70 A Stredwick Drive, Torbay, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Titoki Montessori Pre-School is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Titoki Montessori Pre-School is a well-established service in Torbay, and is licensed for 35 children aged over 2 years. The centre provides sessional and full-day learning programmes. A third of the children on the roll are Chinese, and there are increasing numbers of children from other ethnic backgrounds. Many children speak languages in addition to English.
The centre’s Montessori philosophy and vision, and Te Whāriki, the early childhood curriculum, inform the programme and guide teaching practice. It aims to provide a programme that fosters independence, respect, concentration, and creativity.
The centre is operated by a non-profit community organisation. It is governed by an elected parent council. A head teacher leads a team of registered and experienced teachers, who have additional Montessori qualifications.
The centre has a history of positive ERO reporting. Since the 2014 ERO review the centre has built strong learning partnerships with parents and families. These partnerships support the philosophy and positive learning outcomes for children.
Children and parents are warmly welcomed into the centre. An inclusive and respectful culture is strongly evident. Well planned and managed arrival routines help children to freely access play equipment and activities, and to settle quickly into self-directed exploration, learning and play.
Children are independent and play well with and alongside each other. They play and learn in mixed age groups at their own pace in a calm and supportive learning environment. Children benefit from caring relationships with each other and their teachers. They develop a real sense of being members of a learning community.
Children are capable, confident and articulate. They have many opportunities to hear and use languages other than English. Teachers respond well to children's interests. They use skilful questioning and engage in rich discussions. This adds complexity to children's knowledge and extends their thinking, vocabulary and knowledge of their world.
The centre is well-resourced. Teachers plan and provide well prepared Montessori learning resources, activities and provocations to specifically meet children's development stages and needs. They affirm and build on the strengths children bring and model the Montessori philosophy. Teachers interact with respect, acceptance and trust.
Teachers are culturally responsive. They acknowledge and affirm children’s cultural backgrounds and their unique identities. Bicultural practices are evident. Teachers use te reo Māori in waiata and in learning programmes.
There is evidence of strong consistency in care and learning throughout the centre. Transitions into the centre and on to school are well planned, managed and evaluated.
Families actively support their children's learning and the day-to-day life of the centre. Parents are provided with very good information about the curriculum and children's progress. Highly effective learning partnerships with families are a key feature of the centre.
The centre is very well governed and led. Members of the governing committee have a sound understanding of their roles. The head teacher leads a highly collaborative team of teachers. They have a strong commitment to, and understanding of, Montessori philosophy and methodology, which they blend seamlessly with Te Whāriki.
Leaders and teachers use internal evaluation well to ensure continuous improvement and positive learning outcomes for children. Rigorous performance management practices and strong professional leadership enable the centre to maintain its focus on providing high quality early childhood education and care.
Key next steps identified by centre leaders include continuing to:
build sustainability by increasing teachers' capacity to lead centre operations
develop governance succession plans
seek external governance training for new parent council members.
Before the review, the staff and management of Titoki 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
21 June 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 |
Torbay, Auckland |
||
|
Ministry of Education profile number |
20173 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children aged over 2 years |
||
|
Service roll |
29 |
||
|
Gender composition |
Girls 15 Boys 14 |
||
|
Ethnic composition |
NZ European/Pākehā |
7 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
June 2019 |
||
|
Date of this report |
21 June 2019 |
||
|
Most recent ERO report(s) |
Education Review |
October 2014 |
|
|
Education Review |
September 2011 |
||
|
Education Review |
June 2008 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Titoki Montessori Pre-School in Torbay, Auckland, was established 25 years ago. It offers morning and afternoon sessions for up to 35 children from three to six years of age. The well established preschool operates from an Auckland Regional Council building in semi-rural surroundings.
The pre-school is governed by an elected management council made up of parents of the children enrolled. It is capably led by a head of school who works collaboratively with teachers, parents and children to ensure the smooth running of the preschool.
Children and teachers are from a diverse range of cultural and ethnic backgrounds. The service provides a curriculum that adheres to the Montessori philosophy as well as Te Whāriki, the early childhood curriculum. 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.
The positive features of Titoki Montessori Pre-School that were acknowledged in ERO’s 2011 report continue to be evident. There has been very good progress made since that time. Ongoing improvements have enhanced children’s learning experiences and contribute to an improvement focused preschool that is providing a valuable service to families in its community.
Children are confident and articulate. They settle quickly and make good choices about their learning and play. They respect each other and show care for others and for their environment. They demonstrate good social competence and display high levels of self help skills.
Children play and work both independently and in groups, with some showing the capacity to engage in sustained periods of extended play and work. They enjoy a strong sense of belonging and participate in lively and meaningful conversations with adults.
There is a good balance of child-initiated and teacher-guided learning. Teachers provide many experiences and resources that extend children’s understanding of concepts and processes. There is ample time for children to explore at their own pace and to revisit their learning. Children are encouraged to be self motivated, make decisions, and challenge themselves to accomplish difficult tasks.
The curriculum is skilfully developed to promote Te Whāriki, the early childhood curriculum, and the Montessori essential elements. Teachers work very well in a collaborative team to provide good quality outcomes for children. They plan for children’s interests and cater for their learning progress. Children’s learning journeys are recorded attractively in portfolios for parents. Parents contribute comments about children’s learning at home, which are also included in the portfolios. Plans are now underway to use more on-line communication with parents to further strengthen partnerships for learning between the pre-school and home.
The pre-school acknowledges the place that Māori have as tangata whenua and continues to develop its bicultural curriculum. Teachers have worked to gain more in-depth knowledge of tikanga and te reo Māori. Most teachers use te reo with children and aspects of tikanga, such as karakia and waiata, are incorporated in the daily programme. Strengthening the bicultural curriculum is a priority and the plan is to use the Ministry of Education resource, Tātaiako - Cultural Competencies for Teachers of Māori Learners, in the appraisal process.
The head of school has developed good education and community networks and collaborates well with teachers, parents and children. Council members support teachers’ professional learning and staff are encouraged to attend pre-school based and national workshops, conferences and courses. Teachers use their learning to promote high quality practice and to build stronger relationships with children and their families and whānau. They take leadership roles in areas of interest and have opportunities to develop their strengths.
Staff undertake high levels of self review. Quality practice indicators provide clear criteria for teachers to review their effectiveness. Positive and professional dialogue has enabled them to make effective changes. Ongoing review of the charter continues to inform the preschool's strategic priorities and direction setting.
The head of school agrees that key next steps for the preschool are to continue to:
Before the review, the staff and management of Titoki 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 Titoki Montessori Pre-School will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
23 October 2014
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 |
Torbay, Auckland |
||
|
Ministry of Education profile number |
20173 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 0 aged under 2 |
||
|
Service roll |
23 |
||
|
Gender composition |
Girls 12 Boys 11 |
||
|
Ethnic composition |
NZ European/Pākehā Chinese/Pākehā Indian/Pākehā German other |
11 4 2 2 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
September 2014 |
||
|
Date of this report |
23 October 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
June 2005 |
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.