Young Montessori Pre-School - 06/09/2013

1 Evaluation of Young Montessori Pre-School

How well placed is Young Montessori 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.


Young Montessori Pre-School provides care and learning programmes for children aged between two and six years of age. The service has recently been relicensed by the Ministry of Education under the 2008 regulations and caters for 50 children from the local Panmure area. The centre is one of two Montessori services privately owned and managed by the owner/operator.

Since the 2010 ERO report the centre staffing has been restructured. The two supervisors and all staff now take some responsibility for centre operations. Recent property improvements have enhanced the spacious environment. The owner has positively addressed the recommendations in the previous ERO report.

The Review Findings

Programmes based on the centre’s Montessori philosophy encourage children’s independence, choice making and exploration. Children are settled, curious, and enthusiastic. They engage in sustained, creative play and use a wide range of meaningful resources and activities. Teachers are caring, responsive and extend children’s interests. Good quality resources support children’s literacy and numeracy learning.

Children have a variety of cultural backgrounds. The centre staff are continuing to develop bicultural, Pacific and multicultural aspects of the curriculum. Te reo Māori is used and visible in the centre. Teachers have made a commitment to visit the local marae with children and develop links with kaumātua.

Parents are encouraged to share their aspirations for their children’s learning. They enjoy well presented and informative portfolios showing children’s progress and learning. Parents have opportunities to be involved in the programme and are invited to regularly contribute to review processes. Parents get sound support to help them with their children’s transition to school.

Staff manage the operation of the centre efficiently and effectively. The owner provides ongoing support for teachers’ professional development and this includes training to take on leadership roles.

The owner and teachers have developed and implemented good formal processes for self review. Review is used to investigate aspects of centre operation and to develop useful plans for ongoing improvement.

The owner and teachers communicate well together. This contributes to shared understanding and high levels of support for good practices. Collaborative teaching practices contribute to an environment that supports children’s security and sense of belonging.

Key Next Steps

ERO and the centre owner agree that teachers continue to review and develop assessment, programme planning and teaching practices and ways in which these link to the centre philosophyand to Te Whāriki, the New Zealand early childhood curriculum.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

6 September 2013

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


Panmure, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 31

Girls 19

Ethnic composition

NZ European/Pākehā





Other Pacific

South East Asian

Other Asian

Other European










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 2013

Date of this report

6 September 2013

Most recent ERO report(s)

Education Review

May 2010


Education Review

May 2007


Education Review

April 2004

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.