4 Little Gem Road, Hornby, Christchurch 8025
Little House Montessori is a privately-owned early childhood centre in Christchurch. The centre serves a culturally diverse community.
Children have many opportunities to learn through a responsive curriculum that is consistent with Montessori approaches and Te Whāriki, the early childhood curriculum. Leaders and teachers model care and respect for one another, children and their families. They work collaboratively to promote partnerships with parents in supporting children’s learning. Montessori values such as ‘grace and courtesy’ are given prominence when working with children. Children benefit from a well-organised learning environment. They have easy access to high quality Montessori resourcing and caring teachers to inspire their curiosity and positively impact on their active engagement in learning.
Children’ s learning and development is supported by teachers with culturally relevant knowledge and expertise. They have deep understandings of cultural perspectives, including the importance of family aspirations for children’s learning of English as an additional language. As a result, children have many opportunities to celebrate their own culture, and the cultures of others, within a curriculum that fosters appreciation of cultural heritage.
Teachers effectively build children’s confidence and competence as successful learners. They actively promote their thinking, reasoning, and social skills, using calm and respectful interactions. Te ao Māori is acknowledged with thoughtful resourcing and through the use of te reo Māori during group times. Leaders have identified that extending te ao Māori understandings and practices is a key priority for 2022.
Leaders and teachers collaboratively develop and enact the services philosophy, vision, goals and priorities. There are high expectations for teaching and learning including ensuring consistency in ways of working with children to promote equitable outcomes. Assessment practice informs the curriculum design and over time builds each child’s cultural identity, sense of belonging and learner identity. Evaluation of the impact of intentional teaching strategies on outcomes for learners is yet to be undertaken.
The learning and wellbeing of children in the context of culture and family relationships are the primary considerations in decision making. Leadership has established sound systems that strengthen the focus on what is happening for children and their learning. Use of internal evaluation to promote sustained improvement and innovation is at an early stage. Collective capacity to use evaluation for improvement is being built. Formal monitoring and evaluation of strategic priorities is yet to be undertaken.
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