Shine Montessori Educare - 19/08/2016

1 Evaluation of Shine Montessori Educare

How well placed is Shine Montessori Educare 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.


Shine Montessori Educare is an early childhood centre in Waiwhetu, Lower Hutt City. The service is owned and operated by a charitable trust. Programmes for children are underpinned by the Montessori philosophy, Te Whāriki, New Zealand’s early childhood curriculum and Christian values. Education and care is provided for up to 50 children from two and a half to five years of age. Of the 50 children enrolled, five are Māori and two are Samoan.

Since the August 2013 ERO report the introduction of the Montessori Journey to Excellence indicators and professional learning and development have supported improved internal evaluation. Some progress is evident in assessment and planning and teacher appraisal. These areas continue to require further refinement and development.

Five teachers have an early childhood qualification and five have full registration. One primary trained teacher is in her first year of training towards an early childhood qualification. Several staff have a Montessori qualification or teaching and educational experiences that support and enhance their teaching in the early childhood centre.

The Review Findings

At Shine Montessori Educare the philosophy is underpinned by shared values and beliefs. The centre programme reflects appropriate knowledge of Te Whāriki, the early childhood curriculum and the Montessori approach. It allows children to develop independently. They are seen as competent, able to initiate interactions and lead themselves. Well-selected resources and positive peer interactions support learning. 

Environments encourage exploration. Learning experiences are relevant and promote children’s problem-solving and experimentation. Children are involved in activities for sustained periods.

Positive relationships support children’s wellbeing and willingness to learn. Building and showing respect are woven into interactions. Teachers model desirable behaviours. 

A variety of literacy experiences enable children to regularly observe, listen and play with language.  Mathematical understanding is built through frequent opportunities to use numbers, shapes and patterns in everyday activities. Literacy and mathematical learning is supported by high quality resources.

Biculturalism is promoted by appreciation of te aō Māori. Some language and Māori concepts are integrated into the programme. Te reo Māori is part of displays and used at times in verbal interactions.

Encompassing and valuing diversity is evident. Teachers seek ways to maintain children’s connections to their various cultural identities, including using parent knowledge and skills.

Parents are encouraged to be a part of the learning occurring in the centre. The use of online records supports parents and teachers to have a shared understanding of children’s development. Formal parent meetings with teachers include sharing children’s strengths and interests and next learning steps.

The head teacher provides effective professional leadership. Together with the centre manager, they ensure day-to-day operation suitably promotes the education, care, health and safety of children.

Staff work collaboratively to support good quality outcomes for children. Professional learning contributes to a developing understanding of implementing a bicultural curriculum and effective internal evaluation. The teacher appraisal process encourages evidence-based reflection on each of the criteria for effective teaching.

Strategic planning links to the centre philosophy and includes a curriculum focus. It provides useful direction for the centre and supports ongoing improvement.

Key Next Steps

Management and teachers should continue to build capacity for evaluation. Processes should include:

  • promoting teachers' inquiry into the impact of their practice
  • developing consistency of practice through sharing clear expectations for teaching and learning
  • strengthening the appraisal process, by making clear the next steps for teachers’ development and considering formal critique of teaching practice to improve teaching and learning
  • enhancing teaching practice and understanding of a culturally responsive curriculum through further exploration of Tātaiako: Cultural Competencies for Teachers of Māori Learners. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Shine Montessori Educare 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 Shine Montessori Educare will be in three years. 

Joyce Gebbie
Deputy Chief Review Officer Central

19 August 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 


Lower Hutt

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, aged over 2

Service roll


Gender composition

Girls 27, Boys 23

Ethnic composition

Other Pacific


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

June 2016

Date of this report

19 August 2016

Most recent ERO report(s)


Supplementary Review

August 2013

Education Review

August 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.