Wee Wisdom Montessori Drury

Education institution number:
10042
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

159 Great South Road, Drury

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Wee Wisdom Montessori Drury

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 Wee Wisdom Montessori Drury are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakawhanake Sustaining

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Wee Wisdom Montessori Drury is privately owned. It is co-led by a qualified owner and centre manager who support a team of two qualified and six unqualified teachers. Seven of the staff are Montessori trained. The service’s philosophy is based on the Montessori approach and Te Whāriki, the early childhood curriculum, that prioritises children’s self-directed activity, collaborative and individual hands-on learning.

3 Summary of findings

Children learn in an inclusive and nurturing environment. Kaiako provide a vast range of Montessori resources for children to engage in practical life skills, sensorial activities, mathematics, literacy, science, art, culture, music and movement. Those who work with infants and toddlers provide an unhurried environment that enhances children’s wellbeing, learning and developmental milestones. Children are guided by kaiako to develop independence and self-help skills.

Children benefit from learning-focused partnerships between their whānau and kaiako. Positive relationships between kaiako and children and their whānau are evident. Parents and whānau are invited to contribute to the daily curriculum through “mahi days”, parent mat times, involvement in planning through parent stories, parent teacher meetings and whānau days. They are comfortable to share their skills and knowledge in the centre programme.

Te reo and tikanga Māori are integral parts of daily practices. Children experience these through waiata, ngā kupu, and karakia. Cultural events are acknowledged and celebrated. Home visits strengthen and support family and preschool connections. Children with additional needs are well cared for and included in all aspects of the curriculum. The service draws on external agencies to support equitable outcomes for these children.

Kaiako collaboratively implement a responsive and rich curriculum. A wide range of assessment evidence is gathered and used to facilitate, and plan for children’s learning. The service has identified a goal for kaiako to continue to support older to children to take a leading role in planning, assessing and evaluating their own learning.

Those in governance and management are actively involved in the daily operation of the centre. Leaders mentor kaiako to support their professional growth. The teaching team is working collaboratively to strengthen internal evaluation processes. Strategic and annual plans reflect the philosophy, goals and visions of the service.

4 Improvement actions

Wee Wisdom Montessori Drury will include the following actions in its Quality Improvement Planning:

  • Continue building the conditions to develop kaiako capability and collective capacity to evaluate for sustained improvement.
  • Supporting older children to develop the skills they need to be more involved in leading, planning, and evaluating their own learning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Wee Wisdom Montessori Drury 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.

Phil Cowie

Acting Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

16 November 2021 

6 About the Early Childhood Service

Early Childhood Service Name

Wee Wisdom Montessori Drury

Profile Number

10042

Location

Drury, Auckland

Service type

Education and care service

Number licensed for

100 children, including up to 16 aged under 2

Percentage of qualified teachers

80-99%

Service roll

54

Ethnic composition

Māori 3, NZ European/Pākehā 24, Indian 11, Samoan 4, Sri Lankan 4, other Asian 5, other ethnic groups 3

Review team on site

August 2021

Date of this report

16 November 2021

Most recent ERO report(s)

Education Review, October 2016; Education Review, July 2013

Wee Wisdom Montessori Drury - 04/10/2016

1 Evaluation of Wee Wisdom Montessori Drury

How well placed is Wee Wisdom Montessori Drury 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

Wee Wisdom Montessori Drury is a privately owned centre that has recently undergone significant development. Previously a small centre licensed for 26 children, it was greatly extended with the addition of three new buildings in April 2016. The service now provides full-day education and care for up to 100 children, including up to 10 children under two years old. Consequently, there are several new staff and there have been changes in roles and responsibilities.

The original centre building is now designated for children under three years old. A large new building caters for three to six year olds. A head teacher leads the staff in each of the centre areas. The site also includes a separate staff room and a community centre.

The centre is one of four in South Auckland and Paeroa operated by the owners. The service focuses on providing authentic Montessori early childhood education with a community outreach to engage families and others in different aspects of education. Teachers are well supported by an on-site centre manager, and an area manager who visits often to oversee the quality of teaching and learning, and to contribute to centre management decisions. The teaching team are registered early childhood teachers with qualifications in Montessori philosophy and practices. Teachers reflect the cultural diversity many families bring to the centre.

In 2013 ERO identified several positive features in centre practices and the need for further development in several areas including self review, assessment, the use of te reo Māori and the outdoor environment. These areas remain a focus for improvement as centre leaders deliberately take a measured approach to increasing the roll, developing resources and implementing change.

The Review Findings

Calm, carefully arranged environments enable children in this centre to make independent choices from a wide range of Montessori equipment and activities. Children work confidently with resources often in friendly groups or while focussing individually on a task. Some sustain their interest in an activity for prolonged periods and they respond well to adult support for their play. Children have opportunities to learn aspects of early literacy, numeracy and science which are integral components of Montessori programmes. They also celebrate many different cultural events and benefit when teachers include te reo Māori, waiata and practices that reflect local tikanga.

Teachers working with the younger children are caring, patient and cheerful as they introduce the children to a new environment and resources. While this group is currently very small and includes only one infant under two years old, teachers are preparing suitable equipment for toddlers and a safe space for infants. Toddlers enjoy exploring the resources and are beginning to learn self-help skills, and about the tasks and expectations of Montessori programmes.

Teachers support children well to engage with the resources and make choices about what they do. Teachers guide children through the progression of Montessori equipment and encourage them to practise and master associated skills. Teachers foster children's oral language when they are working in groups or during mat-time activities. This is an area they could continue to enhance as children prepare for school.

Teachers are beginning to develop topics that are based on children's observed interests. The majority of planning, assessment and evaluation is related to Montessori resources with an increasing focus on children's interests. This developing focus should provide more meaningful contexts for children’s learning. Parents and whānau provide useful information about their child's strengths and interests which could guide teachers in their work with each child. A new digital portal that provides families with easy access to records of children's learning also provides a very good opportunity for teachers to further engage parents in learning partnerships.

The new classroom has an attractive and potentially interesting setting. While very well resourced indoors, the outdoor environment for older children has yet to be developed and further age-appropriate equipment is needed for the younger group. Centre leaders are planning staged development but need to consider regular opportunities for physical play in the interim. As children enjoy good access to the outdoors it is important that this spacious area provides a rich variety of experiences and challenge.

Systems for managing the extended service are becoming established. Strategic and annual plans have been developed, professional development opportunities for teachers have been organised and the centre philosophy and vision have been shared. Teachers are taking responsibility for ongoing self review with a commitment to providing positive outcomes for children. Parents have been surveyed to contribute ideas for future development and they have good opportunities to discuss their child's learning with teachers. Teachers are excited about a new initiative that will enhance their knowledge of te reo and tikanga Māori.

Key Next Steps

Centre leaders agree that the key next steps for centre development should include:

  • implementing the planned outdoor development without delay and providing suitable opportunities for physical play in the interim

  • reviewing the extent to which children are encouraged to explore their individual interests

  • improving children's assessment portfolios so that stories and evidence focus more on the individual child's learning

  • reviewing the appraisal process to ensure it aligns with practices and will guide teachers to gather sufficient evidence to meet certification requirements

  • developing an action plan to strengthen the implementation of the strategic plan and to ensure all policies are kept up to date
  • continuing to develop teachers' skills and knowledge in relation to te reo and tikanga Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wee Wisdom Montessori Drury 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.

In order to improve current practices centre leaders should strengthen systems for managing risks on excursions from the centre.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Wee Wisdom Montessori Drury will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

4 October 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

Drury

Ministry of Education profile number

10042

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 10 aged under 2

Service roll

34

Gender composition

Girls 22 Boys 12

Ethnic composition

Māori

Pākehā

Chinese

Indian

Korean

Tuvaluan

Tongan

5

13

6

3

3

3

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

Currently no children under 2

Over 2

1:5

Better than minimum requirements

Review team on site

July 2016

Date of this report

4 October 2016

Most recent ERO report(s)

Education Review

July 2013

Education Review

April 2010

Education Review

April 2007

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.