Bright Beginnings Montessori Nursery - 23/07/2015

1. Evaluation of Bright Beginnings Montessori Nursery

How well placed is Bright Beginnings Montessori Nursery to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bright Beginnings Montessori Nursery is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Bright Beginnings Montessori Nursery provides for infants and toddlers up to two-years old. Bright Beginnings Montessori Brookside is in the same building. It provides for children from two-years old to school age.

The nursery and the preschool operate as one centre. They have the same management, systems and practices. The nursery has its own classroom and outdoor play space. These are very spacious. Nearly all the staff are qualified early childhood teachers.

The managers and teachers have made very good progress in meeting the 2012 ERO review recommendation to establish effective child assessment and programme-planning processes. Progress is being made to improve self review and staff-appraisal processes. Strategic planning remains an area for further development.

The Review Findings

Infants and toddlers in the nursery benefit from nurturing relationships with their teachers. They provide children with a high level of care and considerable additional support for infants and toddlers who take time to settle into the centre.

Teachers focus on the needs, interests and routines of each child. They build close relationships with the families and use a range of useful ways to share and gather information to best support the infant or toddler in the centre. The managers and teachers provide additional support for families when it is needed.

Teachers place an emphasis on infants and toddlers developing their language and communication skills. They respond promptly to children, engage them in conversation and have fun with them. They make good use of music and songs to extend the children’s communication skills. Teachers often use simple te reo Māori phrases in their conversations with the children.

The nursery environment is calm and well organised. High adult-to-child ratios and good team work ensure teachers give individual children the time they need to settle and be happy.

The child profile books and planning records provide a comprehensive record of each child’s learning at the centre and the ways teachers promote ongoing learning. The records consistently show ways teachers support the learning and next steps to extend and provide meaningful learning experiences for each child. Teachers encourage parent comments in the learning stories and may include parent comments.

Child transitions into, and within and the centre are well established and focus on the needs of each child and their family.

Children’s home cultures are recognised in the programme and teachers regularly use home language with the children. Parents are encouraged to share their language and culture with the centre to benefit all children.

The managers have high expectations for learning and teaching and value teachers as professionals. They actively promote leadership within the centre. They make good use of external expertise to strengthen centre systems, practices and understandings.

Managers provide teachers with good support, professional development and resources to continually improve their skills, knowledge and confidence. Team work and support is valued and well used to improve teaching practices and provide consistency in the use of the centre’s systems and practices.

Key Next Steps

The managers and ERO agree, that the next steps to improve learning outcomes for children include continuing to:

  • strengthen te reo and tikanga Māori and Māori children succeeding as Māori
  • promote Pacific language and culture
  • embed and develop the depth and usefulness of self review
  • provide more opportunities for children to develop their creativity in the programme
  • encourage teachers to complete Montessori training.

The managers should also:

  • develop a strategic plan to provide clear direction and priorities for achieving the centre’s vision.
  • review group times to ensure they support the centre’s philosophy for learning and teaching.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Beginnings Montessori Nursery 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Beginnings Montessori Nursery will be in three years.

Graham Randell Deputy Chief Review Officer Southern

23 July 2015

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including up to 24 aged under two

Service roll


Gender composition

Boys 13; Girls 12

Ethnic composition


NZ European/Pākehā




Other ethnicities







Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Review team on site

June 2015

Date of this report

23 July 2015

Most recent ERO report

These are available at

Education Review

April 2012

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.