Helensville Montessori

Education institution number:
10066
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
76
Telephone:
Address:

58 Garfield Road, Helensville

View on map

1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) 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 (PDF 91.30KB) 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 Helensville Montessori are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Kia rangatira ai te tipu Excelling

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Kia rangatira ai te tipu Excelling

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Kia rangatira ai te tipu Excelling

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Helensville Montessori is a privately owned service in a semi-rural community. A qualified leader oversees governance and management of the service and leads a fully qualified team of nine kaiako. Almost a quarter of children enrolled are Māori.

The philosophy is based on Te Whāriki, the early childhood curriculum, and the Montessori approach that prioritises children’s collaborative play and hands-on learning. Aspects of the Reggio Emilia philosophy, including a focus on relationships and resourcing of environments are valued by the service.

3 Summary of findings

The service’s philosophy is highly evident in practice. Children lead the daily curriculum and have a strong sense of ownership of their learning. They take on active roles and responsibilities that influence the curriculum. Children are highly involved in their local community and regularly welcome international guests. These experiences help to build children’s identity as local and global citizens. They actively participate as kaitiaki (guardians) of their community.

Kaiako have established strong learning-focused partnerships with whānau. The voices of children, whānau and the wider community influence decision making and curriculum priorities. Parents who spoke with ERO spoke positively about how their views inform service operations and curriculum design.

Respect for families’ diverse cultures is highly evident in the service. Leaders and kaiako have built connections with local iwi that have contributed to their knowledge of a te ao Māori world view, and the history of the local area. Māori and Pacific whānau see their culture being valued in positive and meaningful ways through children’s involvement in kapa haka and engagement in Pacific celebrations. Intentional teaching strategies to support social competence have led to positive tuakana/teina relationships between older and younger children.

Lead kaiako demonstrate professional knowledge and practices that model highly effective ways to support children’s learning. Planning and assessment processes show the depth and complexity of children’s learning outcomes as identified in Te Whāriki and the Montessori curriculum. The service regularly engages in opportunities to influence the education sector with their expertise and knowledge.

An experienced leadership team skilfully mentors and coaches kaiako to develop their professional capability. A culture of high relational trust encourages professional discussion and critical reflection that results in improved teaching practices.

Systems for governance, evaluation and reflection are embedded in service practices. Kaiako have regular opportunities to share their knowledge and experience at local and international conferences. Their contributions help to build the knowledge and capability within the wider early childhood sector.

4 Improvement actions

Helensville Montessori will include the following actions in its Quality Improvement Planning:

  • develop systems that ensure service leaders meet regulatory requirements in all areas of service operations
  • continue to build staff capability in governance and management requirements to support ongoing sustainability of the service.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Helensville 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:

  • 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.

6 Actions for Compliance:

ERO found areas of non-compliance in the service relating to:

  • ensuring all parents give prior written approval of the proposed ratios for regular excursions
  • maintaining a record of all safety checks and the results.

Licensing Criteria for Early Childhood Education and Care Services 2008, HS17, GMA7A.

The service has provided ERO with evidence that shows it has addressed the following
non-compliances:

  • ensuring that when children leave the premises, each excursion is approved by the person responsible (HS17)
  • Having a written sleep policy that meets the requirements of the licensing criteria (HS9).

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

4 June 2021 

7 About the Early Childhood Service

Early Childhood Service Name Helensville Montessori
Profile Number 10066
Location Helensville, Auckland

Service type

Education and care service

Number licensed for

76 children over two years of age

Percentage of qualified teachers

100%

Service roll

67

Ethnic composition

Māori  15
NZ European/Pākehā 46
other ethnic groups 6

Review team on site

April 2021

Date of this report

4 June 2021

Most recent ERO report(s)

Education Review, September 2016
Education Review, April 2013

1 Evaluation of Helensville Montessori

How well placed is Helensville Montessori to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Helensville Montessori is licensed to provide education and care for up to 76 children aged over two years. Children can attend from 8:45am to 3:30pm daily. The centre is made up of three linked buildings over two spacious properties. Nido centre caters for up to 16 children aged between two and three years. Casa and Villa provide for children aged from three to six years of age.

The centre is privately owned and well established in the community. Centre leaders are the owner and three lead teachers. They lead a team of three other qualified teachers, two teachers in training, and five unqualified teachers.

The centre philosophy is underpinned by Te Whāriki, the early childhood curriculum, and embraces aspects of both the Montessori core curriculum, and the Reggio Emilia philosophy. Respect for children and the provision of a stimulating environment are a strong focus of the teaching team. Responsive and reciprocal relationships are seen by teachers and centre leaders as the key to the education that occurs in the centre.

Previous ERO reports have been very affirming. They have celebrated the provision of high quality environments and teaching practices which have supported children to become independent, confident, and competent explorers and learners. These positive aspects have been maintained and enhanced.

The Review Findings

The centre philosophy is highly evident in practice. Children are educated and cared for in a secure, stimulating, aesthetically pleasing environment, which they are able to freely explore. They are self managing, independent and respectful of the environment and people in it. Children and adults are treated with great respect and the wairua of each individual is nurtured.

Children work and play in an environment which supports them to challenge what they see and hear, to solve problems, wonder, create, negotiate and achieve. They build and sustain meaningful, reciprocal relationships where they can be leaders and followers. Children are carefully supported by skilled teachers to develop an image of themselves as worthy, confident, and empathetic.

Parents are respected partners in the education of their children. Teachers acknowledge parents' deep interest in their children's learning, and in the documentation that makes the learning visible.

Parents who met with ERO spoke very positively about the teaching team and their knowledge of each child as a learner. They appreciate the individual responses from teachers to children's personal and learning needs. Transitions into and through the centre are very respectfully managed according to individual children's needs.

Teachers maintain a calm, unhurried pace to the programme. They encourage children to take ownership and set the direction of their learning. Assessment of children's learning is multi-layered and reflects the complexity of children's relationships with people, places and things. It captures the learning of every child against the principles of Te Whāriki, and within a Montessori context. Literacy, mathematics, science, knowledge of the natural world, and the local community are skilfully woven throughout the programme.

Teachers are reflective practitioners who critique their own practices through a process that is ongoing and intentional. They have developed, and include in the programme, an understanding and appreciation of the cultural heritage of both parties to Tiriti o Waitangi. They maintain an environment that is highly reflective of te reo and te ao Māori.

The centre is well managed, adaptable to the needs of the community, and inclusive of the language, culture and identity of all children. Shared leadership, and a commitment to a shared vision, empower teachers and promote a culture of trust. The shared leadership model is building capacity across the teaching team and enabling the service to sustain quality and improve outcomes for children.

Ongoing professional learning and development are highly valued. The three lead teachers have recently engaged in extensive professional learning around the Reggio Emilia philosophy, and continue to develop shared understandings of how this will promote richer experiences for, and deeper engagement of, children.

Key Next Steps

In order to enhance the current high quality provision for children, the teaching team plans to:

  • embed professional learning of the Reggio Emilia philosophy through all aspects of their practice
  • continue to review the centre's philosophy statement to accurately reflect their developing practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Helensville 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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Helensville Montessori will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

1 September 2016

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Helensville, Auckland

Ministry of Education profile number

10066

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

76 children, including up to 0 aged under 2

Service roll

79

Gender composition

Boys 40 Girls 39

Ethnic composition

Māori

Pākehā

Cook Island Māori

Japanese

other

16

53

3

2

5

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

August 2016

Date of this report

1 September 2016

Most recent ERO report(s)

 

Education Review

April 2013

Education Review

March 2010

Education Review

April 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.