The Childrens Corner Howick - 19/12/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The Children’s Corner Howick is well placed to promote positive outcomes for children through effective management, leadership, curriculum, and teaching practices.


The Children’s Corner Howick provides education and care for up to 30 children aged between three and six years. It is one of four privately owned centres that operate under The Children’s Corner Ltd Company. The centre has had several changes of staff since the 2009 ERO review. Over eighty percent of the staff are qualified early childhood teachers.

The centre’s philosophy is based on Te Whāriki, the New Zealand early childhood curriculum, and strongly underpinned by the Montessori philosophy of education. Teachers are supported to continue enhancing their understanding of this philosophy and associated teaching practices through regular professional learning opportunities.

The centre’s 2009 ERO report noted that children were well supported in their work with Montessori materials and benefitted from the well resourced learning environment. These features continue to be highly evident. At the time of the 2009 review the teaching team were investigating strategies for enhancing children’s learning through child-initiated and outdoor play. Good progress is being made in these areas.

The Review Findings

The centre’s philosophy is very evident in teaching practice and children’s play. There is a calm, settled tone in the centre and children enjoy positive, respectful relationships with adults and each other. Teacher interactions are supportive and affirming, and allow children to lead their own discovery. Children benefit from individualised, intentional and responsive teaching from staff, and have fun in their learning.

The Montessori curriculum is well implemented. Centre leaders effectively link the principles of Montessori and Te Whāriki to meet individual children’s interests and strengths. Children’s learning is extended through the use of Montessori equipment. Other opportunities include:

  • increased opportunities for learning in the outdoors, with good indoor and outdoor flow of play
  • exploration of the creative arts
  • using some Montessori activities in open-ended ways.

Strong partnerships between the centre and families are based on a shared vision for Montessori education and attitudes of respect and courtesy. Teachers value and work hard to be responsive to parents’ aspirations for their children. Cultural diversity is celebrated and part of the planned curriculum. Teachers implement effective inclusive practices that allow children with special learning needs to participate in programmes.

The licensee sets clear expectations for staff. Strategic planning identifies centre priorities and guides ongoing developments. The supervisor has a strong focus on building a shared understanding of professional practice with the teaching team. Teachers use their skills and strengths to add richness to the centre programme. Children are encouraged to be confident and show emerging leadership skills through taking responsibility for hygiene and eating routines and leading their own learning.

Self review is used effectively to support ongoing improvement in the centre. Centre leaders have identified future priorities to continually enhance teaching and learning in the centre, including:

  • reviewing how biculturalism is enacted in the centre within the Montessori philosophy
  • revisiting Te Whāriki with parents and staff to support planning and assessment practices
  • refining ways to document and capture teacher reflection as part of the review process.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of The Children's Corner Howick Ltd 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Makere Smith

National Manager Review Services Northern Region (Acting)

19 December 2012

Information about the Early Childhood Service


Howick, Auckland

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children, including up to 0 aged under 2 years

Service roll


Gender composition

Boys 23

Girls 22

Ethnic composition

NZ European/Pākehā



Other ethnicities





Percentage of qualified teachers


Reported ratios of staff to children

Under 2

No children under 2

Choose an item.


Over 2


Exceeds minimum requirements

Review team on site

November 2012

Date of this report

19 December 2012

Most recent ERO report(s)

Education Review

Education Review

August 2009

August 2006 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.