8 Smith Road, Matakana-Auckland
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 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 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 Totara Hill Montessori are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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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 |
Totara Hill Montessori provides education and care for up to 28 children between two and six years of age. The centre is on a large property surrounded by tōtara trees and natural bush. Children and teachers are mostly from the local community. The aim of the service is to blend Te Whāriki, the early childhood curriculum, and the Montessori philosophy into the programme for children.
Leaders and kaiako collaboratively develop and maintain responsive, reciprocal and respectful partnerships with children, whānau and the wider community. These partnerships enhance children’s learning.
Children’s learning and wellbeing are further supported through the service’s play group and regular parent information evenings. These features foster trusting relationships with children and whānau, enhance children’s learning and help them smoothly transition into the centre and then onto school.
Children’s mana is recognised and fostered within a curriculum that helps them to take increasing responsibility for the wellbeing of themselves, others and the immediate and wider environment. Kaiako provide good opportunities for children to become kaitiaki of papatūānuku through a curriculum that includes provision for learning in the centre’s expansive outdoor environment.
Leaders and kaiako have developed their cultural competence and expertise to provide a rich, responsive and inclusive curriculum for all children. They value and celebrate children for who they are and what they bring to the service. Kaiako deliberately promote te ao Māori and integrate te reo and tikanga practices through the programme and in their daily teaching practice.
Leaders and kaiako work collaboratively with children and whānau to design and implement a meaningful learning programme for each child. The curriculum is informed by teaching approaches that support the development of children’s working theories and dispositions.
Internal evaluation generates new knowledge for leaders and kaiako. They inquire into aspects of their practice, by asking themselves what works and why. This effective evaluative process results in positive changes being made that are based on analysed evidence.
Those responsible for governance and management work alongside children, parents and whānau to ensure all children have access to high quality, inclusive education and care. They work closely with the community to actively remove barriers to participation and to promote equitable opportunities for children.
A positive working environment contributes to a committed kaiako team who have built and sustained an effective team culture. Leaders ensure kaiako have access to quality professional learning and development that supports professional growth very well.
Totara Hill Montessori will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Totara Hill Montessori 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.
Since the on-site review the service has provided ERO with evidence to show it has addressed the following area of non-compliance:
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
25 February 2021
| Early Childhood Service Name | Totara Hill Montessori |
| Profile Number | 20064 |
| Location | Matakana, Rodney |
|
Service type |
Education and care service |
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Number licensed for |
28 children, aged over two years |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
32 |
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Ethnic composition |
Māori 1 |
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Review team on site |
November 2020 |
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Date of this report |
25 February 2021 |
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Most recent ERO report(s) |
Education Review, June 2016 |
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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.
Totara Hill Montessori is near Matakana township and serves surrounding rural and coastal communities. The centre was established 10 years ago. The centre operates from 8:30am to 3pm, offering care and education for up to 28 children from two to six years of age.
The well-established preschool operates in a purpose-built facility with expansive mature gardens. Children play in the indoor and outdoor spaces including learning in the outdoor classroom, the orchard and local bush walks.
Since ERO's 2013 review the centre manager has become sole owner of the centre and there have been some staff changes. The fully qualified teaching team is capably led by the owner. They have responded positively to 2013 ERO’s recommendation to improve the visibility of bicultural practice.
Children and teachers are mostly from the local community and some families travel some distance to the centre. The service provides a curriculum that promotes the Montessori philosophy as well as Te Whāriki, the early childhood curriculum.
Positive features that were acknowledged in ERO's 2013 report continue to be evident. Ongoing improvements have enhanced children’s learning experiences.
Respect and independence are key features that underpin all interactions and expectations for children's learning at the centre. Children demonstrate respect for themselves, others and their own work, and the environment. They have a sense of themselves as capable and independent learners. They are highly engaged in purposeful and meaningful activities and lead their own learning. The programme and resources are focused on guiding children to explore at their own pace and develop skills that enable them to be independent and socially competent learners.
Children are confident in the knowledge that teachers and their peers will respond to their interests. Routines are valued as a natural part of teaching and learning. Children are supported to foster independence, and develop an inquiring mind. They respond positively to conversations about learning expectations and respectful behaviours.
The environment reflects a well ordered curriculum that encourages exploration, experimentation, creativity and uninterrupted concentration. Many activities and experiences offer opportunities for children to learn in practical ways. Equipment and learning tools support flexible sequential learning. Teachers could now consider the extent to which the environment reflects children's languages, and cultural identity, particularly that of tangata whenua.
Teachers' high expectations and sensitivity encourage children to focus on their learning. Space and time are given for uninterrupted play and teachers intervene only when appropriate to children's interests and needs. Children's knowledge is used skilfully by teachers to guide children’s next learning steps. Teachers work very well in a collaborative team to provide good quality outcomes for children.
Teachers are building learning partnerships with parents and whānau. Parents are supported to learn more about their children's learning through the Montessori philosophy. They are involved in many aspects of the centre’s programmes. Staff value parents' contributions and feedback, which inform planning for children's learning.
There is a clear alignment between with the Montessori programme and Te Whariki, the early childhood curriculum. Teachers' detailed observations of children inform individual and group activities and there is flexibility for teachers to be guided by children’s emerging interests. Assessment of children’s learning is shared electronically with parents, and children can revisit their learning through their journals.
Leadership is a shared responsibility and teachers work collaboratively to achieve the centre’s priorities. Teachers inquire deeply into the impact of their teaching practice. They attend relevant professional development and see themselves as ongoing learners.
The manager could now document current good practice more clearly in policies and procedures. To strengthen the appraisal process teachers could be more evaluative and focused on outcomes for children.
The owner continues to find ways to refine the strategic plans to more clearly inform specific annual plans that support strategic direction.
ERO agree with the owner and teachers that to strengthen and embed current good practice, they need to continue to:
strengthen and embed bicultural knowledge and practices
ensure that children’s language, culture and identity is an integral part of the programme
continue to build shared understanding of effective evaluation focussed on outcomes for children.
Before the review, the staff and management of Totara Hill Montessori 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 Totara Hill Montessori will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
17 June 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 |
Matakana, Warkworth |
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Ministry of Education profile number |
20064 |
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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 |
28 children, including up to 0 aged under 2 |
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|
Service roll |
31 |
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Gender composition |
Boys 18 Girls 13 |
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Ethnic composition |
Māori Pākehā Asian Mexican |
6 23 1 1 |
|
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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 |
|
Review team on site |
May 2016 |
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Date of this report |
17 June 2016 |
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Most recent ERO report(s)
|
Education Review |
May 2013 |
|
|
Education Review |
April 2010 |
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|
Education Review |
February 2007 |
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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 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.