Learning Links Montessori

Education institution number:
83018
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

39 Queens Drive, St Kilda, Dunedin

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Learning Links Montessori

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 Learning Links Montessori 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

Learning Links Montessori previously known as Gumtree Montessori and Childcare is one of nine services within the Learning Links Group. The organisation owners and leaders provide ongoing professional support to this service. Almost a quarter of children are Māori. Small numbers of children from Pacific and other cultural heritages attend.

3 Summary of findings

Children experience a wide curriculum based on Te Whāriki, the early childhood curriculum, the Montessori Philosophy and clear learning priorities. These priorities, align to the organisation’s values and are personalised to reflect the local context.

Infants and toddlers are supported in their well-being and learning. Māori children are affirmed in their cultural identity. Teachers meaningfully engage with and alongside children and extend learning through careful observation and conversations. These approaches support children to develop a strong sense of belonging within the service. Detailed learning plans for children with additional learning needs are developed in collaboration with their whānau and external agencies.

Useful and improved guidelines for assessment for learning are in place. The learning outcomes from Te Whāriki are integrated within individual and group assessment. Teachers regularly document children’s learning as it occurs. However, evaluation of the learning and progress over time needs to be better understood and reflected in documentation.

Professional leaders build the collective capability of the leadership and the teaching team through targeted support. Internal evaluation is systematic, well led and results in improvements. For greater effectiveness some aspects of this process require refining. There is a clear line of sight from the organisation vision and values to the operations of the service and an evident commitment to improving outcomes for children.

4 Improvement actions

Learning Links Montessori will include the following actions in its Quality Improvement Planning:

  • when evaluating learning for groups of children, continue to build teachers’ collective capability to show learning and progression over time in relation to the Te Whāriki learning outcomes and the service’s priorities for learning

  • increase the effectiveness of internal evaluation practice by developing clear indicators of high-quality practice relevant to the focus and use these to guide all stages of the evaluation. At the evaluating and monitoring phase, make greater use of a wide range of evidence to better know what is working or not, and for whom.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Links Montessori completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

6 Actions for Compliance


Since the on-site visit the service has provided ERO with evidence that it has addressed the following non-compliance;

  • a record of excursions that aligns with all the requirements specified in the Licensing Criteria.

Licensing Criteria for Early Childhood Education and Care Services, HS17.

Kathy Lye
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

28 March 2023 

7 About the Early Childhood Service

Early Childhood Service Name

Learning Links Montessori

Profile Number

83018

Location

Dunedin, Otago

Service type

Education and care service

Number licensed for

68 children, including up to 18 aged under 2

Percentage of qualified teachers

80-99%

Service roll

41

Review team on site

January 2023

Date of this report

28 March 2023

Most recent ERO report(s)

Education Review, November 2018; Education Review, March 2016

Gumtree Montessori and Childcare - 20/08/2019

ERO’s judgement

Regulatory standards

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Background

Gumtree Montessori and Childcare has been under new ownership since October 2017. Staff include a new centre manager and new teaching team. Professional managers from Astute Project Ltd provide professional support for service operation and teaching practice. This is the service’s first ERO review under new ownership.

Summary of review findings

Children make choices from a range of resources and experiences. Teachers plan and implement programmes guided by Te Whāriki, the early childhood curriculum and underpinned by the Montessori philosophy. They respond to parents’ aspirations for their children’s learning.

The design and layout of the service support the provision of different types of indoor and outdoor experiences appropriate to the number, ages and abilities of children.

There are systems in place to monitor the implementation of health and safety requirements. Self review/internal evaluation helps the service to maintain and improve the quality of education and care.

Actions for compliance

ERO found areas of non-compliance in the service relating to:

  • safety checking of staff to meet the requirements of the Vulnerable Children Act (2014)

  • building consent in relation to alterations made and remedial work carried out on the exterior wall of the hall

  • ventilation that allows fresh air to circulate in areas used by children

  • providing information to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service.

Licensing Criteria for Early Childhood Education and Care Centres, 2009, PF3, PF12, GMA3, GMA7A.
Education (Services) Regulations 2008, 45 (1a ii), 47 (1a, 1d).
Vulnerable Children Act, 2014

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances: safety checking to meet the requirements of the Vulnerable Children Act (2014), ventilation that allows fresh air to circulate in areas used by children, building consent in relation to alterations made, providing information to parents about the amount and details of the expenditure of any Ministry of Education funding.

The service provided ERO with documentation confirming that remedial work was carried out on the exterior wall of the hall and assessed by the structural engineer as not to pose any immediate danger.

Licensing Criteria for Early Childhood Education and Care Centres, 2009, PF3, PF12, GMA3, GMA7A.
Education (Services) Regulations 2008, 45 (1a ii), 47 (1a, 1d).
Vulnerable Children Act, 2014

Next ERO Review

The next ERO review is likely to be an Education Review.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

20 August 2019

Information about the service

Early Childhood Service Name

Gumtree Montessori and Childcare

Profile Number

83018

Location

Dunedin

Service type

Education and care service

Number licensed for

68 children, including up to 14 aged under 2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4 Better than regulatory standards

Over 2

1:6 Better than regulatory standards

Service roll

43

Gender composition

Boys 28, Girls 15

Ethnic composition

Māori 3
NZ European/Pākehā 26
Other ethnicities 14

Review team on site

July 2019

Date of this report

20 August 2019

Most recent ERO report(s)

First ERO review of the service

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Assurance Review process in any service:

  • 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 Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

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 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 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.

Montessori for Children - 27/09/2016

1 Evaluation of Montessori for Children

How well placed is Montessori for Children 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 for Children is a privately owned, early childhood service in St Kilda, providing Montessori education for children aged two-to-six years. As a result of community demand, the service has recently started a Montessori programme in a separate room for two-to-three year old toddlers.

The owner has high expectations of herself, the team and for children’s learning, and is passionate about her service and the Montessori approach.

The service has made good progress in addressing the recommendations in the 2013 ERO report. The owner and teachers have received professional development on self review and established a useful framework to guide the process. They have conducted a range of spontaneous reviews leading to a number of changes and improvements to the environment and teaching practice.

Planning and assessment records now clearly show the teachers' intentions for children’s learning and the progress children are making. They show how teachers support progress and achievement and what teachers will do next to further extend children's learning.

The Review Findings

Children are supported to learn within the well-managed Montessori curriculum. Teaching practices support the implementation of the centre statement and programme philosophy very well. Teachers are passionate about their work and collaborate effectively as a team. They work within a calm, well-resourced indoor and outdoor environment to support children to become capable, confident and independent learners.

The small group size combined with the structure of the Montessori programme enables the teachers to know the children well. Children are settled and engaged in their learning. They confidently make choices, approach teachers for help and enjoy the friendships they have with one another.

Teachers believe in the importance of having close relationships with parents and other whānau. Many families enjoy being involved in social events and centre outings. The owner talks regularly with parents to build a shared understanding about their children and their lives at home. Teachers' records of children's learning are now being sent home on a more regular basis so families can see the progress their children are making, and can support this further when children are at home. 

Te ao Māori is valued. The teachers include Māori perspectives, te reo, waiata and mihi as a regular part of the centre programme. Some teachers are more confident with this than others, so building children’s familiarity with New Zealand's bicultural heritage needs to be an ongoing focus for teachers and children.

Teachers are responsive to the learning and behaviour needs of all children. They are quick to notice where children need guidance and role modelling. They collaborate to develop appropriate ways to support children to be engaged in learning, communicate well and have success in the programme.  The programme has a strong emphasis on literacy, mathematics and life skills, and includes specialised sessions for music, art and drama.

Teachers base their programme planning around themes developed from the children’s interests, teachers' assessment information and the Montessori curriculum. The topics studied become the vehicle for teachers to extend children’s learning through carefully chosen activities and learning experiences. There is also regular planning for individuals. Teachers seek the parents' and child's voice when looking for evidence of learning progress.

In the recently established 'wee casa' room for children aged from two-to-three years, teachers are particularly focused on children’s emerging language and social development. Now that the room is up and running, it is timely to evaluate how well it works as a space for young children and their specific needs.

The owner and teachers at Montessori for Children are clear about their purpose and approach. There are effective systems in place to ensure the smooth day-to-day running of the service. The strategic plan has been useful in guiding the service’s way forward. Developments have been focused on children and on continually improving the programme and environment.

The owner and ERO agree that the next steps for the service are to continue to build on the progress made with internal evaluation (self review). This includes:

  • ensuring reviews are evaluative
  • better analysis of the evidence collected against best practice indicators at all stages of the review process.

Key Next Steps

The owner also needs to meet requirements in terms of police vetting and appraisals. She needs to:

  • develop written procedures for a rigorous appraisal process that aligns with the Education Council requirements [GMA7]
  • complete the police vetting of non-registered staff in line with the requirements of the Vulnerable Children's Act 2014 and ensure there is a system to regularly update these [GMA7A].

Management Assurance on Legal Requirements

Before the review, the staff and management of Montessori for Children 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.

ERO discussed with the owner how best to manage nappy changing in the 'wee casa' room.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Montessori for Children will be in three years. 

Lesley Patterson
Deputy Chief Review Officer Southern

27 September 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

Dunedin

Ministry of Education profile number

83018

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

68 children aged over 2

Service roll

24

Gender composition

Girls: 13

Boys: 11

Ethnic composition

Māori
Pākehā
Tongan
Other European

  4
18
  1
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

August 2016

Date of this report

27 September 2016

Most recent ERO report(s)

Education Review

May 2013

Education Review

February 2010

Education Review

October 2006

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.