45 Ireland Road, Panmure, 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.
Young Montessori Pre-School is a well established centre providing care and education for 40 children from two years to school age. Since the 2013 ERO review the centre has extended its licensed hours of operation to accommodate working parents. The centre has had a positive ERO reporting history.
In 2015, the centre was purchased by Evolve, a national organisation that provides governance and management support. The centre manager and the team leader form the leadership team. The centre has four qualified teachers. Teachers implement a programme based on a Montessori approach aligned with Te Whāriki, the early childhood curriculum. They have a shared belief in supporting children to ‘absorb learning by using their hands’.
The 2013 ERO report suggested teachers could review and develop assessment, programme planning and teaching practices, by making links with the centre's philosophy and Te Whāriki. Good progress has been made in this area.
Warm relationships and respectful interactions underpin the programme and contribute to a calm and welcoming tone. Children's play is purposeful and there are sustained high levels of engagement in tasks or activities. They are aware of the routines of the day.
Tuakana/teina approaches with older children supporting younger children in the programme, are encouraged. Centre leaders are keen to further develop bicultural practices and more child-led assessment.
Children are confident, play cooperatively and communicate well with each other and adults. They have a strong sense of belonging and show care and consideration for others. Children have good opportunities to make choices about their play. Teachers support them to develop science, literacy and mathematics skills and concepts in the well resourced environment. Children are capable, competent and sociable learners.
Centre leaders and teachers value parental and community involvement. Parents/whānau receive good information about their children’s learning and development. They are encouraged to contribute to the centre programme and join in events. Centre leaders told ERO there is a high level of parent satisfaction and appreciation of teachers and the programme.
Teachers affirm children’s ideas and support their play well. They develop and extend children’s skills and knowledge in a variety of Montessori learning areas. Teachers provide a balance between structured and child-initiated play. Children’s independence and self-management skills are valued and fostered by teachers. Teachers engage children in meaningful sustained conversations that support children’s language development and encourage problem-solving strategies.
Well established management practices and partnerships with parents/whānau, continue to be reflected in centre practices and procedures. Centre managers are aware that internal evaluation could be more collaborative and child focused. They could strengthen the strategic plan and align this with the annual plan. Teacher appraisal systems could also be improved.
ERO and centre leaders agree that next steps should include:
deepening teachers' understanding of Te Whāriki to better support literacy and mathematics learning
teachers developing strategies to maximise opportunities for more complex play and learning in the outside area
teachers improving how well the programme meets the needs of two-year-old children
continuing to develop and strengthen a more culturally responsive curriculum to reflect the many cultures in the centre
developing assessment and planning processes to show how children’s individual interests are noticed, responded to, and extended over time.
External professional development could guide improvements in teaching practices and the educational programme.
Before the review, the staff and management of Young 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:
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 Young Montessori Pre-School will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
11 October 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 |
Panmure, Auckland |
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Ministry of Education profile number |
20546 |
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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 |
40 children, including up to 0 aged under 2 |
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Service roll |
46 |
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Gender composition |
Boys 27 Girls 19 |
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Ethnic composition |
Māori Pākehā Chinese Indian Vietnamese Tongan other European other |
3 12 11 5 4 3 7 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 |
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Review team on site |
August 2016 |
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Date of this report |
11 October 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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|
Education Review |
May 2010 |
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Education Review |
May 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Young Montessori Pre-School provides care and learning programmes for children aged between two and six years of age. The service has recently been relicensed by the Ministry of Education under the 2008 regulations and caters for 50 children from the local Panmure area. The centre is one of two Montessori services privately owned and managed by the owner/operator.
Since the 2010 ERO report the centre staffing has been restructured. The two supervisors and all staff now take some responsibility for centre operations. Recent property improvements have enhanced the spacious environment. The owner has positively addressed the recommendations in the previous ERO report.
Programmes based on the centre’s Montessori philosophy encourage children’s independence, choice making and exploration. Children are settled, curious, and enthusiastic. They engage in sustained, creative play and use a wide range of meaningful resources and activities. Teachers are caring, responsive and extend children’s interests. Good quality resources support children’s literacy and numeracy learning.
Children have a variety of cultural backgrounds. The centre staff are continuing to develop bicultural, Pacific and multicultural aspects of the curriculum. Te reo Māori is used and visible in the centre. Teachers have made a commitment to visit the local marae with children and develop links with kaumātua.
Parents are encouraged to share their aspirations for their children’s learning. They enjoy well presented and informative portfolios showing children’s progress and learning. Parents have opportunities to be involved in the programme and are invited to regularly contribute to review processes. Parents get sound support to help them with their children’s transition to school.
Staff manage the operation of the centre efficiently and effectively. The owner provides ongoing support for teachers’ professional development and this includes training to take on leadership roles.
The owner and teachers have developed and implemented good formal processes for self review. Review is used to investigate aspects of centre operation and to develop useful plans for ongoing improvement.
The owner and teachers communicate well together. This contributes to shared understanding and high levels of support for good practices. Collaborative teaching practices contribute to an environment that supports children’s security and sense of belonging.
ERO and the centre owner agree that teachers continue to review and develop assessment, programme planning and teaching practices and ways in which these link to the centre philosophyand to Te Whāriki, the New Zealand early childhood curriculum.
Before the review, the staff and management of Young 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 Young Montessori Pre-School will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
6 September 2013
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 |
Panmure, Auckland |
||
|
Ministry of Education profile number |
20546 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Boys 31 Girls 19 |
||
|
Ethnic composition |
NZ European/Pākehā Chinese Indian Samoan Tongan Other Pacific South East Asian Other Asian Other European |
23 12 6 1 1 2 1 2 2 |
|
|
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 |
June 2013 |
||
|
Date of this report |
6 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
May 2007 |
||
|
Education Review |
April 2004 |
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.