Trillium Montessori School Ltd.

Education institution number:
47227
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

132 Springs Road, Hornby, Christchurch

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Trillium Montessori School Ltd.

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 Trillium Montessori School Ltd. are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding
Whakaū Embedding

2 Context of the Service

Trillium Montessori School Ltd. is a small privately-owned early childhood service. Te Whāriki, the early childhood curriculum and Montessori philosophy guide the day-to-day curriculum. Children and their families come from diverse ethnic backgrounds which is reflective of the local community.

3 Summary of findings

Children experience an inclusive curriculum that caters to their individual learning and development needs. Their natural curiosity is fostered through planned learning experiences. They are encouraged to take leadership in their learning by having the freedom of choice in activities and experiences. A strong focus on literacy and numeracy woven through the Montessori curriculum supports successful transitions to school. Bicultural practice has strengthened since the last review as a result of ongoing professional learning and reflection. Children hear some te reo Māori and regularly experience aspects of tikanga Māori within the curriculum.

Infants, toddlers and their whānau are well supported in their transitions into the service. They experience a calm and slow-paced environment where their emotional wellbeing is promoted. Teachers’ interactions with children are respectful and unhurried. Children demonstrate a secure sense of belonging.

Assessment, planning, and evaluation practices, while collaborative, are variable across the service. Teachers regularly gather parent aspirations to inform children’s individual planning. Children’s cultures, languages and identities are reflected and supported through documented use of their home languages and cultural celebrations. Children’s progress and learning over time is evident. However, assessment information could more consistently and clearly show how well all children are learning in relation to the learning outcomes in Te Whāriki and the service’s priorities for learning.

Leaders and teachers are improvement focused.  Research and inquiry are used well to reflect on and deepen practice. Internal evaluation as a process to measure the effectiveness of practice requires better knowledge and understanding to determine what is working well for children and what could be improved.

Leaders have established systems for mentoring and coaching teachers to build their teaching and leadership capability. Appropriate external expertise is sought to support this development which aligns to the centre philosophy and priorities for learning.  

Governance provides suitable resourcing to provide support for children with additional learning needs and resources to reflect the service philosophy and commitment to equitable outcomes for children.

4 Improvement actions

Trillium Montessori School Ltd. will include the following actions in its Quality Improvement Planning:

  • more consistently and clearly show all children are learning and progressing in relation to the learning outcomes in Te Whāriki and the valued priorities for learning

  • build leader and teacher understanding and capability of effective internal evaluation to enable the service to evaluate current practice and know what is working or not and for whom.

Management Assurance on Legal Requirements

Before the review, the staff and management of Trillium Montessori School Ltd. 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

5 October 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Trillium Montessori School Ltd.

Profile Number

47227

Location

Christchurch

Service type

Education and care service

Number licensed for

32 children, including up to 6 aged under 2

Percentage of qualified teachers

80-99%

Service roll

35

Ethnic composition

Māori 2, NZ European/Pākehā 7, Pacific 3, Other ethnic groups 26

Review team on site

10 May 2022

Date of this report

5 October 2022

Most recent ERO report

Education Review, February 2019

Trillium Montessori School Ltd - 05/02/2019

1 Evaluation of Trillium Montessori School Ltd.

How well placed is Trillium Montessori School Ltd. to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre is well placed to promote positive learning outcomes for children.

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

Background

Trillium Montessori School Ltd is a privately-owned education and care service in Hornby. It is a full-day service licensed for 32 children, including six children under two years old.

Children learn and play in two separate, purpose-designed indoor areas. The under two-year-olds have a separate play area from other children. Children attending the service come from a variety of ethnic backgrounds, which is representative of the diverse cultures in the local community.

Almost all teachers (including the owner) are ECE and Montessori qualified. There have been several staff changes since operation began in 2017.

The vision and values, which are informed by Montessori principles and Te Whāriki (The New Zealand Early Childhood Curriculum), promote the concepts of 'independence', 'taking responsibility for self and others', 'natural curiosity in the world around us' and 'partnership with parents.'

This is the first ERO review for this service.

The Review Findings

The owner is providing quality, improvement-focused direction and support for the service. The owner takes responsibility for day-to-day management as well as governance. Documentation, systems and processes that guide centre operations are designed to promote high expectations and consistency of practice at all levels of the service's operation.

Teachers are well supported to develop leadership and teaching capability. The owner is committed to building a capable and cohesive teaching team which is well-positioned to respond to the learning and wellbeing of all children who attend the centre. There are mentoring systems in place to support teachers new to the centre and those who are new to teaching. As well as providing internal professional support for teachers, the owner sources external professional learning opportunities that are related to the service's strategic priorities. Useful guidelines and templates drive individual and group planning. Teachers' planning incorporates children's interests and considers future directions for learning. Transitions into and within the centre are guided by the needs of children and the expectations of their whānau.

Internal evaluation is beginning to provide useful information to inform improvement. A recently completed evaluation proved useful in making modifications to transition practices into and within the service. An appropriate framework for internal evaluation is in place and in current use. External support has been sourced to assist teachers in developing reflective practices. Appraisal processes are being established to ensure Education Council requirements for teaching standards are met.

The diverse cultural backgrounds of children, including Māori children, are celebrated. A number of children have English as a second language and teachers consult with parents about appropriate communication strategies for these children. Bicultural practices are growing and are evident in the use of te reo, waiata and other aspects of Māori culture.

The curriculum is Montessori informed and has an emphasis on the use of natural materials and skill development in everyday situations. Children choose how to engage with the resources provided and teachers work alongside children, responding to their interests and needs.

Children under two years old are nurtured by their teachers. Calm interactions and flexible routines that accommodate individual needs, promote a positive environment and a sense of belonging.

Key Next Steps

Internal evaluation is an area for further development. Refining internal evaluation practices will assist the leadership and teaching team to identify which systems and practices are sustainable and most effective in supporting children and their whānau at this centre. ERO has identified areas of practice which it would be timely to evaluate for their impact on children's learning outcomes. These include:

  • evaluating teaching strategies to identify which are most effective in promoting learning and wellbeing

  • success for Māori children, in terms of understanding how effective current practices are in promoting language, culture and identity

  • annual planning, in relation to how effectively it supports the achievement of strategic goals.

The appraisal process needs to be fully implemented to ensure compliance with Education Council requirements for annual attestation in relation to the teaching standards.

Management Assurance on Legal Requirements

Before the review, the staff and management of Trillium Montessori School Ltd. 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 Trillium Montessori School Ltd. will be in three years.

Alan Wynyard

Director Review & Improvement Services

Te Waipounamu - Southern Region

5 February 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

Christchurch

Ministry of Education profile number

47227

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 6 aged under 2

Service roll

37

Gender composition

Boys 16 : Girls 21

Ethnic composition

Māori
Pākehā
Asian
Other ethnicities

4
8
14
11

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Meets minimum requirements

Over 2

1:9

Meets minimum requirements

Review team on site

November 2018

Date of this report

5 February 2019

Most recent ERO report

 

No previous ERO reports

 

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.