43 Parnell Heights, Palmerston North CBD, Palmerston North
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.
Puddleducks' Montessori Preschool is one of three privately owned centres operating under Aspiring Services Ltd. The service is situated in Kelvin Grove, Palmerston North. It is licensed to provide all day education and care, five days a week for 50 children aged from two to six years of age.
A board of directors and an advisory board undertake the governance role. In June 2017 significant changes were made at the governance and management level at the Aspiring Service's centres. A managing director and educational leader have responsibility for overseeing strategic operation and professional practice in all three centres. Each centre has a professional leader and team leaders.
In this service, the centre leader is responsible for the day-to-day operation of the service. She is Montessori trained and provides teachers with professional learning opportunities to grow their knowledge of the Montessori method of teaching and learning. Most teachers are qualified.
The physical learning environment is organised into two separate rooms that support a mixed-aged group setting. Each room has its own teaching team and team leader. Children have opportunities to mix with each other in a shared outdoor space.
At the time of this ERO evaluation, an internal evaluation of the service philosophy is underway. This is a collaborative exercise involving staff, families and whānau.
This review was part of a cluster of three reviews of Aspiring Services Ltd.
Children's learning and holistic development is encouraged through a range of planned and spontaneous learning experiences. The Montessori programme and desired outcomes for children align well with Te Whāriki, the early childhood curriculum. Teachers are building collective curriculum knowledge through their internal evaluation.
A positive tone and inclusive practice permeates the service. The youngest children attending are nurtured within a culture of care by attentive key caregivers. Practice for transitioning children into, between and from the centre's learning spaces is flexible and responsive to each child's and family's needs. Children identified with additional learning needs are well catered for.
Teachers know children's interests, preferences and needs well. Assessment practice enables teachers to deliberately promote and progress children's learning. Policies and procedures to guide effective teaching have not been reviewed for some time. Although there are strategies in place to support teachers to achieve a consistent standard of assessment practice, quality is variable.
Effective strategies are in place to involve parents and whānau in their children's education. They regularly receive information about their children's learning and development and can actively engage in the life of the centre.
A strategic aim to build capacity and teachers' capability to provide a culturally responsive curriculum is supported through internal professional development and learning. Te ao Māori is an integral part of all children's daily experiences. Each child's culture, language and identity are celebrated and affirmed.
Systems and processes related to governance and management have not been rigorously implemented. Management and governance are beginning to address this through the recent appointment of a managing director and operations manager.
Managers and leaders continue to build their knowledge to lead effective internal evaluation and support teachers' ongoing professional growth. Leaders and teachers are highly reflective practitioners who work collaboratively to continually improve teaching practice and learning outcomes for children. There are examples, across the Aspiring Services centres, where planned internal evaluation and appraisal practice is very well led. Managers and leaders need to identify these pockets of good practice, determine the processes and practices that are working well and support all teams and teachers, across the three services, to achieve a consistently high standard of practice.
Governors, managers and leaders need to improve strategic and annual planning to be assured of the effective operation of the service; that internal evaluation for improvement and accountability is well understood; and that policies and procedures are rigorously implemented.
Priorities for development are in:
further developing documents to guide curriculum implementation and teaching practice, with a deliberate focus on outcomes for children
building managers', leaders' and teachers' capability through consistent rigorous appraisal practice responsive to the needs and goals of individuals
continuing to build effective internal evaluation and consistency of practice across all the Aspiring Services.
Before the review, the staff and management of Puddleducks' 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:
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.
The next ERO review of Puddleducks' Montessori Preschool will be in three years.
Alan Wynyard
Director Review & Improvement Services Central
Te Tai Pokapū - Central Region
30 August 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 |
Palmerston North |
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Ministry of Education profile number |
40225 |
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|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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|
Number licensed for |
50 children aged over 2 years |
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|
Service roll |
46 |
|
|
Gender composition |
Boys 24, Girls 22 |
|
|
Ethnic composition |
Māori |
6 |
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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 |
1:7 |
Better than minimum requirements |
|
Review team on site |
June 2018 |
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Date of this report |
30 August 2018 |
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|
Most recent ERO report(s) |
Education Review |
October 2014 |
|
Education Review |
October 2011 |
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|
Education Review |
April 2008 |
|
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 |
ERO's findings that support this overall judgement are summarised below.
Puddleducks’ Montessori Preschool is privately owned and operates under the umbrella of Aspiring Services Ltd. The centre provides a Montessori programme of education and care within the framework of the early childhood curriculum, Te Whāriki. The service caters for children from two and a half to six years of age and their whānau, from across the Manawatu region.
The philosophy is underpinned by a discovery model, where children learn concepts from working with materials rather than by direct instruction. Specialised Montessori educational equipment, supplemented by other resources, is used by children.
Teachers are qualified and registered. The lead teacher is responsible for the day-to-day running of the centre. Management is supportive and provides teachers with opportunities to participate in appropriate professional learning and development opportunities.
Since the October 2011 ERO report a professional leader has been appointed to provide support and guidance to the team. Many of the team have been in their roles for some time.
Puddleducks’ Montessori Preschool has a good reporting history with ERO.
Children enjoy frequent opportunities to explore their own interests within a well-considered curriculum. They are highly engaged in learning, both independently and alongside others.
Adults acknowledge the child as being competent and capable of complex learning. Responsive and attentive teachers support children’s physical and emotional development in beautiful surroundings. The atmosphere in classrooms is calm and harmonious.
Teachers use deliberate strategies to encourage and extend children’s language and thinking. They foster self-discovery and independence. Children are well supported to become confident in early reading, writing, mathematics and science learning through purposeful interactions with teachers and thoughtfully presented resources.
Successful transitions to school are assisted by effective partnerships between families, centre and school. The centre belongs to a network of local early childhood and primary school practitioners to further support children’s favourable transition to school.
Teachers comprehensively assess the progress of children through the Montessori curriculum. They keep ongoing observational records of children’s mastery and learning behaviours, introducing new concepts and skills when children are ready. Teachers capture significant moments through stories. They analyse learning and identify future pathways for individuals.
Assessment material is contained in attractive profiles. These books are shared with children and families who have opportunities to contribute. Portfolios provide for continuity of learning and a greater understanding of the child as a learner.
Biculturalism is highly valued. The lead teacher actively supports her team to develop culturally responsive practice. Te reo me ngā tikanga Māori are successfully interwoven throughout the curriculum.
Teachers consult with whānau about aspirations for their child and what success might look like for Māori children attending the centre. Leaders and teachers acknowledge they still have work to do in this area.
Leaders are strongly committed to the service’s philosophy, vision and goals. They provide staff with clear, written feedback and feed forward to guide curriculum, assessment, teaching practice and self review.
Recent changes have led to a professional growth and development model to build teacher capability. This new initiative is also linked to the centre strategic plan. A specific approach to appraising the head teacher is planned to extend her leadership capability.
Teachers are guided by managers and leaders to research and share their inquiries about teaching and learning with each other. This practice is aligned to their interests and strengths. It is agreed that further development to this should include support for teachers to set goals that are more closely linked to improvements that strengthen outcomes for teaching and learning.
Managers are aware of the importance of supporting leaders new to their role to promote improvements to teaching and learning. A new operations manager provides enhanced support for leaders and has an appropriate focus on building capability in leading teaching and learning.
Continuing to build leadership practice should help promote sustainable outcomes and embed desired practices. ERO affirms this direction.
Reviews reflect on aspects of the programme contributing to ongoing improvements and change.
Management and ERO agree that the next steps to improve the quality of teaching and learning are to further strengthen:
Before the review, the staff and management of Puddleducks' 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:
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 Puddleducks' Montessori Preschool will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region
7 October 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 |
Palmerston North |
||
|
Ministry of Education profile number |
40225 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, aged over 2 |
||
|
Service roll |
42 |
||
|
Gender composition |
Boys 23 Girls 19 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
6 21 15 |
|
|
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 |
August 2014 |
||
|
Date of this report |
7 October 2014 |
||
|
Most recent ERO report(s) |
Education Review |
October 2011 |
|
|
Education Review |
April 2008 |
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.