Remuera Montessori Ltd - 06/10/2014

1 Evaluation of Remuera Pre-School

How well placed is Remuera Pre-School 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.


Remuera Pre-School in central Auckland provides full day care and education for up to 30 children over two years of age. The different age groups are catered for generally as one group. Children and their families come from diverse cultures and many speak multiple languages.

The owner is also the centre manager. She is readily available to support and respond to staff and parents. All teachers have completed their teaching qualifications and are registered.

The centre’s philosophy promotes opportunities for children to learn in a nurturing and friendly environment where adults are attentive and responsive. The philosophy honours Te Tiriti o Waitangi by promoting te reo and tikanga Māori in the curriculum. It also places value on celebrating cultural diversity.

The 2011 ERO report noted that the centre provided good quality care and education for children. The manager and staff responded positively to the 2011 report and are continuing to make improvements to the curriculum, to assessment practices and teacher appraisal.

The Review Findings

Children experience respectful relationships with adults and one another in the centre’s calm and settled environment. They are happy, make friendships and play cooperatively. Teachers use a range of strategies to communicate with children who speak different languages.

Children from different cultures are encouraged and supported well to participate in the programme. Teachers are building on this inclusive approach and to help them do this they are reviewing teaching practices and children’s conversations and interactions. One specific aim is to enhance support for children who have English as an additional language.

Children’s exploration, language development and engagement in learning are skilfully supported by teachers. Children are helped to make independent choices and plan their own play. The learning environment is well resourced and adapted in response to children’s changing interests. Children have ready access to spacious outdoor areas that allow for a variety of engaging activities.

Children’s different strengths and interests are well catered for through teachers’ well-considered and flexible planning, assessment and evaluation practices. These practices underpin the centre’s curriculum programmes.

In order to ensure that all children learn about New Zealand’s bicultural values and context, teachers plan to learn more about Māori culture and further integrate te reo and tikanga Māori into the programme.

The centre manager promotes a reflective and collaborative teaching team and shared leadership responsibilities. This is resulting in positive and improved outcomes for children. Very effective processes for self review are followed to monitor and maintain licensing requirements, and to promote the achievement of the centre’s strategic goals. Review processes appropriately include staff and parent perspectives and ideas.

Leadership is demonstrated at all levels of the centre. Children are encouraged to be confident leaders and make decisions about their own learning. Teachers use their skills and interests to add to the centre programme and lead centre reviews.

Key Next Steps

ERO supports the centre manager’s key next steps that include:

  • using the centre’s planned review of mathematics in the curriculum programme to promote children’s early mathematical thinking skills and knowledge
  • reviewing and refining teacher appraisal practices to align with the Registered Teacher Criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of Remuera Pre-School 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 Remuera Pre-School will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

6 October 2014

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


Remuera, Auckland

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 0 aged under 2

Service roll


Gender composition

Boys 14

Girls 11

Ethnic composition

NZ European/Pākehā




Middle Eastern

other Asian







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

August 2014

Date of this report

6 October 2014

Most recent ERO report(s)

Education Review

June 2011


Education Review

June 2008


Education Review

August 2005

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.