88 Virginia Road, Saint Johns Hill, Whanganui
View on mapAkarangi | 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 Whanganui Montessori Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
Whanganui Montessori Preschool is governed by a parent-led executive committee. Since the June 2021 ERO report, the centre manager has changed. Some progress has been made on improvement actions related to learning conditions identified in that report. Others remain. At the time of this evaluation a small number of children enrolled are Māori or of Pacific heritage.
Children have ownership of their choices in a curriculum that fosters social competence and is responsive to their interests. Teachers promote tuakana-teina (older-younger child) relationships to encourage younger learners' involvement in learning. Established, reciprocal relationships with parents support shared approaches to meeting the individual needs of children.
Since the last ERO evaluation, teachers have become more consistent in delivering a bicultural curriculum. Children hear and speak te reo Māori within the daily programme. Perspectives of, and guidance from, whānau Māori are responded to, reflecting aspirations for their children’s learning and building use of tikanga Māori. Leaders and teachers continue to strengthen their culturally responsive practice, including practices for children of Pacific heritages.
Learning outcomes from Te Whāriki, the New Zealand early childhood curriculum, are increasingly used to make children’s learning visible. Assessment celebrates children’s interests and strengths, with some learning progress over time evident. Teachers are not yet evaluating their intentional teaching strategies, or changes in practice, to understand their impact on individuals and groups of children’s learning.
Leaders and teachers have established collaborative relationships that contribute to a shared understanding and enactment of the services' philosophy. Engagement in professional development is leading to growth in teacher knowledge and practice.
The governance committee has not yet introduced systems to monitor progress towards achieving strategic goals, or to inform decision making that promotes equitable outcomes for children. Throughout 2023 and into 2024 the need for new premises to provide continued viability of the service, is a considerable committee focus.
Whanganui Montessori Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Whanganui Montessori Preschool 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
27 February 2024
| Early Childhood Service Name | Whanganui Montessori Preschool |
| Profile Number | 51528 |
| Location | Saint Johns Hill, Whanganui |
| Service type | Education and care service |
| Number licensed for | 50 children aged over 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 55 |
| Review team on site | December 2023 |
| Date of this report | 27 February 2024 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, June 2021; Education Review, October 2017 |
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 Whanganui Montessori Preschool are as follows:
Outcome Indicators | ERO’s judgement |
| What the service knows about outcomes for learners | Whakatō Emerging |
Ngā Akatoro Domains | ERO’s judgement |
He Whāriki Motuhake The learner and their learning | Whāngai Establishing |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability | Whakaū Embedding |
Ngā Aronga Whai Hua Evaluation for improvement | Whāngai Establishing |
Kaihautū Leaders foster collaboration and improvement | Whāngai Establishing |
Te Whakaruruhau Stewardship through effective governance and management | Whakatō Emerging |
Whanganui Montessori Preschool has recently changed leadership structures at all levels. A small parent-led executive committee is responsible for governance. A centre manager is responsible for day-to-day operations, supported by two team leaders who have oversight of curriculum and teacher practice.
Children are well engaged in a curriculum that effectively balances Montessori philosophy and identified priorities for learning. Teachers’ purposefully scaffold learning and follow children’s interests. Intentional building of respectful relationships supports children’s developing social competence. Tuakana teina interactions promote inclusion. Children demonstrate a sense of responsibility, are courteous and curious.
The culture, language and identity of children are partly responded to. These are acknowledged through the environment and service philosophy. The cultural expertise of teachers and parents supports greater connection to children’s learning. Aspects of a bicultural curriculum are in place but not highly visible through the defined curriculum or teacher practice. Leaders have identified a need to strengthen culturally responsive practices for Pacific children.
An understanding of how well the curriculum promotes outcomes for children is emerging. Intended outcomes for children are regularly defined. These are yet to be clearly considered in relation to the learning outcomes within Te Whāriki, the New Zealand early childhood curriculum. Current internal evaluation does not assist teachers to understand how effectively children are progressing towards intended outcomes, or to consider what is and is not working well for individuals and groups of children.
Leaders and teachers are establishing collaborative relationships to strengthen consistency of teaching. They work together to develop and implement the curriculum. Teachers have multiple forums to share knowledge, teaching strategies and reflections. Relational trust between leaders and teachers to promote debate and critical reflection is in the early stages.
The board is beginning to develop processes and practices to effectively undertake their role. External support has recently been sought to progress aspects of their practice. Input into, and evaluation of, strategic goals is currently not effective in supporting the centre manager in her role. The board has little oversight of the service’s performance in relation to regulatory requirements and in achieving the agreed priorities for children’s learning.
Whanganui Montessori Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Whanganui Montessori Preschool 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, HS8]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
24 June 2021
| Early Childhood Service Name | Whanganui Montessori Preschool |
| Profile Number | 51528 |
| Location | St Johns Hill, Whanganui |
| Service type | Education and care service |
| Number licensed for | 50 children aged over 2 |
| Percentage of qualified teachers | 80%+ |
| Service roll | 46 |
| Ethnic composition | Māori 4, NZ European/Pākehā 32, Chinese 6, other ethnic groups 4. |
| Review team on site | May 2021 |
| Date of this report | 24 June 2021 |
| Most recent ERO report(s) | Education Review, October 2017; Education Review, July 2014. |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Wanganui Montessori Preschool is a community-based early learning service. A parent committee form the governance foundation. The centre is licensed for up to 50 children over two years of age. Of the 48 children enrolled six are Māori.
The manager works closely with the head teacher to provide early childhood care and education grounded in Montessori philosophy and Te Whāriki the early childhood curriculum.
The centre philosophy promotes a dynamic, stimulating and responsive curriculum which will instil a lifelong love of learning for all children. It highlights the importance of whānau contribution to these journeys and places emphasis on respectful relationships. There is also a focus on fostering children's wellbeing through showing empathy and caring for one another.
Most teachers at Wanganui Montessori Preschool have both Montessori and New Zealand early childhood education qualifications. Many are also registered teachers.
The July 2014 ERO report identified that centre leaders needed to improve the quality of reporting to the parent committee, the effectiveness of planning for children's learning, and review for improvement. Progress is evident.
The philosophy of the centre is well articulated and enacted. Children are viewed as confident, capable learners who learn through their play. They are able to lead their own learning and make choices about their participation. Teachers encourage their self management.
The spacious centre environment and refreshed outdoor space are well resourced to promote children's learning. Literacy, mathematics, science, nature and creative arts are well supported.
Respectful relationships between adults and children are evident. Children with additional needs are well supported within an inclusive learning environment.
Te reo me ngā tikanga Māori are included in routines and learning experiences. Activities include waiata, karakia, use of natural resources and consideration of books, Māori arts, local stories and artefacts.
Te ao Māori is woven through centre practices and includes visible acknowledgement of iwi and local landmarks. Māori cultural events are celebrated. The centre has identified building links with local iwi and marae as a next step.
Teachers approach to planning for learning requires improvement. The centre implements planning for learning based on observations of individual children and groups. An online platform offers opportunities for parents, whānau and teachers to contribute to their child's learning. Recording individual children's learning preferences, interests and needs should strengthen assessment and evidence-based practice.
Learning stories record children's progress over time. Parents' aspirations are gathered and responded to. Literacy and mathematics are evident.
Children's transitions into the centre, through and on to school are thoughtfully considered. An internal evaluation of transition to school has led to an improved process for children, parents and teachers.
The teaching team is building a shared understanding of best practice early childhood education and care. Leaders and managers promote opportunities for teachers to develop leadership capability. Roles and expectations are clearly defined.
Teachers' professional learning needs are identified through the appraisal process. This is contributing to the strengthening of their capability. Leaders have a strong commitment to teachers furthering their qualifications. To add rigour to the appraisal process observations of teacher practice, robust feedback and feed forward and deeper levels of reflection and analysis should become part of the approach.
Internal evaluation is a well-considered process which is undertaken regularly and contributes to positive change and improved outcomes for children. Teachers are reflective and improvement focused.
Governance practice effectively supports teachers in their focus on strengthening teaching and learning. Useful monthly reports to the parent committee inform decision making to improve education and care for children.
Management and leaders should:
Before the review, the staff and management of Wanganui Montessori Preschool 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Wanganui Montessori Preschool will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
20 October 2017
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.
| Location | Whanganui | ||
| Ministry of Education profile number | 51528 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, aged over 2 | ||
| Service roll | 48 | ||
| Gender composition | Boys 25, Girls 23 | ||
| Ethnic composition | Māori Pākehā Asian | 6 38 4 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:8 | Better than minimum requirements |
| Review team on site | September 2017 | ||
| Date of this report | 20 October 2017 | ||
Most recent ERO report(s)
| Education Review | July 2014 | |
| Education Review | August 2011 | ||
| Education Review | June 2008 | ||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.