Ōrākei Montessori Pre-School

Education institution number:
20446
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
40
Address:

16 Sudeley Street, Orakei, Auckland

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Ōrākei Montessori Pre-School

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 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 Ōrākei Montessori Pre-School are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakāu Embedding

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whakāu Embedding  

Whakāu Embedding

2 Context of the Service

Ōrākei Montessori Pre-School is privately owned. A qualified owner acts as centre manager. They oversee daily operations and lead a team of four registered teachers and one staff member. The community is ethnically diverse and includes a small number of tamariki Māori. The Montessori philosophy prioritises respecting the uniqueness of every child and relationships. 

3 Summary of findings

Children benefit from predictable daily routines. They are valued as individuals and provided with opportunities to make decisions about their learning. Infants and toddlers experience calm and unhurried caregiving practices, where their needs are skilfully responded to. The physical environment fosters independence, providing easy access to resources which encourage exploration. As a result, children are able to engage in play and learning for extended periods of times. 

The centre environment reflects aspects of te ao Māori (the Māori world), including basic Māori words and bicultural resources. Teacher’s role model language for young children and naturally weave early literacy and numeracy throughout the daily curriculum. Opportunities for children to learn about the languages and cultures of others are also provided through participating in language weeks and centre events. Through the cultural responsiveness of the team, partnerships with parents are whānau are continually strengthened.  

Positive progress has been made since ERO’s last report. Assessment documentation now makes links between the service’s Montessori philosophy and Te Whāriki, the early childhood curriculum. Service leaders and teachers are also continuing to embed the use of the learning outcomes from Te Whāriki. Ongoing professional learning and development continues to support leaders and teachers to build new knowledge and cultural expertise.

Relational trust between leaders and teachers support collaboration. This has resulted in internal evaluation contributing to quality improvement with an increased focus on outcomes for all children. Service leaders have self-identified the need to align their evaluation focus with the service’s strategic priorities to ensure these are being met. 

4 Improvement actions

Ōrākei Montessori Pre-School will include the following actions in its Quality Improvement Planning:

  • Continue to evaluate the effectiveness of teaching practices and children’s learning progress. 
  • Strengthen the internal evaluation to consider the impact on outcomes for learners over time.
  • Align internal evaluation to the service’s strategic priorities to monitor how well they are being met. 

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Ōrākei Montessori Pre-School 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)

28 May 2024 

6 About the Early Childhood Service 

Early Childhood Service NameŌrākei Montessori Pre-School
Profile Number20446
LocationOrakei, Auckland
Service type Education and care service
Number licensed for 40 children, including up to 4 aged under 2
Percentage of qualified teachers 80-99%
Service roll46
Review team on siteFebruary 2024
Date of this report28 May 2024
Most recent ERO report(s)Akanuku | Assurance Review, December 2021; Education Review, December 2017

Ōrākei Montessori Pre-School

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationMeeting

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Ōrākei Montessori Pre-School is a privately owned service. The owner, a qualified teacher, leads a team of four qualified teachers and one unqualified teacher. All teachers have Montessori qualifications. The service’s philosophy is based on the Montessori approach that prioritises children’s self-directed activity and hands-on learning. There are two learning spaces that provide for children between 20 months and six years of age.

Summary of Review Findings

Premises and facilities are suitably resourced to meet the age and abilities of the children attending. The design and layout of the premises include quiet spaces and areas for physically active play. There is a range of experiences and opportunities to enhance and extend children’s learning and development.

The curriculum is consistent with Te Whāriki, the early childhood curriculum, and is underpinned by the Montessori philosophy. Kaiako engage in meaningful and positive interactions to enhance children’s learning and nurture reciprocal relationships. There are regular opportunities for parents to be involved in decision making concerning their child’s learning.

The owner must continue to monitor that policies and practices meet all aspects of regulatory compliance and are consistently implemented.

Compliance

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

  • Checking and monitoring of equipment, premises, and facilities every day of operation for all hazards required (HS12).
  • Ensuring that when children leave the premises for excursions, assessment and management of the risks is undertaken (HS17).
  • Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014, and a record of all safety checks and the results are maintained (GMA7A).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

10 December 2021 

Information About the Service

Early Childhood Service NameŌrākei Montessori Pre-School
Profile Number20446
LocationŌrākei, Auckland
Service typeEducation and care service
Number licensed for40 children, including up to 3 aged under 2
Percentage of qualified teachers80-99%
Service roll49
Ethnic compositionNZ European/Pākehā 30, Chinese 12, European 6,
other ethnic group 1
Review team on siteJuly 2021
Date of this report10 December 2021
Most recent ERO report(s)Education Review, December 2017; Education Review, January 2015

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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:

  • 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Ōrākei Montessori Pre-School - 12/12/2017

1 Evaluation of Orakei Montessori Preschool

How well placed is Orakei Montessori Preschool 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

This is the first ERO review of Orakei Montessori Preschool under new management. The centre has operated under a different name for a considerable number of years. It was bought in 2016 by Friends United Limited. The previous head teacher is now a shareholder and owner of the centre.

Orakei Montessori Preschool is licensed to provide both sessional and full day care for 40 children, three of whom may be under two years of age. The children are grouped according to age in two classrooms linked by a roofed deck. The younger children, from 20 months to three years, have a spacious playing space (Fantail Room) and share the outdoor playground with the older children. Children over three years of age have an appropriate space (Tui Room) to work with the Montessori resources provided for them.

Children attending the centre come from a variety of cultural backgrounds. Teachers have been selected, because of their Montessori training and expertise and to reflect the cultures of the children and families attending. A new teaching team is in place since the takeover of the centre. The new owner is the lead teacher for the Fantail Room, and there is a syndicate leader for the Tui Room.

The centre philosophy is based on Montessori ideals and aspirations. It includes reference to te Tiriti o Waitangi as an underpinning document.

The centre owner has undertaken a review of all aspects of centre management and operation, and continues to develop her management skills.

The Review Findings

Children have positive relationships with teachers and with their peers. Teachers talk to and welcome families, sharing information about children and hearing news from home. Children know the centre routines and expectations and settle quickly to their chosen tasks.

Teachers support children to engage with the Montessori programme. Children have ready access to Montessori resources and activities. Teachers make themselves available to coach and support this aspect of children's learning.

Younger children enjoy affectionate care from teachers. They have opportunities to engage with Montessori resources as well as other appropriate early childhood activities. Several children with diverse needs attend the centre. They are included and supported well to learn alongside their peers.

At present the centre has no children with Māori heritage. It does have a small number of children from Pacific backgrounds. Children in this centre respect others' languages and cultures. They have some understanding of te reo and tikanga Māori. The teaching team have identified the need to continue to strengthen the bicultural aspect of their practice.

Children enjoy playing together in groups outdoors. The significant upgrade of the outdoor environment has increased the scope for children's exploration and development of imaginative play. Gardening and keeping the grounds tidy are integrated into the programme, giving children a sense of ownership and responsibility. Plans are in place to develop a bike track in the playground, which should provide an opportunity to promote understandings around playing safely, for all children.

Teachers plan the programme together. They develop individual Montessori programme plans for each child. Teachers invite parents to contribute their aspirations and include these in planning. The new portfolios, an online portal, and regular surveys keep parents well informed about children's progress with the Montessori programme. Teachers could now consider ways to include information about children's play in portfolios, to demonstrate how their learning aligns with Te Whāriki.

The owner has a strong commitment to positive learning outcomes for all children through both Montessori and Te Whāriki-based programmes. She is working with teachers to generate a seamless combination of the best features of both approaches.

Internal evaluation is still in the early stages of development in the centre. It could be used to help teachers make decisions about the effectiveness of programmes in supporting children's holistic development. The owner should now add Te Whāriki, the early childhood curriculum, to the centre's philosophy. Te Whāriki should then become the other important document used in guiding decision-making about the programme.

Management of the centre is generally efficient and effective. Parents and staff are involved in decision-making about policies and procedures, and strategic planning. Personnel policies are in place. Teachers have a generous allocation of professional development, and have formed a cohesive and collaborative teaching team. Appraisal processes require some further improvement and there remain some refinements, of which the owner is aware, to be made to centre policies and procedures.

Key Next Steps

ERO and the manager discussed and agree that the next steps for the centre are to:

  • continue developing assessment with a focus on children's interests and strengths and what they are learning, rather than on what they are doing
  • consider a stronger reflection on children's languages, culture and identity in portfolios
  • continue to update health and safety requirements to ensure that the centre meets legal requirements and expectations
  • review and improve the appraisal processes to meet the required standards annually.

ERO recommends that the manager should provide whole centre professional development about Te Whāriki, the early childhood curriculum, in order to help teachers work more closely with children when they are not engaged with Montessori resources.

Management Assurance on Legal Requirements

Before the review, the staff and management of Orakei 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:

  • 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 Orakei Montessori Preschool will be in three years.

Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region

12 December 2017

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

LocationOrakei, Auckland
Ministry of Education profile number20446
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for40 children, including up to 3 aged under 2
Service roll50
Gender compositionBoys 26 Girls 24
Ethnic compositionPākehā 
Asian 
Samoan
other
35
6
5
4
Percentage of qualified teachers80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:8Better than minimum requirements
Review team on siteNovember 2017
Date of this report12 December 2017

Most recent ERO report(s)

 

As Kowhai Montessori:

Education Review

Education Review

Education Review

 

January 2015

September 2011

June 2008

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.