3 B Seddon Street, Waikanae
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. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Waikanae Montessori Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
Waikanae Montessori Preschool is collaboratively led and governed by a centre manager and head teacher under a governance board of 6 members. Two age-based classrooms cater for children. The philosophy values learning dispositions of independence, respect, order, repetition and self-discipline. At the time of the review, a small number of children attending were Māori.
Respectful and reciprocal relationships between adults, parents, whānau, children and the wider community, effectively contribute to children's sense of belonging. Transitions into, within and from the centre are well considered. These respond to the needs of each child and their whānau. Children up to the age of three, and those with additional learning needs are well supported. Teachers know children and their whānau well.
Those from diverse cultural backgrounds benefit from experiences that incorporate their languages, cultures and identity. Children experience some aspects of place-based curriculum where they hear stories and waiata of the local area and participate in karakia. Teachers are yet to fully explore how the curriculum is impacting on success for Māori learners. There is potential to deepen teachers’ response to parents’ goals for their children to further enhance children’s mana and identity as learners.
The curriculum clearly reflects the centre’s philosophy as a result of intentional planning. Montessori designed resourcing is evident, particularly in relation to the extension of children’s numeracy and literacy knowledge. Children’s experiences, ideas and interests are reflected in curriculum documentation. Teachers are beginning to use the learning outcomes from Te Whāriki, the early childhood curriculum, to provide the basis of assessment of children’s learning.
Relational trust within the long-standing team successfully contributes to an ongoing focus on improvement. Individual inquiry into teaching, and collective internal evaluation, result in:
shifts in teacher practice
strengthening of systems and processes
some identified outcomes for children.
A clearer understanding of the impact of improvement actions on children is required, as part of the monitoring of implementation of these actions.
Waikanae Montessori Preschool will include the following actions in its Quality Improvement Planning:
Increase opportunities for whānau Māori to work in partnership with leaders and teachers to identify curriculum priorities for their tamariki.
Strengthen assessment to show how children’s learning is progressing over time, linked to the valued learning outcomes from Te Whāriki.
Monitor the implementation of improvement actions and evaluate their impact for individuals and groups of learners.
Before the review, the staff and management of Waikanae Montessori Preschool completed an ERO 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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
5 October 2023
|
Early Childhood Service Name |
Waikanae Montessori Preschool |
|
Profile Number |
60198 |
|
Location |
Waikanae |
|
Service type |
Education and care service |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
55 |
|
Review team on site |
August 2023 |
|
Date of this report |
5 October 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, December 2020 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Waikanae Montessori Preschool is an all-day early learning service situated in Waikanae. The centre is organised into two mixed-age classrooms providing learning experiences that are underpinned by Te Whāriki, the early childhood curriculum and the Montessori philosophy. Children from diverse cultural backgrounds attend the service.
Children participate in a child led, play-based programme. The service’s curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of children’s learning, development and interests. It also acknowledges and celebrates the unique place of Māori as tangata whenua.
The design and layout of the premises support the provision of different types of indoor and outdoor learning experiences for all children. Adults providing education and care, engage in positive interactions to enhance children’s learning and nurture reciprocal relationships.
A policy framework and annual planning guide operation. Health and safe procedures are implemented, monitored and changes made when required.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
14 December 2020
|
Early Childhood Service Name |
Waikanae Montessori Preschool |
|
Profile Number |
60198 |
|
Location |
Waikanae |
|
Service type |
Education and care service |
|
Number licensed for |
40 children aged over 2 years |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
56 |
|
Ethnic composition |
Māori 12, NZ European/Pākehā 40, Other ethnic groups 4 |
|
Review team on site |
October 2020 |
|
Date of this report |
14 December 2020 |
|
Most recent ERO report(s) |
Education Review, May 2019 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Waikanae Montessori Preschool requires further development to promote positive learning outcomes for children.
ERO found a number of non-compliances with the Licensing Criteria for Early Childhood Education and Care Services 2008. A number of key policies have not been reviewed and updated and self review requires development.
ERO's findings that support this overall judgement are summarised below.
Waikanae Montessori Preschool is an all-day early childhood and care service. It is licensed for 40 children aged from two to six years. Of the 59 children currently enrolled, seven identify as Māori.
A governance committee is responsible for the centre. An administrator supports the board of trustees, the parent committee and centre staff. Since 2018, an acting manager has had responsibility for the day-to-day operation of the service. The board has recently reviewed the constitution charter. This has informed the future leadership structure.
The centre is organised into two mixed age classrooms. Since the beginning of 2018 the service has begun to enrol two year olds.
While some of the key next steps from the April 2016 ERO report have been addressed; assessment for learning and internal evaluation continues to require development.
Te Whāriki (2017), the Early Childhood Curriculum, blended with Montessori principles, is becoming increasingly visible in the enacted curriculum. Recent professional development has helped staff recognise the importance of reviewing their philosophy statement. This is a priority.
Children are highly engaged in the variety of experiences available within the prepared environments. The well-designed outdoor spaces invite exploration and provide challenge.
Learning partnerships with parents are being appropriately developed. Leaders and teachers understand the importance of gathering parent and whānau aspirations, and work collaboratively and responsively to enact them. Parents are asked for and regularly give their input in the termly statements about their child's participation in the programme.
Assessment portfolios do not clearly nor consistently reflect Māori children’s culture. Teacher's need to build their knowledge and confidence to effectively support the success of these young learners.
Te reo me ngā tikanga Maori is being effectively promoted by an external facilitator. He is supporting the development of links to the local Marae.
Children with additional needs are well supported in an inclusive environment. External agencies are accessed as required.
Transitions into the centre are well considered. Teachers are particularly responsive to how well young children settle. With an influx of younger children into the centre teachers have appropriately revised practices and have provided suitable age-appropriate resources in the environment.
Understanding of self review and internal evaluation is at an early stage and requires development. While both long term and spontaneous reviews are undertaken, processes are needed to support their implementation and completion.
ERO has identified, and centre managers agree, that the next steps are to:
strengthen understanding of assessment for learning practices
develop shared understandings of self review and internal evaluation at all levels to better inform decision making.
Before the review, the staff and management of Waikanae 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.
ERO identified areas of non-compliance relating to governance and management and health and safety. To meet requirements the service needs to improve its performance in the following areas:
the child protection policy needs updating to ensure it meets all the requirements of the Vulnerable Children Act 2014
a written procedure is needed for the safety checking of all workers before they have access to children, that meets the requirements of the VCA 2014
key systems for supervision are fully implemented and monitored.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31, GMA7A, HS22
In order to improve current practice the service provider should ensure that:
appraisal is fully developed and robustly implemented
an appropriate schedule for the review of all policies is developed, implemented and maintained. When policies are reviewed, it is important to ensure they match practice
annual planning is adequately documented.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
29 May 2019
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 |
Waikanae |
||
|
Ministry of Education profile number |
60198 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
59 |
||
|
Gender composition |
Boys 33, Girls 26 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
April 2019 |
||
|
Date of this report |
29 May 2019 |
||
|
Most recent ERO reports
|
Education Review |
April 2016 |
|
|
Education Review |
May 2014 |
||
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.