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ERO Report

Aroha Montessori - 09/05/2018
Evaluation of Aroha Montessori
How well placed is Aroha Montessori to promote positive learning outcomes for children?
Well placed
ERO's findings that support this overall judgement are summarised below.
Background
Aroha Montessori is a privately owned early learning service located in Trentham, Upper Hutt. It is licensed for 20 children aged over two years and operates five days a week. Of the 25 children enrolled, three identify as Māori and one as Pacific.Since the March 2015 ERO report, a senior teacher has been employed to support the principal, who is the owner. The principal is responsible for day-to-day operation and leads a four-teacher team. All teachers are fully registered and two hold Montessori qualifications.Aroha Montessori’s philosophy emphasises the importance of: biculturalism; celebrating cultural diversity; caring for the environment; partnerships with parents; preparing for school; and promoting children’s learning, independence and creativity.The previous ERO report identified areas of practice requiring further development. These included: explicitly linking Te Whāriki, the early childhood curriculum and the Montessori curriculum to strengthen assessment, planning and evaluation; and improving teaching and learning through the development of appraisal and self-review processes.
The Review Findings
Aroha Montessori's philosophy was recently reviewed with input from families and whānau. It seeks to give effect to both Montessori principles and Te Whāriki. Aligning and strengthening links between this guiding document, the centre’s vision, strategic plan and curriculum is an important next step. This should support the team to better assess, plan and evaluate teaching and learning. Teachers know the children well. They use a range of effective strategies to support children's participation, focus thinking and extend their understanding. There is a purposeful, settled environment provided for learning and a collective sense of identity and belonging. Children's social competence is promoted and they are consistently supported to be courteous, self-managing and helpful to others. The structured Montessori programme, mainly implemented in the morning, encourages children to learn through the use of selected resources. Literacy, mathematics and science are successfully woven throughout these sessions. A calm tone supports children’s engagement for sustained periods. They show respect for the environment, each other and their teachers.The centre is an enviroschool and care for the natural world is strongly promoted. Children enjoy the outdoor play space, interacting with the environment and the opportunities for physical, creative, open-ended play. Increasing the range of resources and opportunities for children to explore, make choices and lead their own learning to better give effect to the principles of Te Whāriki is a next step. The team plans to continue professional learning and development (PLD) about Te Whāriki to strengthen their practice. Te ao Māori is identified as a valued part of the children's learning experience and aspects are promoted throughout the centre. Te reo Māori is increasingly evident in profile books. Teachers have focused on improving bicultural practices and their use of te reo Māori, supported by extensive PLD. They should continue to develop their understanding of what educational success looks like for Māori and Pacific children. Teachers' approach to planning for learning continues to require development. Children's profile books are a useful record of their learning experiences and progress through the use of Montessori materials. Recognition of their learning and achievement linked to the outcomes of Te Whāriki should be improved. A planned review of the team's approach this year should consider:
  • how best to assess children’s interests, strengths and learning dispositions
  • the planning of intentional strategies to promote children’s learning
  • evaluation that informs decisions about next teaching and learning steps
  • ways of integrating Montessori and Te Whāriki assessment processes
  • increased response to children's bicultural and multicultural backgrounds
  • further integration of parents' aspirations and goals for children’s learning.
The development of purposeful, supportive relationships with parents and whānau is given priority. Families' views are sought, valued and used to guide decisions about the learning programme and centre operation. They are well informed about their children's progress. Strengthening families' participation and partnership in their children's learning is an identified next step.Children with additional needs are well supported by external support agencies, accessed as necessary. A number of parents and children are English language learners. Teachers implement appropriate practices to support communication and encourage friendships. Well-established relationships with local schools support teachers to plan children's successful transition from the centre. Continuity of learning is promoted through comprehensive reports about children's learning, competencies and progress.Leaders and teachers are building their understanding and use of internal evaluation. External support has been accessed to strengthen this development. The need to place greater emphasis on the review of priority areas of practice is a recognised next step. Having and effectively using a suitable evaluative framework that includes the use of quality indicators and evidence, is an area for development. Emergent leadership is encouraged and nurtured. PLD is aligned to improving outcomes for children. A useful framework guides the improvement-focused appraisal process, teacher reflection and inquiry. Further development of appraisal should include observations linked to each teacher's identified goals and evidence that professional requirements are met.Aspects of governance and management are well developed. Strategic direction is supported by detailed annual plans. Aligning identified outcomes to goals, should enable progress to be better measured and the identification of next steps. Although a range of regularly reviewed operational guidelines are in place, some need further development to enable the consistent implementation of centre and legislative expectations.
Key Next Steps
  • Leaders and teacher should:
  • continue the integration of Te Whāriki into curriculum and assessment practices to extend opportunities for children to increasingly lead their own learning
  • align the philosophy, strategic plan and annual plan to better identify priorities
  • develop a shared understanding of internal evaluation to enable ongoing improvement.
Management Assurance on Legal Requirements
  • Before the review, the staff and management of Aroha Montessori 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.
  • Since the on-site phase of the review, the centre has further reviewed its policies and procedures in line with the requirements of the Vulnerable Children Act 2014.
Next ERO Review
  • When is ERO likely to review the service again?
  • The next ERO review of Aroha Montessori will be in three years.
  • Patricia Davey
  • Deputy Chief Review Officer Central (Acting)
  • Te Tai Pokapū - Central Region
  • 9 May 2018