250 Tauranga West Road, Bethlehem, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Montessori Bethlehem is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Montessori Bethlehem is located in the Tauranga suburb of Bethlehem. It provides all-day education and care for children aged from six months to six years, in four aged-based areas. The centre is licensed for 90 children, including 20 up to the age of two years. At the time of this ERO evaluation, 116 children were enrolled and 17% identify as Māori.
Whanaungatanga, whakamana and manaakitanga underpin the centre’s philosophy. Teachers aim 'to provide a calm and nurturing environment where children grow their independence, sense of belonging and confidence'.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the May 2016 ERO report, a new chief executive officer has been appointed. Regional and local professional service and business managers oversee the central north island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
Since the previous ERO evaluation, management at the centre level was restructured resulting in the creation and appointment of a centre manager, curriculum leader and head teachers for both the over and under three-year-old areas. There have been several changes to the teaching team. The centre has responded well to the key areas for development in the previous ERO report.
This review was part of a cluster of 15 reviews in the BestStart organisation.
Children's learning is supported through a localised curriculum guided by a Montessori philosophy and Te Whāriki. Children are confident in the routines and rhythms of the centre. They make choices about their learning and have time and space to engage in sustained and uninterrupted play. Highly effective teaching strategies support children’s developing social and emotional competency. Teacher’s engage in focused learning conversations and open-ended questioning to prompt children's thinking. Transitions are flexible and purposefully managed. A strong focus on literacy and mathematical learning supports these successful transitions within and beyond the centre.
Individual education plans are responsive to children's interests and parent's aspirations. Assessment information is also shared with parents and whānau using a web-based programme. Ongoing refinement of planning processes should further strengthen assessment, planning and evaluation across the centre.
Cultures are celebrated and each child’s language and traditions are affirmed within the programme. Māori children experience a learning environment that affirms their language and culture. Regular opportunities to participate in kapa haka, waiata, karakia and te reo Māori enable all children to develop competence and knowledge of te ao Māori. Ethnic diversity is valued. The recent internal review of culture and identity resulted in the centre's vision and philosophy identifying kaupapa Māori values to underpin the learning at the service. Leaders acknowledge strengthening teachers' use of meaningful te reo Māori continues to be an area for development.
There is a well-considered approach to supporting children with additional needs to achieve success. Inclusive and consistent practices contribute to full engagement in the programme for these learners.
Children up to the age of three experience responsive and respectful relationships in a calm and unhurried environment. Teachers are attuned to children's emotions and follow the rhythms and routines of each child. Children readily approach teachers for affirmation and support to become confident and competent communicators.
Leaders and teachers build positive and caring relationships with children and their families. This contributes to a strong sense of wellbeing and belonging. Leaders have established reciprocal and meaningful links with Ngāi Te Rangi iwi to support success for Māori learners.
Effective systems build teachers' capability and provide increasingly positive outcomes for children. High levels of relational trust and collaborative ways of working are evident within the centre leadership team.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support children's wellness, promotes equity in learning opportunities. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
Key next steps for the service are to embed internal evaluation to:
support strategic development across the centre
strengthen the use of the learning outcomes of Te Whāriki to inform individual assessment, planning and evaluation
build teachers' confidence to use te reo Māori.
Before the review, the staff and management of BestStart Montessori Bethlehem 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
4 November 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.
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Location |
Tauranga |
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Ministry of Education profile number |
45675 |
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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 |
90 children, including up to 20 aged under 2 |
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Service roll |
116 |
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Gender composition |
Male 50% Female 50% |
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Ethnic composition |
Māori |
17% |
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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 |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2019 |
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Date of this report |
4 November 2019 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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|
Education Review |
October 2012 |
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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 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.
Montessori @ Bethlehem is a full day Montessori education and care centre that is located in the Tauranga suburb of Bethlehem. The centre operates under the umbrella of the BestStart Educare organisation that provides support from a professional services manager and business manager. It is licensed for 90 children including 20 under two years old. The centre caters for children from six months to six years of age. The current role is 114 including four children who identify as Māori. The centre is situated on a large block of land and includes four classrooms, one for babies, one for toddlers and two for three to six year old children.
Since the 2012 ERO review the centre manager has supported the team through significant teacher changes. Extensive developments of the outside environments have enhanced and integrated the Montessori programme. Children's learning has become more visible to families, the overall quality and consistency of self review has improved, and staff have continued to work on the inclusion of te reo and tikanga Māori practices in the programme.
The centre's vision, which has been recently reviewed, is to 'embrace all children and their cultures, open children's minds to many possibilities and with a mutual respect empower each other and every child to flourish and grow individually in all aspects of their lives'.
The Montessori philosophy is well integrated throughout centre programmes and encourages children to work independently and follow their strengths and interests. There is a culture of trust and respect throughout the centre amongst teachers, children and their peers. Teachers are skilled observers and use these observations to extend children's thinking. They use positive strategies to support social competencies and encourage self-directed learning. The unobtrusive, responsive and caring interactions with children contribute to a calm, settled and focused learning climate.
Teachers know children well and are highly aware of their interests and development. They document children’s learning well and use this information to plan appropriate, individualised learning programmes. Mixed-age groups support older children to lead learning with younger ones. Children are provided with a variety of opportunities to make sense of the natural, social, physical and material world. Teaching practices support children's independence and care of the environment, themselves and others.
Spacious and well-organised environments include a wide range of natural materials and cultural artefacts that reflect the cultural backgrounds of children, their families and whānau. The variety and orderly arrangement of resources effectively promotes purpose in children’s work. There is a strong Montessori focus on sustainability with a particular emphasis on planting, growing and harvesting. Cultural diversity is woven into the curriculum and used as a basis for celebrating with children, parents, whānau and staff. Te reo and tikanga Māori practices are evident in the centre environment and in daily routines and activities.
Effective professional leadership is provided by the experienced and knowledgeable centre manager who is well respected and demonstrates an open management style. She works in a coaching and mentoring role with the four head teachers to promote a distributive leadership approach. The BestStart Professional Services Manager has a working knowledge of the Montessori philosophy and along with the Business Manager provides effective professional support and guidance for the centre manager. An effective appraisal process is linked to relevant professional development for all staff. The centre's vision and goals are firmly focused on learning and equitable outcomes for all children.
Leaders and teachers actively encourage parents and families to participate in centre activities and are kept well informed about their children’s learning and progress. Centre management and staff have effective systems in place to promote an emotionally and physically safe environment for children and adults.
ERO and management agree that the next steps are to work with staff and the parent community to:
monitor and review the progress of the centre's strategic and annual goals
continue to strengthen a shared understanding and collective approach to the delivery of the Montessori philosophy
establish a sequential approach to further develop the implementation of te reo and tikanga Māori across the centre.
Before the review, the staff and management of Montessori @ Bethlehem 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 next ERO review of Montessori @ Bethlehem will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
6 May 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.
|
Location |
Tauranga |
||
|
Ministry of Education profile number |
45675 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
90 children, including up to 20 aged under 2 |
||
|
Service roll |
114 |
||
|
Gender composition |
Boys 63 Girls 51 |
||
|
Ethnic composition |
Māori Pākehā Other |
4 103 7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
6 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
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.