encouraged.
Parents expressed high satisfaction with the approachability of staff and the open communication that keeps them informed about their child’s social progress and their responses to the programme and activities.
A knowledgeable and experienced centre manager is successfully increasing teachers, children and parents understanding of the Montessori approach. The development of a three-year strategic plan should ensure this Montessori approach is sustained.
Areas for future development are:
Before the review, the staff and management of Montessori @ Otumoetai 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 @ Otumoetai will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
6 May 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 |
Tauranga |
||
|
Ministry of Education profile number |
40047 |
||
|
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 |
37 |
||
|
Gender composition |
Girls 21 |
||
|
Ethnic composition |
Māori |
7 |
|
|
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 |
March 2016 |
||
|
Date of this report |
6 May 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2012 |
|
|
Education Review |
January 2010 |
||
|
Education Review |
April 2007 |
||
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.