Young Montessori Pre-School - 11/10/2016

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 is a well established centre providing care and education for 40 children from two years to school age. Since the 2013 ERO review the centre has extended its licensed hours of operation to accommodate working parents. The centre has had a positive ERO reporting history.

In 2015, the centre was purchased by Evolve, a national organisation that provides governance and management support. The centre manager and the team leader form the leadership team. The centre has four qualified teachers. Teachers implement a programme based on a Montessori approach aligned with Te Whāriki, the early childhood curriculum. They have a shared belief in supporting children to ‘absorb learning by using their hands’.

The 2013 ERO report suggested teachers could review and develop assessment, programme planning and teaching practices, by making links with the centre's philosophy and Te Whāriki. Good progress has been made in this area.

The Review Findings

Warm relationships and respectful interactions underpin the programme and contribute to a calm and welcoming tone. Children's play is purposeful and there are sustained high levels of engagement in tasks or activities. They are aware of the routines of the day.

Tuakana/teina approaches with older children supporting younger children in the programme, are encouraged. Centre leaders are keen to further develop bicultural practices and more child-led assessment.

Children are confident, play cooperatively and communicate well with each other and adults. They have a strong sense of belonging and show care and consideration for others. Children have good opportunities to make choices about their play. Teachers support them to develop science, literacy and mathematics skills and concepts in the well resourced environment. Children are capable, competent and sociable learners.

Centre leaders and teachers value parental and community involvement. Parents/whānau receive good information about their children’s learning and development. They are encouraged to contribute to the centre programme and join in events. Centre leaders told ERO there is a high level of parent satisfaction and appreciation of teachers and the programme.

Teachers affirm children’s ideas and support their play well. They develop and extend children’s skills and knowledge in a variety of Montessori learning areas. Teachers provide a balance between structured and child-initiated play. Children’s independence and self-management skills are valued and fostered by teachers. Teachers engage children in meaningful sustained conversations that support children’s language development and encourage problem-solving strategies.

Well established management practices and partnerships with parents/whānau, continue to be reflected in centre practices and procedures. Centre managers are aware that internal evaluation could be more collaborative and child focused. They could strengthen the strategic plan and align this with the annual plan. Teacher appraisal systems could also be improved.

Key Next Steps

ERO and centre leaders agree that next steps should include:

  • deepening teachers' understanding of Te Whāriki to better support literacy and mathematics learning

  • teachers developing strategies to maximise opportunities for more complex play and learning in the outside area

  • teachers improving how well the programme meets the needs of two-year-old children

  • continuing to develop and strengthen a more culturally responsive curriculum to reflect the many cultures in the centre

  • developing assessment and planning processes to show how children’s individual interests are noticed, responded to, and extended over time.

External professional development could guide improvements in teaching practices and the educational programme.

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.

Graham Randell

Deputy Chief Review Officer Northern

11 October 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


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 27 Girls 19

Ethnic composition







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

August 2016

Date of this report

11 October 2016

Most recent ERO report(s)

Education Review

June 2013

Education Review

May 2010

Education Review

May 2007

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.