Rose's Montessori - 03/03/2017

1 Evaluation of Rose's Montessori

How well placed is Rose's Montessori to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Not well placed

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


Rose's Montessori, previously known as Thames Montessori, is a privately owned education and care centre located on the grounds of Moanataiari School in Thames. It is licensed for 20 children over the age of two years. The centre's roll of 23 includes 3 Māori children. In November 2014 ownership of the centre changed. The new centre owner also undertakes the role of centre manager and professional leader.

The centre's Montessori inspired philosophy makes a commitment to providing 'hands on materials that support children to develop independence, confidence, empathy, and thinking'.

The previous ERO review 2014 identified that the centre required further development to promote positive outcomes for children. Key areas for improvement identified were:

  • strengthening governance and management

  • improving professional leadership and teaching practice

  • further development of the curriculum.

Since the 2104 ERO review there has been significant increase to the centre's roll. Two new teachers have been appointed and along with the centre owner make up the teaching team. The Ministry of Education has funded professional learning for teachers to address the areas for development in the previous ERO report. The centre manager and a full time teacher have also participated in training to increase their knowledge and practice in the Montessori approach. Improvements have been made to the facilities and outdoor environments and these are increasing the range and quality of the Montessori equipment.

As identified in the 2014 ERO report the caring and positive relationships between teachers and children remain evident. These contribute to the calm and settled environment observed by ERO. This is the first ERO review of the centre since the change of ownership.

The Review Findings

Rose's Montessori is not well placed to promote positive outcomes for children. A lack of sound governance and leadership practices inhibit the centre from realising it's philosophy and consistently promoting positive outcomes for children.

Although the centre has made some progress in addressing the areas for development identified in the 2014 ERO report, these improvements were not sustained. ERO has identified that additional concerns remain about key aspects of centre governance, management, and curriculum design and delivery.

Governance and leadership are not effective. There are a number of concerns in:

  • strategic and annual plans to guide centre improvements

  • a policy framework that reflects current legislative requirements

  • appropriate monitoring systems to meet health and safety requirements

  • a robust performance management process that meets Education Council requirements and contributes to building teacher capability

  • a consistent approach to self review.

The centre's curriculum is not fully supporting children as confident and capable learners. While aspects of a Montessori curriculum are evident in the indoor environment, this is not visible in other areas of play in the outdoors. Leaders and teachers do not have a coherent approach to assessment, planning and evaluation. Particular consideration should be given to providing a programme that reflects all the domains of a rich early childhood curriculum including:

  • a priority on incorporating Māori children's language, culture and identity

  • further integrating literacy and mathematics through all areas of play

  • increasing children's knowledge of the local and wider community.

Teaching practice is inadequate. While ERO observed some intentional teaching particularly in relation to a Montessori approach, teachers are yet to fully identify and embed the key practices of a highly effective Montessori programme. Teachers do not consistently engage alongside children in meaningful play, add complexity to learning, and effectively foster children's problem solving and thinking. Inconsistent teaching practices limit opportunities for children to engage, extend and deepen their interests and learning.

The centre owner and teachers require considerable, ongoing professional support to address the areas of concerns identified in this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rose's Montessori 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.

ERO found significant areas of non-compliance in the service related to relevant, meaningful and systematic:

  • strategic and annual planning

  • curriculum design and delivery

  • appraisal and teacher's

  • health and safety earth quake, Risk Assessment Method Statements (RAMs) and monitoring of daily hazards.

[Licensing Criteria for Early Childhood Education and Care Centres 2008]

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Rose's Montessori. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Rose's Montessori will be in consultation with the Ministry of Education.

Lynda Pura-Watson

Deputy Chief Review Officer

3 March 2017 

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

20 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 15

Girls 8

Ethnic composition







Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

February 2017

Date of this report

3 March 2017

Most recent ERO report(s)


Education Review

April 2014

Education Review

April 2013

Supplementary Review

March 2012

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.