Glendowie Montessori Preschool - 28/08/2013

1 Evaluation of Glendowie Montessori Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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


Glendowie Montessori Preschool is a new privately owned centre operating in the suburb of Glendowie. The centre provides full school day sessions and is licensed for twenty seven children between the ages of two and six years of age. The children come from the local community. This is the first ERO review for this centre.

The centre philosophy was developed collaboratively by the owners, teachers and the parents. The vision and philosophy guides centre practices. The programme is a blend of Montessori approaches and Te Whāriki, the New Zealand early childhood curriculum.

The Review Findings

Children are busy and work together happily in learning and social situations. Their strengths and achievements are acknowledged, supported and valued.

Teachers are calm and positive with children. They support children’s independence, problem solving and thinking. They have detailed knowledge of both Montessori learning and theTe Whāriki curriculum. Teachers’ knowledge of children and their learning is very well documented and forms the basis for the daily programme. Teachers’ good practices are supported by the centre manager.

Teachers use self review effectively to monitor and evaluate their teaching practices. Good recording systems are followed and teachers adjust the programme in response to review findings.

The environment is beautifully arranged with high quality Montessori equipment. Good prompts in the environment encourage children’s creativity and their learning about New Zealand’s bicultural heritage, literacy, numeracy and science. Children respond positively to being able to move between the indoor and outdoor areas of the centre. They enjoy helping to design climbing challenges for themselves and opportunities to garden and take care of animals. Learning prompts foster literacy in outdoor activities.

Teachers thoughtfully manage children’s transitions into the centre and on to school. Parents are encouraged to visit before their child is enrolled and to remain in the centre during orientation sessions until their child is settled. Preparing children to move on to school is undertaken in collaboration with the school to make this change as smooth as possible.

The centre has built relationships with the local Māori community. Te reo Māori me ngā tikanga Māori are seamlessly interwoven into the Montessori curriculum. Further elements of te reo Māori and tikanga Māori are implemented through the provision of a local resource from the marae. Recognition of all cultures is integrated into the programme and strengthens children’s knowledge about the world.

Parents express their appreciation of the centre and benefits it provides for their children. They are able to contribute and participate in the programme. Strong, respectful relationships are established between teachers and parents, whānau and community. Consultation is comprehensive and deliberate.

Centre management and governance are robust. Relevant policies and procedures have been developed and implemented. Good provision for teacher professional learning is linked to job descriptions, appraisals and centre needs. Staff team work is evident through collegial relationships and collaborative teaching. Regular meetings, discussions and reviews contribute to building professional practice.

Key Next Steps

ERO and centre managers agree that the next steps for the centre are to continue:

  • developing bicultural practices to build teacher competence and children’s understanding
  • to develop a strategic plan based on the centre’s philosophy and vision.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glendowie 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:

  • 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 Glendowie Montessori Preschool will be in three years.

Graham Randell

National Manager Review Services Northern Region (Acting)

28 August 2013

2 Information about the Early Childhood Service


Glendowie, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 9

Girls 8

Ethnic composition


NZ European/Pākehā



other European






Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

July 2013

Date of this report

28 August 2013

Most recent ERO report(s)

No previous ERO reports


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.