8 Tarndale Grove, Rosedale, Auckland
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.
Thrive Montessori Rosedale (formerly Maru Montessori Pre-School) provides all-day education and care for a maximum of 45 children over two years of age. Children are catered for in a mixed age, purpose-built centre with easy access to an outdoor area.
The centre's philosophy includes the principles of Te Whāriki, the early childhood curriculum, and Montessori education. Respect for each other and the environment underpins the Montessori philosophy.
The centre has retained its teaching staff and has a new centre manager. Many aspects of the programme and operation are in the formation stages and are developing well.
Thrive Montessori Rosedale is part of the Evolve Education Group. Evolve provides a policy and management framework and a range of support systems, to meet the needs of each service. Daily centre operations are delegated to the centre manager. Occasional cluster meetings with other Evolve centres provide a support network for centre leaders.
This review was part of a cluster of six reviews of services in the Evolve Education Group.
Teachers have a very good understanding of children and families and provide a safe environment that promotes children's wellbeing. Children are supported to succeed and teachers encourage them to be independent and self-motivated learners.
Teachers show genuine care and respect for children. They invite children to choose from a range of accessible experiences and encourage them to experiment and challenge themselves to complete tasks. Children involve themselves in these learning activities or move on to other areas of interest.
Strong leadership supports teachers to weave Montessori teaching with Te Whāriki, the early childhood curriculum. Teachers are in the process of providing an environment that allows children to choose from Montessori materials and free choice activities. They encourage, empower and challenge children to think, explore and develop their own working theories.
Processes to assess, plan and evaluate children's learning are developing. Parents and wider whānau view their children's learning through an online digital portal. Some parents record their comments on their child's development. Recently teachers have reintroduced paper records of children's individual learning portfolios so that children and parents can revisit their learning.
Children's cultures are respected and valued. Teachers celebrate cultural events during the year. Leaders and teachers are committed to raising children’s awareness of the bicultural heritage of Aotearoa New Zealand. Teachers have embraced Pacific parents' connections and are highlighting their cultures in the centre.
Children's transitions into and out of the centre are carefully managed by staff. Transition processes are developing under the new leadership and teachers are building partnerships with local schools.
Teachers are supported to grow their knowledge. They share their learnings and evaluate and implement change. The centre manager is empowering staff by encouraging shared leadership. This is building teachers' confidence, their sense of responsibility and team collaboration. Internal evaluation is having a positive effect on improving outcomes for children.
The Evolve Education Group is in a phase of continuing growth and development. A strategic vision and plan have been developed and provide a starting point for each centre's strategic planning. The organisation has a strong commitment to consultation with the community of each centre, to the professional development of staff and to the integration of bicultural practices throughout the service.
Centre leaders agree that next steps are to:
develop a more systematic planning, assessment and evaluation cycle
continue building the teaching team's capacity as contributors and leaders
build bicultural practices and teachers' confidence in using te reo Māori with children
communicate the service's philosophy to the community.
Evolve leaders recognise that they need to place a stronger focus on the quality of teaching in order to improve outcomes for children. They plan to clarify leadership roles and review systems for teachers' performance management.
Before the review, the staff and management of Thrive Montessori Rosedale 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 Thrive Montessori Rosedale will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
7 September 2017
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 |
Rosedale, Auckland |
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Ministry of Education profile number |
20582 |
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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 |
45 children over two years of age |
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Service roll |
43 |
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Gender composition |
25 Boys, 18 Girls |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
7 September 2017 |
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Most recent ERO report(s)
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Education Review |
April 2014 |
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Education Review |
March 2011 |
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Education Review |
April 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Maru Montessori Pre-School is licenced to provide education and care for up to 45 children between the ages of two and six years. Children can attend for two or more days a week between the hours of 8:45am and 3:15pm.
Most of the children enrolled are NZ European/Pākehā and there are also children from Asian and other European cultures attending. It is a multicultural staff and many speak additional languages as well as English. All six teachers are qualified. Most are experienced teachers and some are long serving in the centre.
Maru Montessori Preschool follows the principles and practices of the Montessori philosophy, as well as those outlined in Te Whāriki, the early childhood curriculum. The Montessori philosophy advocates the holistic development of each child through a specially prepared environment. The teacher’s role includes providing appropriate and timely challenges for each child.
Children of all ages work and play together most of the day. They choose how they spend their time and move freely between the indoor and outdoor areas. Children spend a lot of their time working with Montessori materials. These are organised into the following categories; Practical life, Sensorial equipment, Number works and Language and the Cultural subjects, which include Science, Geography, History, Art and Music.
The manager works closely with the team leader to ensure that the centre is well governed and managed. He visits several times a week and has regular communication with the team leader. Together, they encourage all teachers to take an active interest in the running of the centre and to grow their leadership skills.
The 2010 ERO report commented positively on many aspects of the quality of education at the pre-school. Good progress has been made in the areas identified for review and development.
Maru Montessori Pre-school continues to provide children with many opportunities to learn in a supportive environment. Children enjoy learning as they explore the materials. Teachers observe children and support them to learn in the Montessori areas in which they show interest.
Children have easy access to resources in a spacious and well organised environment. They take an interest in and look after the equipment and the animals, fruit trees and gardens. Children enjoy the physical challenges provided by the outdoor equipment.
Teachers treat children as capable and competent learners and allow them to make choices about how they spend their time. Children are given responsibilities as helpers and older children are encouraged to support younger children.
The pre-school successfully supports children to develop social skills. Teachers’ positive ways of relating to others are reflected in the relationships that children have with each other and the staff.
Assessment is successfully used to plan children’s individual learning programmes. Teachers take detailed notes about how children spend their time and their learning progress. Teachers use this assessment to guide children to the next task in the area of the Montessori curriculum.
Staff use self review successfully to support ongoing improvement. A well established process is followed to guide planned self review. Policies are reviewed regularly to ensure that they remain current and that staff are familiar with them. Staff carry out reviews spontaneously when questions arise about processes and practices.
The preschool has reviewed the extent to which Māori culture and language is integrated into the curriculum. Children and teachers are being well supported to develop their competence and confidence in using te reo Māori and to understand aspects of Māori culture. The diverse cultures of the children are acknowledged through celebrating special cultural events and sharing food.
Teachers and managers are reviewing how they communicate with parents/whānau. This review has led to greater use of technology to communicate. Parents are able to meet with teachers at the beginning of each day. New parents are invited to discuss the preschool’s approach to education and care.
Managers support teachers to grow professionally. The performance management system has been reviewed and has been strengthened to better support teachers’ professional growth. Teachers have opportunities to reflect on their teaching, to receive feedback from their colleagues and managers, and to take part in professional development.
Centre managers agreed that they could:
Before the review, the staff and management of Maru Montessori Pre-School 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 Maru Montessori Pre-School will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
30 May 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.
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Location |
Albany, Auckland |
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Ministry of Education profile number |
20582 |
||
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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 |
45 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 28 Girls 26 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese Australian Indian other Asian other European other |
1 29 7 2 2 7 4 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 |
1:6 |
Better than minimum requirements |
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Review team on site |
April 2014 |
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Date of this report |
30 May 2014 |
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|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
April 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.