BestStart Montessori Kilbirnie

Education institution number:
50061
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
28
Telephone:
Address:

11 Vallance Street, Kilbirnie, Wellington

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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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for BestStart Montessori Kilbirnie are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

BestStart Montessori Kilbirnie is an early childhood service owned and operated by BestStart Educare Limited. A national restructure has resulted in leadership changes. The centre manager has recently been appointed and is supported by a local area manager and professional practice leader.

3 Summary of findings

Kaiako practices successfully promote tamariki agency and leadership that enable them to become competent and independent learners. Well-resourced environments offer challenges and opportunities for physical development and independence. Tamariki are confident to take risks in their learning.

Infants learn in a calm and nurturing environment. Kaiako foster caring experiences relationships with tamariki. This promotes their sense of belonging and wellbeing.

The Montessori influence is highly evident. The curriculum has a strong emphasis on oral language which supports general knowledge, confidence, and concentration development. Tamariki progressively demonstrate good communication skills.

Curriculum decisions and planning are informed by focused observations of tamariki and purposefully sought views of parents and whānau. The service is increasingly intentional about using the learning outcomes from Te Whāriki, the early childhood curriculum to show what tamariki have learned and their developing capabilities. Learners with diverse needs are well supported to fully contribute to the planned curriculum.

The identity and heritage of each child is valued as central to their holistic development. Kaiako are increasingly recognising the importance of including bicultural perspectives within their assessment documentation. Te reo Māori has yet to be integrated into the daily programme.

BestStart systems, processes and guidelines are well developed and regularly reviewed to improve provision for children. The area manager and professional practice leader monitor and report on progress towards meeting regulatory and professional requirements.

Good progress has been made on establishing coherent organisational conditions to provide a clear framework for internal evaluation. The process shows in-depth thinking by kaiako on some aspects of their practice that impact on learners. More work is required to develop leaders and Kaiako practice to engage in robust internal evaluation.

4 Improvement actions

BestStart Montessori Kilbirnie will include the following actions in its quality Improvement Planning:

  • continue to build leaders and kaiako knowledge about Māori theories and pedagogies, and make more visible in key centre documentation and practice
  • consistently implement the valued learning documented in the local curriculum, to show the intentional use of learning outcomes in Te Whāriki
  • deliberately build leaders and kaiako capability to do and use internal evaluation to show how improvement actions have helped realise the priorities for children and their learning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Montessori Kilbirnie 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

2 June 2021 

6 About the Early Childhood Service

Early Childhood Service Name BestStart Montessori Kilbirnie
Profile Number 50061
Location Wellington

Service type

Education and care service

Number licensed for

26 children, including up to 10 aged under 2.

Percentage of qualified teachers

80%+

Service roll

26

Ethnic composition

NZ European/Pākehā 12, Other European 6, Other ethnic groups 8

Review team on site

March 2021

Date of this report

2 June 2021

Most recent ERO report(s)

Education Review, February 2017; Supplementary Review, February 2014.

1 Evaluation of Montessori Kilbirnie

How well placed is Montessori Kilbirnie 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

Montessori Kilbirnie is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns a number of early childhood services across New Zealand.

Full time education and care is provided for 26 children, including 10 aged up to two. Of a roll of 35, no children identify as Māori. A centre manager has responsibility for the day-to-day running of the centre. She is supported by a business and professional services manager.

The February 2014 ERO supplementary review report, identified that there was an urgent need to embed and sustain high quality teaching practices. These included: planning for learning; incorporating te reo me ngā tikanga Māori; promoting educational success for Māori children; support for children with additional needs, including those aged up to two; and self review. Progress in these areas is evident.

In the past two years a Montessori-trained centre manager has been appointed. This has provided stability for the teaching team.

This review was part of a cluster of three in BestStart Educare Ltd.

The Review Findings

Children have access to a learning environment that promotes their independence. A wide range of learning experiences is provided. They work individually or with their peers engaging in sustained play. Respectful practice by both teachers and children is highly evident.

Teachers know children well and draw on this information to support and extend their learning. Literacy, mathematics, science and geography are valued and highly promoted. Using intentional teaching strategies to respond to all opportunities to challenge children's learning is a centre wide focus.

Children with additional needs are identified and supported. External agencies are accessed when required.

Children up to the age of two are well supported. There are comfortable, safe spaces for those who are not yet mobile. Teachers have an unhurried, respectful approach. They respond to children's verbal and non-verbal cues with descriptive language to promote and extend vocabulary. Soft relaxing music promotes a sense of calm.

Transitions for children into, through and out of the centre are well considered. Teachers' relationships with local schools and collaboration with parents, along with participation in a BestStart initiative, support children's transition to school.

Through undertaking professional learning and development, teachers are developing a clearer understanding of a how they can integrate the principles and strands of Te Whāriki - the early childhood curriculum and the Montessori philosophy. Leaders acknowledge that this continues to evolve. ERO's evaluation affirms this finding.

Children contribute to the development of the planned programme that is responsive to their interests. Specific teaching strategies support their learning. Regular entries in their profile books provide information about engagement in the programme and developing friendships. A new on-line programme gives parents opportunities to provide feedback about their children's entries.

Leaders acknowledge that teachers' approach to assessment requires further strengthening to show:

  • how parents' aspirations are used to inform the planned programme

  • progression of learning over time.

Teachers have engaged in professional development to further their understanding of a bicultural curriculum. Aspects of te ao Māori are evident throughout the centre. Waiata Māori are popular with children. Culturally significant events are celebrated.

Staff are building their understanding of ways to promote educational success for Māori learners. Links with a local marae are contributing to this understanding.

Thoughtful consideration has been given to reflecting the cultural backgrounds of children and their families throughout the centre. Leaders have identified that support is required to improve teachers' understanding of the Pasifika Education Plan 2013-2017. ERO's evaluation affirms this direction.

A clear framework guides the appraisal process. This includes self and appraiser assessment and has a developmental focus. Formal observations of practice are providing useful information about the quality of teaching. BestStart provides opportunities for teachers to participate in a wide range of professional learning and development.

Teachers' implementation of self review is guided by BestStart's collaborative and reflective processes. Planned and spontaneous reviews are well-established practices. Teachers' understanding of the purpose and impact on enhancing outcomes for children's learning is developing. To strengthen internal evaluation processes teachers should undertake more in-depth analysis of the evidence collected to inform their judgements about quality of practices, and to determine the impact of changes on outcomes for children. 

A professional service managers (PSM) provides regular in-depth feedback, support and guidance about the curriculum in action. Strengths and areas for development are clearly identified. The PSM, in partnership with the teaching team, should continue to monitor the effective implementation of the areas identified for ongoing improvement in this evaluation.

Key Next Steps

ERO and leaders agree next steps are to continue to strengthen:

  • the integration Te Whāriki and Montessori curricula

  • the quality of assessment, planning and evaluation

  • knowledge and understanding of educational success for Māori and Pacific children

  • teachers' and leaders' capability in understanding and using internal evaluation processes.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

16 February 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

Location

Wellington

Ministry of Education profile number

50061

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 10 aged under 2

Service roll

35

Gender composition

Girls 18, Boys 17

Ethnic composition

Pākehā

Other ethnic groups

27

8

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

December 2016

Date of this report

16 February 2017

Most recent ERO report(s)

 

Supplementary Review

February 2014

Education Review

October 2012

Education Review

September 2009

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.