71 Udys Road, Pakuranga, Auckland
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 Pakuranga Montessori Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Pakuranga Montessori Learning Centre is privately owned. The centre owner oversees the daily operations of the service and is supported by a qualified head teacher, four qualified teachers and one staff member. The majority of the children attending are of Chinese heritage, with a small number of Māori or Pacific children enrolled.
Children benefit from a well-resourced environment that encourages their independence and decision-making skills. Teachers support them to use a range of positive strategies to play and learn with and alongside others. As a result, children are settled and demonstrate a sense of belonging.
Children’s home languages are heard consistently in the daily curriculum. Teachers provide them with opportunities to learn about the languages and cultures of others through participating in language weeks and centre events.
Leaders and teachers have developed good relationships with parents and whānau. Some opportunities are provided for whānau to contribute to the curriculum through informal conversations and participation in parent teacher evenings. An important next step for the service is to establish partnerships with parents and whānau which focus on children’s learning.
Assessment of children’s learning is regular, and teachers are beginning to make links between what children are doing and their learning dispositions. A process for curriculum planning and evaluation which supports the team to evaluate children’s progress over time has yet to be implemented.
Systems to guide review and internal evaluation have been developed. These processes are improvement focused and aim to support the team to plan for and action the service’s goals. Evaluation practice does not yet utilise carefully considered evaluation questions to scrutinise what is happening or support the team to make informed changes that improve outcomes for learners.
Those responsible for governance and management make intentional staff appointments which reflect the ethnicities of children and families enrolled at the centre. They are beginning to support families to remove barriers to their child’s participation and access to early learning.
Pakuranga Montessori Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Pakuranga Montessori Learning Centre 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
14 February 2024
| Early Childhood Service Name | Pakuranga Montessori Learning Centre |
| Profile Number | 25013 |
| Location | Pakuranga, Auckland |
| Service type | Education and care service |
| Number licensed for | 39 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 37 |
| Review team on site | November 2023 |
| Date of this report | 14 February 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, May 2021; Education Review, December 2016 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Pakuranga Montessori Learning Centre is a privately owned service providing education and care for up to 39 children from two to six years of age. The owner manages the centre with support from three qualified teachers and one unqualified staff member.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum provides children with a range of experiences and opportunities to enhance their learning and development. The curriculum provides a language-rich environment that supports children’s learning. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
Since the onsite visit the service has provided ERO with evidence that shows that it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
12 May 2021
| Early Childhood Service Name | Pakuranga Montessori Learning Centre |
| Profile Number | 25013 |
| Location | Pakuranga, Auckland |
| Service type | Education and care service |
| Number licensed for | 39 children aged over 2 years of age. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 37 |
| Ethnic composition | Māori 1 NZ European/Pākehā 4 Chinese 22 other Asian 6 other ethnic groups 4 |
| Review team on site | March 2021 |
| Date of this report | 12 May 2021 |
| Most recent ERO report(s) | Education Review, December 2016. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pakuranga Montessori is a privately owned centre providing education and care for up to 39 children from two to six years of age. The centre was previously reviewed as Hilltop Kindergarten in 2008. New owners took over the management and renamed the centre in September 2014. Hours of operation have increased to meet the needs of the community.
The centre manager and owner have both a strong commitment to providing quality education and care. Three of the five teachers are registered and most have Montessori qualifications. New management systems have been put into place. The centre owner and manager have focused on developing positive relationships with the parents and local community.
The centre’s Montessori philosophy and increasing influence of Te Whāriki the early childhood curriculum informs the programme and teaching practices. The centre goals include offering children a programme that where children can thrive as socially, competent, independent thinkers with a lifelong love of learning.
Children are busy, have fun and are engaged learners. They hear and use home languages, other than English, and are caring and respectful of others. Children are confident, explore freely and are trusting of adults and helpful towards other children. They play and learn at a relaxed pace in a calm, supportive environment.
Teachers understand and provide well for the emotional and physical wellbeing of children. They encourage healthy eating and promote self-help skills. The centre is well resourced with Montessori activities and other early childhood resources. The outdoor area provides challenge and space for active play. Children's curiosity is nurtured and they have opportunities to lead and join group activities.
Teachers plan and implement a curriculum with a strong Montessori approach and an increasing focus on Te Whāriki, the early childhood curriculum. They provide opportunities for children to use literacy, mathematics, and science through the Montessori curriculum and through play. Assessment and planning processes are becoming more responsive to children’s interests. Children’s assessment portfolios are highly valued records of children's involvement in the programme. Parents are provided with good information about the curriculum and are invited to share their ideas and goals.
Teachers model a shared belief in the centre's Montessori philosophy and interact with children with respect and courtesy. Teachers value children’s cultural backgrounds, are inclusive, and prepare the environment to meet children's learning needs. They support individual children and families as they move on to school. Teachers provide good support for children's oral language in English and affirm children's use of home languages. They continue to strengthen their bicultural practices and use of te reo Māori in the programme.
Teachers work collaboratively and benefit from the centre manager’s professional leadership. Their leadership and teaching practices are fostered through ongoing professional development.
Centre operations are underpinned by a strong focus on children and families with a clear vision for improvement. Centre leaders are well supported by an external provider to implement effective management systems and to develop policies and procedures. Internal evaluation is developing and used to guide decision making.
The centre leaders and ERO agree that next steps could include:
Before the review, the staff and management of Pakuranga Montessori Learning Centre 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 service leaders identified an area of non-compliance prior to the onsite stage of the review. To meet requirements the service needs to:
Develop and implement an appraisal process that ensures that all staff are regularly appraised and meets Education Council requirements.
Licensing Criteria for Education and Care Services 2008 GMA7.
The next ERO review of Pakuranga Montessori Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
7 December 2016
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 | Pakuranga, Auckland | ||
| Ministry of Education profile number | 25013 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 39 children, including up to 0 aged under 2 | ||
| Service roll | 39 | ||
| Gender composition | Boys 21, Girls 18 | ||
| Ethnic composition | Māori Pākehā Chinese Indian Cook Island Māori | 1 16 18 3 1 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | NA | |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | October 2016 | ||
| Date of this report | 7 December 2016 | ||
Most recent ERO report(s)
| No previous ERO reports | ||
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.
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.