69 Bristol Street, Merivale, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mozarts is a privately owned, well-established, special character preschool. It is licensed to provide care and education for up to 30 children over the age of two years. Children come from a wide geographical area to attend this early childhood service because of the specific nature of its performing arts programme.
Since the previous review in 2014, the service has had a change of ownership and management. External professional advice and support has been sought to help manage the changes and update key guiding documentation, such as policies and procedures and long-term planning.
The experienced and qualified teaching team have made good progress with the recommendations in the ERO 2014 report to strengthen assessment for learning processes for individual children. They have recently reviewed the centre philosophy to reflect bicultural perspectives, alongside the services vision of providing 'Education through Imagination'.
Leaders and teachers foster inclusive and respectful relationships. They promote successful transitions into the centre and nurture a positive sense of belonging for children and families. Parent contributions at all levels of the service's operation are valued.
The strong shared vision and values of the service are underpinned by the service's special performing arts character and Te Whāriki, - the early childhood curriculum. Teachers work collaboratively and purposefully to present the learning environment and resources in ways that motivate children's curiosity to explore and make their own discoveries.
Teachers place a carefully considered focus on bicultural perspectives which support children to learn about te reo and tikanga Māori in a meaningful context.
Teachers are skilled 'story tellers' and facilitators of learning. They inspire children's imagination and encourage active involvement in a range of rich oral language, literacy, social and creative learning experiences. These experiences help children to develop confidence in themselves and to become capable learners and communicators.
Parents are regularly informed about their children’s learning and progress through well-written learning stories and performances that celebrate children's efforts, talents and success.
The owner/manager of the service sought external advice and guidance in 2017 to help develop aspects of governance and management. The service has identified, and ERO agrees, that priority should now be given to:
refining and implementing annual strategic planning that includes clear timeframes, with provision for regularly monitoring and evaluating of outcomes
developing and implementing robust appraisal processes for leaders and teachers
building on internal evaluation processes to develop deeper levels of inquiry
further developing programme planning and the evaluation of the impact of teaching practices on learning outcomes for children
continuing to strengthen consistent use of te reo and tikanga Māori practices.
ERO recommends the continued assistance of external professionals to guide the effective implementation of the key next steps to support the governance and management of the service.
Before the review, the staff and management of Mozarts 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.
To improve current practice, the Mozart management should ensure:
The next ERO review of Mozarts will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
31 January 2018
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 |
Merivale, Christchurch |
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Ministry of Education profile number |
70558 |
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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 over two years of age |
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Service roll |
40 |
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Gender composition |
Girls: 26 Boys: 14 |
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Ethnic composition |
Māori |
2 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
November 2017 |
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Date of this report |
31 January 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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|
Education Review |
August 2011 |
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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:
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 |
Mozarts is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Mozarts is a privately owned, long-established preschool. It is situated near Merivale and uses a church hall that has been renovated to suit the purpose of the centre’s philosophy. Children come from a wide geographical area to attend this centre because of the specific nature of the performing arts programme.
The centre has made good progress in meeting the recommendations from the 2011 ERO report. This includes improving self-review capabilities and teacher appraisal.
The centre’s values are strongly reflected in the programme and environment. Teachers and parents have a shared understanding and commitment to the strong focus on children’s learning through the performing arts.
There is a wide range of activities attractively set up in the inside and outside areas that give children good choices for following their interests. These activities often arise from the ideas that have been developed during group storytelling times.
Teachers notice children well and support them to follow their interests. They prompt them to extend their thinking and imagination, and help them to express themselves through oral language, music and drama.
Children are focused and engaged by the programme which uses storytelling to make learning fun. It also challenges children to think in different ways through the performing arts. This approach effectively integrates literacy and numeracy. It particularly supports the development of children’s leadership and independence, and stimulates the way children write, and understand mathematics.
Teachers have focused on ways to strengthen the bicultural aspects of the programme. They are increasing their use of te reo Māori. Children enjoy singing and participate well in waiata.
Teachers relate positively with children and families. These relationships add to children’s sense of belonging.
Children’s learning is reported to parents through well-presented and informative portfolios. The best examples show how the child’s interests have been developed, the learning that has taken place, what the next learning focus might be, and how learning progresses over time. Parents are given good opportunities to support their children’s learning and to participate in aspects of the programme.
Centre self review is effectively used to make improvements to learning and teaching that benefit children. Centre-wide reviews are well planned and regularly monitored by the teachers at staff meetings.
Teachers effectively reflect on, and evaluate their own teaching and development as part of the appraisal process. Teachers receive useful feedback against personal goals. This feedback helps them to use their individual strengths and identify different ways to interest and engage children in learning.
The centre has developed a learning and teaching story framework that is based on the qualities and attitudes of successful learners in Te Whāriki, the New Zealand Early Childhood Curriculum. Some teachers are using this well to identify and report children’s progress to parents. The next steps to improve children’s assessment include:
Leaders have identified that the next steps to further support the development of children’s learning are to:
ERO identified the need for leaders and teachers to consult with parents of Māori children. This consultation should include ways the centre can further support children to succeed as Māori.
Before the review, the staff and management of Mozarts 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 Mozarts will be in three years.
Graham Randell
National Manager Review Services Southern Region
25 September 2014
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 |
Christchurch |
||
|
Ministry of Education profile number |
70558 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, aged two years and over |
||
|
Service roll |
73 |
||
|
Gender composition |
Girls 48; Boys 25 |
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|
Ethnic composition |
Māori NZ European/Pākehā Other ethnicities |
5 65 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 2014 |
||
|
Date of this report |
25 September 2014 |
||
|
Most recent ERO reports |
Education Review |
August 2011 |
|
|
Education Review |
February 2008 |
||
|
Education Review |
March 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:
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.