121 Darlington Road, Miramar, Wellington
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Montessori Childrens House - Wellington is a privately-owned early childhood service located in Miramar. A new owner supported by a fully qualified teaching team, purchased the service in May 2019. The community is ethnically diverse.
The curriculum aligns to the principles and strands of Te Whāriki, the early childhood curriculum and the Montessori philosophy. Children have a range of experiences and opportunities to enhance and extend their learning and development - both indoors and outdoors, individually and in groups. Teachers engage in positive interactions to enhance children’s learning.
The service collaborates with parents and whānau about their child’s learning and the service operations. The premises and facilities are suitably resourced. Governance management processes and internal evaluation are established. Monitoring of the consistent implementation aspects of health and safety practices is required.
Next steps include strengthening the quality of planning and assessment for learning, particularly in relation to:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ensure heavy equipment that could fall or topple and cause serious injury or damage are secured
parents/caregivers have given prior written approval of the proposed ratio for excursions, the excursion must be approved by the Person Responsible
illnesses were identified as not correctly reported including the time and description and evidence that parents have been informed.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS6, HS17, HS27.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
25 March 2022
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Early Childhood Service Name |
Montessori Childrens House - Wellington |
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Profile Number |
60354 |
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Location |
Wellington |
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Service type |
Education and care service |
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Number licensed for |
30 children over 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
26 |
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Ethnic composition |
Māori 1, NZ European/Pākehā 9, Asian 6, Other ethnic groups 10 |
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Review team on site |
February 2022 |
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Date of this report |
25 March 2022 |
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Most recent ERO report(s) |
Education Review June 2017; Education Review April 2014 |
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 regulated 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; police vetting; teacher certification; ratios)
evacuation procedures and practices for fire and earthquake.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Montessori Childrens House is a privately owned early learning service located in Miramar. It is licensed for 30 children aged over two years. All children attend five mornings per week. Younger children go home at 1pm while those older may stay until 2.45pm. A growing number remain enrolled at the service until they are six years old. Families come from a range of cultural backgrounds. Many are new to New Zealand or temporary residents.
The owners manage centre operation. A lead teacher is responsible for learning and teaching. In 2014 a new lead teacher was appointed from within the existing staff. In 2016 two new teachers were employed to replace long-term staff who had left. All three permanently employed teachers are registered. Two have completed Montessori qualifications. One vacant position is being temporarily filled by a relieving teacher.
The philosophy guiding teaching and learning highlights a strong commitment to the Montessori approach. It emphasises the importance of building strong relationships between staff, parents and children, being sensitive and responsive to different cultures, and providing an environment that fosters independent, self-directed learning. It also expresses a commitment to the Treaty of Waitangi.
The previous ERO report findings concurred with the owner's decision that the centre self-review process required strengthening. Progress is evident.
The centre has a positive reporting history with ERO.
Practice reflects the values outlined in the centre's philosophy statement.
The environment is rich and well resourced to support a wide range of children's interests and Montessori learning areas. The consistently calm tone is conducive to sustained engagement in learning. Visitors, trips, celebrations and specialist afternoons of music, drama and sports add an exciting dimension. Children are motivated, confident and happy learners.
Teachers are responsive, respectful and consistently engaged with children in their learning. They use a range of effective strategies to support their participation, focus their thinking and extend their understanding and ideas. Expectations for behaviour are understood and consistently reinforced. Children are well supported to be independent, self-managing and self-directed learners. They are seen as competent to make decisions and voice their opinions. Many can articulate their goals, progress and successes.
The development of purposeful, supportive relationships with parents and whānau is prioritised. Families' sense of belonging is fostered. Their views are sought and valued to support decisions about operation and programme development. Communication channels are well organised. The centre enjoys high levels of parental participation and support. A strong sense of community is evident.
Children's and families' transitions into the centre are well supported. Parent evenings, meetings for sharing personal information, flexible visiting and dedicated support from key teachers all contribute to a personalised and friendly approach. Children who may require additional learning support are welcomed. Leaders have knowledge of suitable support agencies and strategies.
Processes are in place to ease children's transition to primary school. The lead teacher's participation in a cluster set up specifically to support transition has helped to establish reciprocal relationships with local schools. Comprehensive reports are written about children's backgrounds, learning and progress. These have the potential to support continuity of learning between the centre and schools. The lead teacher plans to continue to develop the centre's approach.
The development of a bicultural perspective is a work in progress. Manaakitanga (hospitality), mahaki (gentleness) and rangimārie (peacefulness) are strongly evident. A centre kakahu (cloak) symbolises the philosophy of the centre and the importance of Māori values, families and whānau. Leaders have professional learning and development (PLD) planned to further strengthen practice and understanding.
The programme effectively integrates the Montessori approach with the principles and outcomes of Te Whāriki, the early childhood curriculum. Teachers' approach to planning for individual children's learning is collaborative and carefully considered. Families' and children's views are taken into account to identify long-term goals. Parents' aspirations for their children's learning are valued and acted upon. Portfolios record progress through the Montessori materials and in learning linked to interests and ideas. Children enjoy the opportunities to access their portfolios and reflect on their achievements.
While the team is relatively new, cohesive and collaborative teamwork is evident. Roles and responsibilities are clearly defined. New staff are supported by a carefully considered induction process. Ongoing reflection on teaching and learning outcomes occurs.
The appraisal process provides good support for teacher development. Teachers set goals to improve their practice and receive focused feedback about their progress. Provision for professional learning and development is generous and appropriately linked to centre and teachers' priorities. A suitable process is in place to support the provisionally registered teacher to meet full registration requirements.
Internal evaluation is valued as a tool to support effective decision making about improvement. The owner has accessed up-to-date resources and, along with senior staff, led a detailed evaluation process that has resulted in improved outcomes for teachers and children. She recognises the need to now broaden the approach to focus on and progress a wider range of priorities over time. Further consideration should also be given to the way quality indicators are identified, to ensure they are sufficiently defined, measureable and linked to best practice.
The centre is effectively governed and managed. Strategic direction is established and supported by goals linked to teaching, learning and operation. A good range of up-to-date operational guidelines is in place to support understanding of management's expectations and legislative requirements for early learning services. A strong focus on continuing improvement is evident.
ERO and leaders agree that areas for continued development are strengthening the bicultural perspective in the programme and broadening the scope of planned internal evaluation.
Before the review, the staff and management of Montessori Childrens House - Wellington 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.
The next ERO review of Montessori Childrens House - Wellington will be in four years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
23 June 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.
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Location |
Wellington |
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Ministry of Education profile number |
60354 |
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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 |
30 children aged over 2 |
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Service roll |
28 |
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Gender composition |
Boys 16, Girls 12 |
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Ethnic composition |
Māori |
2 |
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
23 June 2017 |
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Most recent ERO report(s)
|
Education Review |
April 2014 |
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|
Education Review |
December 2012 |
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|
Education Review |
December 2007 |
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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:
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.