70 A Stredwick Drive, Torbay, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Titoki Montessori Pre-School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakaū Embedding |
Titoki Montessori Pre-School is a not-for-profit service that is governed by a parent council. The head of school reports to the council. She oversees the day-to-day operations with the support of a lead teacher in the classroom. The teaching team reflects the cultural diversity of the children enrolled.
The Montessori approach aims to support children to explore an environment designed to meet their developmental and individual learning needs and enable children to lead their own learning.
Children are encouraged to express their ideas and include others in their play. They use oral language for a range of purposes to problem-solve and engage in extensive conversations with their peers. They are well-supported by teachers to develop literacy, numeracy and social-emotional skills through an intentionally prepared environment. Children with additional learning needs are well-supported to learn at their own pace.
The range of Montessori resources provided promote children’s independence and practical life experiences. Children take part in caring for the environment. Using trial and error they learn to understand how things work in real life.
Teachers use a range of responsive teaching strategies to identify moments to move into and out of learning experiences alongside children. As a result, children are leading their own learning and equitable opportunities for their engagement in the curriculum are provided.
Children’s home languages are valued in the learning environment, and evident in the way they communicate with each other freely in their home languages. Resources are culturally diverse and create an environment that reflects Māori culture and those of the children and families enrolled. Teachers have made good progress in using te reo Māori and including aspects of tikanga Māori in the curriculum. They are confident to participate in waiata and karakia with children.
There are established relationships with parents and whānau, including opportunities for parents to share their aspirations for their children’s learning. Regular meetings with parents to discuss their aspirations for children’s learning, progress and development supports delivery of the curriculum.
Service leaders promote shared understandings through staff meetings and professional learning opportunities. Appreciative inquiry is well used by leaders and teachers to focus on what’s going well and to prioritise actions for change. Teachers and whānau are engaged in this process. Complimenting this with an internal evaluation process to more critically test and ascertain the impact of practice changes on children learning would add an additional tool to quality improvement systems.
The learning and wellbeing of children in the context of whānau relationships are the primary considerations in service leaders’ decision-making. Children’s learning is supported through the service’s pro-active partnerships with external groups and local schools. Improvement is required to the implementation and regular monitoring of health and safety practices to maintain all aspects of regulatory standards.
Titoki Montessori Pre-School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Titoki Montessori Pre-School completed an ERO 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided evidence to show the following non-compliances have been addressed:
Licensing Criteria for Early Childhood Education and Care Centres 2008.
Patricia Davey
Director of Early Childhood Education (ECE)
21 November 2024
| Early Childhood Service Name | Titoki Montessori Pre-School |
| Profile Number | 20173 |
| Location | Torbay, Auckland |
| Service type | Education and care service |
| Number licensed for | 35 children over the age of 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 21 |
| Review team on site | June 2024 |
| Date of this report | 21 November 2024 |
| Most recent ERO report(s) | Education Review, June 2019; Education Review, October 2014 |
Not well placed | Requires further development | Well placed | Very well placed |
Titoki Montessori Pre-School is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Titoki Montessori Pre-School is a well-established service in Torbay, and is licensed for 35 children aged over 2 years. The centre provides sessional and full-day learning programmes. A third of the children on the roll are Chinese, and there are increasing numbers of children from other ethnic backgrounds. Many children speak languages in addition to English.
The centre’s Montessori philosophy and vision, and Te Whāriki, the early childhood curriculum, inform the programme and guide teaching practice. It aims to provide a programme that fosters independence, respect, concentration, and creativity.
The centre is operated by a non-profit community organisation. It is governed by an elected parent council. A head teacher leads a team of registered and experienced teachers, who have additional Montessori qualifications.
The centre has a history of positive ERO reporting. Since the 2014 ERO review the centre has built strong learning partnerships with parents and families. These partnerships support the philosophy and positive learning outcomes for children.
Children and parents are warmly welcomed into the centre. An inclusive and respectful culture is strongly evident. Well planned and managed arrival routines help children to freely access play equipment and activities, and to settle quickly into self-directed exploration, learning and play.
Children are independent and play well with and alongside each other. They play and learn in mixed age groups at their own pace in a calm and supportive learning environment. Children benefit from caring relationships with each other and their teachers. They develop a real sense of being members of a learning community.
Children are capable, confident and articulate. They have many opportunities to hear and use languages other than English. Teachers respond well to children's interests. They use skilful questioning and engage in rich discussions. This adds complexity to children's knowledge and extends their thinking, vocabulary and knowledge of their world.
The centre is well-resourced. Teachers plan and provide well prepared Montessori learning resources, activities and provocations to specifically meet children's development stages and needs. They affirm and build on the strengths children bring and model the Montessori philosophy. Teachers interact with respect, acceptance and trust.
Teachers are culturally responsive. They acknowledge and affirm children’s cultural backgrounds and their unique identities. Bicultural practices are evident. Teachers use te reo Māori in waiata and in learning programmes.
There is evidence of strong consistency in care and learning throughout the centre. Transitions into the centre and on to school are well planned, managed and evaluated.
Families actively support their children's learning and the day-to-day life of the centre. Parents are provided with very good information about the curriculum and children's progress. Highly effective learning partnerships with families are a key feature of the centre.
The centre is very well governed and led. Members of the governing committee have a sound understanding of their roles. The head teacher leads a highly collaborative team of teachers. They have a strong commitment to, and understanding of, Montessori philosophy and methodology, which they blend seamlessly with Te Whāriki.
Leaders and teachers use internal evaluation well to ensure continuous improvement and positive learning outcomes for children. Rigorous performance management practices and strong professional leadership enable the centre to maintain its focus on providing high quality early childhood education and care.
Key next steps identified by centre leaders include continuing to:
Before the review, the staff and management of Titoki 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
21 June 2019
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.
| Location | Torbay, Auckland | ||
| Ministry of Education profile number | 20173 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children aged over 2 years | ||
| Service roll | 29 | ||
| Gender composition | Girls 15 Boys 14 | ||
| Ethnic composition | NZ European/Pākehā Chinese other ethnic groups | 7 10 12 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:7 | Better than minimum requirements |
| Review team on site | June 2019 | ||
| Date of this report | 21 June 2019 | ||
Most recent ERO report(s)
| Education Review | October 2014 | |
| Education Review | September 2011 | ||
| Education Review | June 2008 | ||
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Titoki Montessori Pre-School in Torbay, Auckland, was established 25 years ago. It offers morning and afternoon sessions for up to 35 children from three to six years of age. The well established preschool operates from an Auckland Regional Council building in semi-rural surroundings.
The pre-school is governed by an elected management council made up of parents of the children enrolled. It is capably led by a head of school who works collaboratively with teachers, parents and children to ensure the smooth running of the preschool.
Children and teachers are from a diverse range of cultural and ethnic backgrounds. The service provides a curriculum that adheres to the Montessori philosophy as well as Te Whāriki, the early childhood curriculum. The programme and resources are focused on guiding children to explore at their own pace and develop skills that enable them to be independent and socially competent learners.
The positive features of Titoki Montessori Pre-School that were acknowledged in ERO’s 2011 report continue to be evident. There has been very good progress made since that time. Ongoing improvements have enhanced children’s learning experiences and contribute to an improvement focused preschool that is providing a valuable service to families in its community.
Children are confident and articulate. They settle quickly and make good choices about their learning and play. They respect each other and show care for others and for their environment. They demonstrate good social competence and display high levels of self help skills.
Children play and work both independently and in groups, with some showing the capacity to engage in sustained periods of extended play and work. They enjoy a strong sense of belonging and participate in lively and meaningful conversations with adults.
There is a good balance of child-initiated and teacher-guided learning. Teachers provide many experiences and resources that extend children’s understanding of concepts and processes. There is ample time for children to explore at their own pace and to revisit their learning. Children are encouraged to be self motivated, make decisions, and challenge themselves to accomplish difficult tasks.
The curriculum is skilfully developed to promote Te Whāriki, the early childhood curriculum, and the Montessori essential elements. Teachers work very well in a collaborative team to provide good quality outcomes for children. They plan for children’s interests and cater for their learning progress. Children’s learning journeys are recorded attractively in portfolios for parents. Parents contribute comments about children’s learning at home, which are also included in the portfolios. Plans are now underway to use more on-line communication with parents to further strengthen partnerships for learning between the pre-school and home.
The pre-school acknowledges the place that Māori have as tangata whenua and continues to develop its bicultural curriculum. Teachers have worked to gain more in-depth knowledge of tikanga and te reo Māori. Most teachers use te reo with children and aspects of tikanga, such as karakia and waiata, are incorporated in the daily programme. Strengthening the bicultural curriculum is a priority and the plan is to use the Ministry of Education resource, Tātaiako - Cultural Competencies for Teachers of Māori Learners, in the appraisal process.
The head of school has developed good education and community networks and collaborates well with teachers, parents and children. Council members support teachers’ professional learning and staff are encouraged to attend pre-school based and national workshops, conferences and courses. Teachers use their learning to promote high quality practice and to build stronger relationships with children and their families and whānau. They take leadership roles in areas of interest and have opportunities to develop their strengths.
Staff undertake high levels of self review. Quality practice indicators provide clear criteria for teachers to review their effectiveness. Positive and professional dialogue has enabled them to make effective changes. Ongoing review of the charter continues to inform the preschool's strategic priorities and direction setting.
The head of school agrees that key next steps for the preschool are to continue to:
Before the review, the staff and management of Titoki 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Titoki Montessori Pre-School will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
23 October 2014
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.
| Location | Torbay, Auckland | ||
| Ministry of Education profile number | 20173 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 0 aged under 2 | ||
| Service roll | 23 | ||
| Gender composition | Girls 12 Boys 11 | ||
| Ethnic composition | NZ European/Pākehā Chinese/Pākehā Indian/Pākehā German other | 11 4 2 2 4 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Over 2 | 1:7 | Better than minimum requirements |
| Review team on site | September 2014 | ||
| Date of this report | 23 October 2014 | ||
| Most recent ERO report(s) | Education Review | September 2011 | |
| Education Review | June 2008 | ||
| Education Review | June 2005 |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.