Levin Montessori

Education institution number:
45712
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

12 Highfield Place, Levin

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1 Evaluation of Levin Montessori

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

Not well placed

Requires further development

Well placed

Very well placed

Levin Montessori is well placed to promote positive learning outcomes for children.

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

Background

Levin Montessori is a privately owned centre located on the rural outskirts of Levin. It is one of several operating under the service provider G. Williams Daycare Limited. The service is licensed for up to thirty children aged over two years. Of the total roll of 48, eight are Māori.

The centre philosophy highlights the importance of a rich, diverse, resourceful and reflective learning environment. It articulates the underlying values of respect for all, each other, the environment and whānau.

ERO's November 2016 evaluation identified the following areas for improvement: implementing deliberate strategies responsive to individual children's emerging interests and learning; and continuing to improve internal evaluation systems to enhance outcomes for children. These areas have been strengthened by staff.

All teachers hold early childhood and Montessori teaching qualifications and current practising certificates. The visiting teacher provides regular support and guidance to an established team.

Levin Montessori is part of Paipoko Kāhui Ako.

The Review Findings

The philosophy is highly evident in practice. Children demonstrate a sense of belonging as confident, competent learners. The rich curriculum highlights literacy, mathematics, the creative arts, science and nature. Well-resourced indoor and outdoor spaces invite exploration and wonderment. The programme is underpinned by Montessori philosophy and Te Whāriki (2017), the early childhood curriculum.

Children experience a welcoming, inclusive environment with a calm and peaceful tone. They confidently lead their own learning.

Effective leadership of assessment and planning guides teaching and learning. Teachers skilfully use a range of practices and strategies to engage children in purposeful learning opportunities. Children actively engage in a varied range of planned and spontaneous learning. Their thinking and language is extended through sustained interactions with supportive adults.

Learning profiles are attractive records of children's learning, continuity and progression over time. Individual plans and stories show the breadth of children's experiences, incorporating Te Whāriki and the Montessori curriculum. Parent aspirations and children's voice inform their learning narratives. Leaders identify that further refining assessment practices is needed. ERO's evaluation confirms this ongoing focus.

Te ao Māori is authentically interwoven through te reo me ngā tikanga Māori and centre life. Māori symbols and natural resources enrich the environment. Māori expertise informs the programme to enhance experiences for children.

Transition into the centre is managed with care. Staff collaborate with schools through the Kāhui Ako to promote smooth transitions to school.

Effective governance and management practices improve the quality of teaching outcomes for children. A well-established organisational culture supports ongoing improvement and builds high quality professional practice. The appraisal framework supports teachers to grow their knowledge and skills.

Well-led internal evaluations clearly focus on strengthening teachers' practices and improving outcomes for children, families and whānau. The process is systematic, collaborative and informs meaningful change. Review for improvement and accountability is well established.

Key Next Steps

The centre's next steps are to continue to use effective internal evaluation practice to know how the changes to assessment and planning have improved outcomes for children and their families.

Management Assurance on Legal Requirements

Before the review, the staff and management of Levin 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

9 August 2019

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

Levin

Ministry of Education profile number

45712

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children

Service roll

48

Gender composition

Female 25, Male 23

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

8
31
9

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

1:6

Better than minimum requirements

Review team on site

June 2019

Date of this report

9 August 2019

Most recent ERO report(s)

Education Review

October 2016

Education Review

November 2013

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

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.

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.

1 Evaluation of Levin Montessori

How well placed is Levin 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

Levin Montessori is a privately owned centre located on the rural outskirts of Levin. It is one of several operating under the service provider G. Williams Daycare Limited. The centre provides education and care for up to 30 children from two to six years of age. Of the 45 children, eight are Māori. Two visiting teachers are employed to provide regular support and guidance to the teaching team.

The philosophy reflect values of respect for each other and the environment and a strong sense of whanaungatanga. Teachers plan to review the philosophy as part of their planned internal evaluation processes.

The November 2013 ERO report for the centre, identified that managers and teachers should further develop self-review processes including strengthening appraisal. Positive progress has occurred.

All teachers hold early childhood and Montessori qualifications, and are fully registered.

The Review Findings

The centre programme successfully reflects the Montessori approach and an appropriate knowledge of Te Whāriki. Teachers plan for groups and individuals. They notice, recognise and respond to groups and at times individual children’s emerging interests, ideas and passions. Prominent wall displays and accessible profile books make children’s learning visible to them and their parents. Links are often made to children’s prior learning, and progress over time is increasingly evident.

Opportunities for parents to contribute to their child's learning occur regularly. Formal parent meetings with teachers include sharing aspirations, children’s strengths and interests and next learning steps. Learners develop independently and are seen as competent, able to initiate interactions and lead themselves. Thoughtfully selected resources and positive peer interactions stimulate learning. 

Children are involved in activities for sustained periods. Positive, calm and sensitive relationships support their wellbeing and willingness to learn. Younger children have space and time to lead their learning. Building and showing respect are woven into interactions.

Children are presented with a wide variety of literacy experiences that enables them to regularly observe, listen and play with language. Teachers generally use meaningful contexts to develop print awareness and alphabet knowledge. Mathematical understanding is built through frequent opportunities for children to use numbers, shapes and patterns in everyday activities. Literacy and mathematical learning is supported by high quality resources.

Biculturalism is successfully promoted by the valuing of te aō Māori. Māori concepts, language, customs and beliefs are integrated into the programme. Teachers effectively provide for Māori learners.

Inclusive practices ensure children requiring additional learning support participate fully in all aspects of the programme alongside their peers. Diversity is valued. Teachers seek ways to maintain children’s connections to their various cultural identities, including using parent knowledge and skills.

Children’s sense of belonging is managed with care as they transition into the centre. Teachers support parents to settle their child according to needs. Staff participation in cluster meetings with local schools and centres supports establishing and building closer links with a range of schools. This involvement should help children moving on to school.

Staff work collaboratively to support positive outcomes for children. The visiting teacher provides effective professional leadership. She offers useful feedback and feedforward through comprehensive reports and is available to teachers for support as required. The visiting teacher works with the head teacher and teaching team to ensure day-to-day operation effectively promotes the education, care, health and safety of children.

Appropriate professional learning contributes to better understanding of responding to diverse groups of learners, and effective internal evaluation. The teacher appraisal process is developmental and encourages evidence-based reflection on each of the criteria for effective teaching. Strategic planning is closely linked to the centre vision and philosophy and includes a curriculum focus. It provides direction for the service and supports ongoing improvement and sustainability.

Key Next Steps

Teachers should continue to consider how responsive their deliberate teaching practices are to support individual children’s emerging interests and learning.

Improved systems support internal evaluation. Continuing to implement the process should enhance outcomes for children through a stronger focus on:

  • the quality of the programme

  • identification of priorities for improvement based on best practice indicators.

Management Assurance on Legal Requirements

Before the review, the staff and management of Levin 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 Levin Montessori will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

3 October 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

Levin

Ministry of Education profile number

45712

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

45

Gender composition

Girls 24, Boys 21

Ethnic composition

Māori

Pākehā

Asian

African

European

8

29

4

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

August 2016

Date of this report

3 October 2016

Most recent ERO report(s) 

Education Review

November 2013

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.