114 Lincoln Road, Masterton
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 Wairarapa Montessori Ltd are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whāngai Establishing |
Wairarapa Montessori Ltd is a privately owned early childhood care and education centre. Two directors and the head teacher oversee operations. The philosophy emphasises the provision of a Montessori approach within the framework of Te Whāriki, the early childhood curriculum. Staffing reflects the culturally diversity of families enrolled at the service. Since the ERO’s 2018 review teachers have provided a curriculum that is more responsive to children’s interests.
Children's learning and development is promoted through unhurried, learning-focused interactions and meaningful Montessori rituals presented in play-based contexts. The learning environment is thoughtfully presented to inspire curiosity and participation. Children's mana is recognised and fostered within a responsive curriculum that supports them to take increasing responsibility for the wellbeing of themselves, others, and the environment.
Children’s learning is well supported by teachers prioritising oral language through conversations, storytelling, and singing. They recognise and extend children's understanding of mathematical and literacy concepts in different contexts, making purposeful use of high-quality Montessori resources.
Leaders and teachers foster positive, reciprocal relationships with children, parents and whānau. Teachers naturally integrate the languages and cultures of Māori and Pacific children, and the languages and aspects of all children cultures, into the curriculum.
Learning records show children's involvement in a wide range of experiences but have yet to capture the richness of the enacted curriculum. The Te Whāriki learning outcomes, intentional teaching, and culturally responsive practices are not sufficiently reflected in documentation.
ERO’s 2018 review identified that internal evaluation practices required strengthening. Little progress has been made. Teachers are still at the early stages of developing their capability to effectively use internal evaluation to improve learning and teaching.
Leadership have implemented a range of systems and processes for governing and managing the service. Oversight of aspects of health and safety and developing a robust annual plan to support the strategic direction of the service requires strengthening.
Wairarapa Montessori Ltd will include the following actions in its Quality Improvement Planning:
complete the review of the curriculum policy and procedure to provide teachers with clear guidelines for planning for and assessing children’s learning
in assessment documentation better show children’s developing capabilities over time in relation to the learning outcomes in Te Whāriki, and intentional teaching strategies used to support learning
build capability of leaders and teachers to effectively do and use internal evaluation. This includes posing evaluative questions using relevant indicators of effective practice to understand what good looks like
implement robust planning to guide the daily operations and future direction of the service.
Before the review, the staff and management of Wairarapa Montessori Ltd 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:
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; 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 service provided ERO with evidence that shows it has addressed the following non-compliances:
when children leave the premises on an excursion, the person responsible has signed approval for the excursion to take place
the child protection policy meets the requirements of the Children’s Act 2014
children are checked for warmth, breathing and general wellbeing at least every 5-10 minutes, or more frequently according to individual needs; and the procedure guiding the monitoring of children’s sleep clearly states these expectations.
Licensing Criteria for Early Childhood Education and Care Services 2008; HS9, HS17, HS31.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
13 September 2022
|
Early Childhood Service Name |
Wairarapa Montessori Ltd |
|
Profile Number |
55371 |
|
Location |
Masterton |
|
Service type |
Education and care service |
|
Number licensed for |
33 children |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
40 |
|
Ethnic composition |
Māori 10, NZ European/Pākehā 19, Indian 5, Other ethnic groups 6 |
|
Review team on site |
May 2022 |
|
Date of this report |
13 September 2022 |
|
Most recent ERO report(s) |
Education Review, October 2018; Education Review, October 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Wairarapa Montessori Ltd is privately owned, and located in Masterton. It is licensed to provide all-day education and care for 33 children aged from two to six years. Of the 43 children attending the service, five identify as Māori.
Two directors with support from the head teacher oversee operation, teachers' practice and programme development.
Centre practices are based on commitment to Montessori values and the principles of Te Whāriki, the early childhood curriculum. There is a strategic focus on strengthening parent and whānau understanding of the Montessori programme.
The October 2015 ERO report identified that teachers needed to further develop strategic planning. This has been addressed.
The centre is part of the Masterton (Whakaoriori) Kāhui Ako.
The Montessori philosophy is highly evident in practice. High value is placed on the importance of authentic life experiences and working with real and natural resources. Children are encouraged to take responsibility for themselves, others and the environment.
The calm orderly environment supports children's sense of belonging. Through the wide range of Montessori materials they learn at their own pace. Children show confidence and competence as learners. They move freely between the indoor and outdoor environments. This enables them to follow their interests and engage in sustained play for long periods.
There is a well-considered approach to the enrolment of young children. They are well supported by older children modelling and learning alongside them. By engaging daily in practical life activities they are able to build their concentration, perseverance and co-ordination skills.
Teachers actively promote peer interactions to support social engagement and learning. They are respectful of children's play and are well attuned to their needs, interests and next learning steps.
The Montessori philosophy and Te Whāriki, the early childhood curriculum are well integrated and underpin the programme and practice. The expectation that children will gain independence, concentration and physical coordination is promoted and enacted through the curriculum. Literacy, mathematics, science and te reo me ngā tikanga Māori are effectively woven through daily activities.
Planning to more deliberately respond to children's emerging interests and to extend these through the use of Montessori materials, is under review. Assessment practices make connections to children's learning, dispositional skills, Te Whāriki and the Montessori philosophy. These practices should be further enhanced by ensuring that the progression of learning, intentional teaching strategies, children's voice and culture, language and identity are more explicit. Reviewing and documenting expectations for effective assessment, planning and evaluation should further promote a shared understanding.
Teachers actively seek and value whānau aspirations and their input into their children's learning. The recent implementation of an on-line assessment programme is strengthening this.
Children requiring additional learning support are well provided for within an inclusive environment that is responsive to their individual needs. Ongoing discussion and collaboration with families and external agencies support children to experience success.
A reciprocal relationship with a local primary school supports seamless transition of children within the Montessori programme.
The strategic plan clearly identifies the services priorities with a focus on improving outcomes for children. It effectively guides centre operation. With the recent appointment of a Montessori trained head teacher, it is now timely to clarify the roles and responsibility of the leadership team.
Reflection and review informs change and improvement. Shifting the focus to inquiry and internal evaluation should better inform decision making and support on-going improvement and sustainability.
Centre leaders and ERO agree that important priorities for ongoing development are to continue to strengthen:
assessment, planning and evaluation to better respond to children's interests through the use of Montessori materials
internal evaluation to monitor and evaluate the impact of the programme and practices on outcomes for children.
Before the review, the staff and management of Wairarapa Montessori Ltd 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 Wairarapa Montessori Ltd will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
1 October 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.
|
Location |
Masterton |
||
|
Ministry of Education profile number |
55371 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children |
||
|
Service roll |
43 |
||
|
Gender composition |
Boys 25, Girls 18 |
||
|
Ethnic composition |
Māori |
5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:4 |
Better than minimum requirements |
|
Review team on site |
August 2018 |
||
|
Date of this report |
1 October 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2015 |
|
|
Education Review |
February 2013 |
||
|
Education Review |
December 2009 |
||
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.
Wairarapa Montessori Centre is privately owned and located in Masterton. The centre offers all-day education and care for children aged from two and a half to six years. Of the 33 children at the centre, seven are Māori.
Centre practices are based on commitment to Montessori values and the principles of Te Whāriki, the early childhood curriculum. These aspects and the philosophy of helping me to help myself, are evident in the programme. The owner is an experienced Montessori teacher and leads an established team.
There have been some gains since the May 2013 ERO report. Centre participation in the Montessori self-review programme, Journey of Excellence, has created a sound base for improvement.
The service has a positive reporting history with ERO.
The service provides a strong Montessori based programme that effectively caters for children’s interests and dispositions for learning. Teachers are enthusiastic and committed to providing high quality education for children.
Well-established routines assist children to know about important events during the day. They interact respectfully and positively with peers and adults.
Children are supported to be confident, capable learners in a calm affirming environment that is responsive to their individual learning rhythms.
Rich mathematics and literacy experiences are woven into learning. Children’s learning is enhanced through a focus on exploration. Oral language is intentionally fostered. Teachers model rich, complex language and children talk openly with peers and staff.
The manager and teachers implement an effectively designed curriculum. Children make choices about their individual and group learning and are purposefully engaged for sustained periods of time. Te ao Māori resources are available and used by the children. Te reo Māori is positively modelled by teachers. Children with additional needs are well supported and included in centrewide programmes. Teachers liaise closely with parents, whānau and external agencies. Programme planning is based on observations and ongoing conversations.
Assessment is informing and generating positive outcomes for all children. Improved systems to connect and track children’s learning enable teachers to plan and cater for individual needs, interests and strengths.
Portfolios show children’s interests are fostered through Te Whāriki and the Montessori curriculum. The narratives place a strong emphasis on children’s learning through materials. The next step for teachers is to include parent and whānau aspirations and children’s voice throughout these stories.
Staff prepare information books to support children’s transitions to Montessori or local primary schools. Individual educational information and portfolios accompany each child to their new school.
New leadership is being developed in a collaborative and consultative way. The centre manager respects and values the knowledge, skills and experiences staff members bring to teaching and learning. Leadership is based on shared values and beliefs about children’s learning. Teachers regularly share their knowledge and professional learning which impacts on their practice.
A newly developed appraisal process is in place. There is a strong focus on review and reflection. Individual goals inform professional learning and development. Next steps for managers are to:
There is shared understanding and a collaborative team approach to centre and teacher-led reviews. Planned and emergent reviews focus on teaching and learning for children. Centre self review is well developed and used effectively to improve practice. ERO and leaders agree that the evaluative component needs further strengthening. Some reviewed policies reflect current practice. Establishing a self-review cycle with timeframes for ensuring review of remaining policies is a next step.
Teachers and leaders should ensure:
Before the review, the staff and management of Wairarapa Montessori Centre 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 Wairarapa Montessori Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
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 |
Masterton |
||
|
Ministry of Education profile number |
55371 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children, aged over 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 25, |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
September 2015 |
||
|
Date of this report |
23 October 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2013 |
|
|
Education Review |
December 2009 |
||
|
Education Review |
March 2006 |
||
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.