12 Temuri Place, Glendene, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Not meeting |
|
Premises and facilities |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Playdays Montessori is a privately owned homebased education and care service. A qualified owner is responsible for governance of the service. An external adviser helps to document the assessment of children’s learning. A small number of children enrolled are of Pacific heritage.
A philosophy statement guides the service’s operation and expresses its values and attitudes about the provision of early childhood education and care. The service curriculum is informed by planning, assessment, and evaluation. It respects and supports the right of each child to be confident in their own culture. Positive steps are being taken to respect and acknowledge the aspirations held by parents and whānau for their children.
During the review, ERO was not provided with sufficient evidence to make a judgement on some aspects of the licensing criteria. High levels of non-compliance with regulatory standards were identified. Service leaders now need to develop systems and processes to implement and maintain compliance with requirements.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Home-based Early Childhood Education and Care Centres 2022, C5, C9, PF11, HS4, HS7, HS11, HS14 and HS20].
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Providing a curriculum that is consistent with the prescribed framework of Montessori and Te Whāriki, the early childhood curriculum (C1).
Monitoring that educators engage in meaningful interactions to enhance children’s learning and nurture reciprocal relationships (C3).
Ensuring practices of educators and visiting teachers demonstrate an understanding of children’s learning and development (C4).
Implementing a curriculum that supports children’s developing social competence and understanding of appropriate behaviour (C10).
Ensuring a variety of equipment and materials is provided to children which are appropriate for their learning and abilities (PF4).
Providing safe and comfortable spaces for infants to lie, roll, creep, crawl and pull themselves up while being protected from more mobile children (PF5).
Ensuring furniture and items for children to sleep on are designed to ensure their safety (PF20).
Ensuring furniture intended for children to sleep on are covered by a non-porous material (PF21).
Providing clean individual bedding to sleeping children (PF22).
Monitoring that the premises, furniture, furnishings, fittings, equipment, and materials for the use of children attending are kept safe and hygienic and maintained in good condition (HS1).
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Monitoring children’s sleep is implemented that minimises the risk of harm to sleeping children (HS8).
Monitoring that furniture and items used for children to sleep on are arranged and spaced when in use so that adults have clear access to at least one side, allow for sufficient air movement and allow children to sit or stand safely when they wake (HS9).
Having evidence of parental permission for any travel by motor vehicle (HS15).
Having supervision plans that include consideration of how children will be supervised during routine activities (HS34).
Ensuring advice is given to parents on how to access the service’s operational documentation, the Early Childhood Services Regulations 2008, the Licensing Criteria for Home-based Education and Care Services 2008 and the full names and qualifications of each person counting towards regulation qualification requirements (GMA1).
Providing information to parents about any planned reviews and consultation (GMA2).
Providing opportunities to parents to contribute to the development and review of the service’s operational documentation (GMA3).
Having an annual budget that includes professional development costs and provisions for operation costs and maintenance as appropriate (GMA8).
Having a written child protection policy that includes provisions for identification of child abuse and neglect (HS28).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
22 December 2022
|
Early Childhood Service Name |
Playdays Montessori |
|
Profile Number |
46449 |
|
Location |
Glendene, Auckland |
|
Service type |
Home-based service |
|
Number licensed for |
80 children, including up to 80 aged under 2 |
|
Service roll |
37 |
|
Review team on site |
November 2022 |
|
Date of this report |
22 December 2022 |
|
Most recent ERO report(s) |
Education Review, November 2020 |
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.
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.
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 regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Playdays Montessori is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Playdays Montessori is a homebased education and care service operating in West Auckland. It is licensed for 80 children, including 80 children aged under two years. The service roll is made up of children from diverse ethnic backgrounds including the Pacific Islands. The owner and one registered teacher provide support for 13 educators.
The service owner is a qualified early childhood teacher. Her responsibilities include overseeing children's education and care, and health and safety. She provides professional leadership and support to educators. The curriculum coordinator supports the educators' documentation of learning stories.
The service's philosophy values loving relationships, self-worth, confidence and individuality, and it embraces both Te Whāriki, the early childhood curriculum, and aspects of Montessori education.
The service's philosophy is clearly articulated and implemented by the owner and curriculum coordinator. The coordinator regularly visits educators' homes, supporting them to promote children's wellbeing and record their learning. She uses a range of teaching strategies to guide and grow educators' practice and foster positive outcomes for children.
Documentation shows good use of te reo Māori in educator homes. Educators acknowledge children's culture, language and identity through their records of learning. These records document the wide range of interesting learning experiences provided for children, including excursions in the local community. Parents and whānau perspectives are gathered and inform programme planning for individual children.
There are good opportunities for children to engage in social interactions with others in educators' homes and in social group events organised by the service. Educators record children’s routines and their participation in activities. Documentation shows that educators value the importance of children learning through play.
Service owners implement the service's vision well and support educators to provide a good quality curriculum in a safe and caring environment. The service has effective processes for teacher appraisal. The coordinator encourages educators to reflect on their practice with a view to improvement. Internal evaluation and reviews undertaken by the service are both planned and spontaneous and focus on improving the effectiveness of processes and teaching practices.
Service leaders agree that next steps for the service include:
Before the review, the staff and management of Playdays Montessori completed an ERO Home-based Education and Care 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.
ERO identified non-compliance relating to Educators being police vetted under the caregiver category. Since the review, the service has provided ERO with evidence to show this non-compliance has been addressed.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
25 November 2020
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 |
Glendene, Auckland |
||
|
Ministry of Education profile number |
46449 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
28 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Male 15 |
||
|
Ethnic composition |
Afghanistan |
12 |
|
|
Number of qualified coordinators in the network |
2 |
||
|
Required ratios of educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
September 2020 |
||
|
Date of this report |
25 November 2020 |
||
|
Most recent ERO report(s) |
Education Review |
February 2017 |
|
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2008
The overall judgement that ERO makes will depend on how well the service promotes 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Playdays Montessori Limited is a home-based service that is privately owned and operated. It is licensed for 80 children including up to 80 children from infants to school age. At present the service caters for 31 children who receive education and care from six educators in their own homes. All children are of Pacific heritage. The majority of children speak their home language and have been matched with educators who support this.
The service is led by the directors and an administrator. The financial and operations manager and the administration controller support quality services for children and their families. One of the directors is a registered early childhood teacher. Her role as the curriculum coordinator involves regular visits to educators' home to observe, monitor and support the quality of education for children. At present one educator has a teaching qualification and one has some relevant training. The remaining four educators are enrolled to start training in 2017. This is the first ERO review of the service.
The management's vision for the service is based on purposeful social justice. The philosophy embraces both Te Whāriki, the early childhood curriculum and aspects of Montessori education. This includes a focus on building children's independence and thinking skills. The service is committed to providing quality education through managed growth, and building educator capability.
Children enjoy the provisions made for them in educators' homes. Their learning records show evidence of a rich curriculum that includes opportunities to explore, learn alongside others and have access to experiences and resources to extend their learning. Parents' aspirations for their children guide some of the content of educators' programmes. The coordinator provides good support to build educators' assessment practices, through individual coaching. She encourages educators to be reflective about their work and fosters a sense that evaluative thinking is important.
Sound management processes ensure that appropriate documentation, systems, policies and procedures are shared with parents. This well managed introduction to home-based education and care adds to the effectiveness of matching families and settling children with educators. According to parents' feedback, children form trusting and loving relationships with educators. Parents express their satisfaction about children's learning and the positive differences they see in children's knowledge.
The coordinator visits each child in the service once a month. Her visits include advice and support for educators. She helps them to identify children's interests and dispositions as learners and to plan individual programmes that promote appropriate learning. The coordinator models good practice and ensures that resources are appropriate and sufficiently challenging to engage children's interest. She promotes and supports excursions outside the home, making suggestions that strengthen the programme and children's learning.
The coordinator encourages educators to include the natural world and natural resources as part of children's play. The service's intention to incorporate Montessori ideals, such as self-management, as well as Te Whāriki, appears to operate well. Children participate in child-directed programmes as suggested by the early childhood curriculum.
The service provides care for a small group of children up to two years of age. Appropriate ratios are maintained to ensure that educators are able to provide individualised nurture and support for these young children.
Management has high expectations that educators will provide quality education and care. To facilitate educators' ability to recognise good practice, regular opportunities are provided to attend professional learning and development (PLD) and attendance is encouraged by management. The coordinator stays up-to-date with current theory and practice by accessing external PLD with educators. She also provides access to articles and research to further encourage educators' professional practice. Ministry of Education PLD informs the programmes and includes New Zealand perspectives.
Educators promote children's culture, language and identity well. Continuation of support for children's home language is a priority for families and this aspect of programmes is strong. Educators successfully include children's home languages in learning journals and in online communications with parents.
Organisational management is thorough. The complementary team have created a culture of support and professionalism. The management team prioritises the development of good knowledge of regulated expectations, legislation and health and safety requirements, and the desire to manage growth and to focus on high quality provision. A comprehensive policy and procedural framework is in place.
Good self review ensures regular revisits, updating and modification of policies and procedures. Self review is also used with educators to help make judgements about ways to improve their provision for children.
The key next steps are to support educators to:
more clearly record children's progress over time in assessment records
use the service philosophy as a tool to review the effectiveness of programmes to promote positive outcomes for children
use curriculum documents as a way to prompt educators' evaluation of their practice
continue to strengthen educator understanding and use of English language in programmes.
Before the review, the staff and management of Playdays Montessori completed an ERO Home-based Education and Care 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.
The next ERO review of Playdays Montessori will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
17 February 2017
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 |
Glendene, Auckland |
||
|
Ministry of Education profile number |
46449 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 80 aged under 2 |
||
|
Service roll |
31 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Boys 17 Girls 14 |
||
|
Ethnic composition |
Samoan Tuvalu |
27 4 |
|
|
Number of qualified coordinators in the network |
1 |
||
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
December 2016 |
||
|
Date of this report |
17 February 2017 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
||
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.