Airdmhor Montessori - 18/03/2016

1 Evaluation of Airdmhor Montessori

How well placed is Airdmhor Montessori to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Airdmhor Montessori is well placed to promote positive outcomes for children.

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


Airdmhor Montessori is a well-established, privately owned early childhood centre located in an historic homestead. The centre provides education and care for 30 children to school age including up to seven under two year olds. Children have opportunities to learn in mixed-age groups or in a room with their own peers. An increasing number of children are from a diverse range of cultures.

All teachers are qualified early childhood teachers. They have a Montessori qualification or are working towards gaining a qualification. A number of long-serving staff work at the centre.

The Review Findings

Children are confident and focused on their learning. They experience positive, respectful relationships with each other and their teachers. Children work cooperatively together and learn from one another. They have many opportunities to make choices about their play from activities in the very well-resourced indoor and outdoor environments.

Teachers take time to listen to children and extend their learning. They provide a well prepared, organised learning environment. Literacy and mathematics concepts are fostered and integrated into the daily programme. Teachers have a strong focus on helping children develop self-help skills and independence.

Children under two years of age experience calm and unhurried routines with familiar adults. Older toddlers make good use of Montessori equipment to extend their learning. They have many opportunities to learn alongside older children and access equipment from across the centre.

Teachers affirm children's progress and work effectively with parents to set learning goals. Parents and whānau have frequent opportunities to communicate with teachers and contribute to the centre.

Self review promotes worthwhile changes and contributes to positive outcomes for children. The process of self review would be further strengthened by using a more evaluative approach.

The centre owner recognises staff strengths and interests. Staff are provided with appropriate leadership opportunities and regular, targeted professional development to increase the effectiveness of teaching and learning, and support a culture of reflective practice.

Key Next Steps

Centre leaders and ERO agree, that the next key steps for the centre include:

  • acknowledging the bicultural heritage of Aotearoa New Zealand in key documentation
  • strengthening teachers' use of te reo Māori and bicultural practices
  • further developing planning and evaluation processes
  • implementing and embedding the recently revised appraisal system
  • further refining the strategic and annual action plans.

Management Assurance on Legal Requirements

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 Airdmhor Montessori will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

18 March 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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to seven aged under 2

Service roll


Gender composition

Girls 27; Boys 28

Ethnic composition







Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements


Over 2


Better than minimum requirements

Review team on site

February 2016

Date of this report

18 March 2016

Most recent ERO report(s)

Supplementary Review

September 2012


Education Review

June 2011


Education Review

February 2008

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.