34 Sala Street, Rotorua Central, Rotorua
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 Montessori Rotorua Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Montessori Rotorua Preschool is a privately-owned service for children up to school age. The service provides education and care to a multicultural community and a small number of Māori learners. The Montessori-based philosophy guides the curriculum and is underpinned by the aim for children to become active and independent learners.
Children experience an environment where play is promoted. They respond to children’s individual interests and ways of learning. Infants and toddlers experience respectful, calm, and an unhurried curriculum that supports their sense of belonging.
Teacher’s practice is somewhat guided by the services philosophy. Older children’s independence, decision making, and creativity are fostered by teachers providing engaging experiences and activities of the indoor learning environment. Increasing children’s independence to explore the outdoor environment throughout the day would further support how children learn about the world in a meaningful way.
Children’s cultures are beginning to be reflected in the curriculum. Te reo Māori is integrated in the programme for younger learners. There are opportunities for older children to experience Māori culture through the provisions of Māori resources that include, pukapuka, puzzles, symbols, and artifacts. The languages and cultures of Pacific learners are yet to be included in the curriculum and assessment documentations.
Positive relationships with parents have been established. Teachers are beginning to collect parent aspirations about their child’s learning to inform planning. They now need to ensure these are reflected in children’s assessment records.
Leaders and teachers acknowledge the need for relevant professional learning to support teachers understanding of the valued learning outcomes in Te Whāriki the early childhood curriculum. The service is at an early stage in developing systems and processes to do and use evaluation for improvement.
Leadership and governance are beginning to develop the conditions that enable collaboration for improvement. The new leader is improvement focused. Systems and processes are in place that support children’s learning. However, these require refinement to determine service priorities for individual and groups of learners.
Montessori Rotorua Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Montessori Rotorua Preschool 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.
Patricia Davey
Director of Early Childhood Education (ECE)
30 July 2024
| Early Childhood Service Name | Montessori Rotorua Preschool |
| Profile Number | 40091 |
| Location | Rotorua |
| Service type | Education and care service |
| Number licensed for | 75 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 35 |
| Review team on site | May 2024 |
| Date of this report | 30 July 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, September 2022; Education Review, March 2020 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Not meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Montessori Rotorua Preschool is a privately-owned service for children from two years to school age. The service provides education and care to a multicultural community and a small number of Māori learners. A Montessori philosophy underpins the programme with the aim for the children to become active learners and independent.
The service curriculum is inclusive and responsive to children as confident and competent learners. Parents and whānau are provided with opportunities to be involved in decision making about their children’s learning. Teachers are provided with regular professional development opportunities to support their understanding of children’s learning and development. The curriculum is informed by assessment, planning and evaluation. A sufficient quantity and variety of furniture, equipment, and material is provided that is appropriate for the learning and abilities of the children attending.
ERO found an area of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4]
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
1 September 2022
| Early Childhood Service Name | Montessori Rotorua Preschool |
| Profile Number | 40091 |
| Location | Rotorua |
| Service type | Education and care service |
| Number licensed for | 75 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 50 |
| Review team on site | July 2022 |
| Date of this report | 1 September 2022 |
| Most recent ERO report(s) | Education Review, March 2020; Education Review, March 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
| Not well placed | Requires further development | Well placed | Very well placed |
Montessori Rotorua Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Montessori Rotorua Preschool, previously known as Hi Jinks Childcare, is a privately-owned centre located in Rotorua. It was relicensed in January 2018 to provide all day education and care for 75 children, including up to 15 under the age of two, in two age-based areas. The current roll of 59 includes 7 children who identify as Māori.
The centre philosophy embraces 'help me do it myself' and integrates Montessori and Te Whāriki curricula. It includes a focus on supporting children to be active learners, able to communicate, accept challenges and develop independence.
Since the last ERO report in 2016 the teaching team has increased. Most staff are qualified early childhood teachers who hold current practicing certificates. The owner retains overall responsibility for management and governance decisions. She is supported by three leaders who contribute to curriculum overview, professional learning and development, staff appraisal and aspects of centre administration and management. Development of the outdoor space and experiences, identified in the previous report, is ongoing.
Children are empowered to make choices about their learning and engage in periods of sustained and uninterrupted play. Curriculum developments and teaching practices provide children, including infants and toddlers, with a strong sense of belonging and continuity of learning as they progress through the centre. The emphasis on children gaining confidence and independence to ‘do it for themselves’ is highly evident in practice.
Children’s learning journals reflect their emerging interests and progression of learning within both the Montessori and Te Whāriki curricula. There is a need to strengthen the presence of children’s languages, cultures and identities in the curriculum and assessment documentation.
Children experience positive, sensitive and responsive relationships with teachers. Teachers take time to closely observe and genuinely listen to children, exploring and responding to the deeper meanings in children’s thinking and learning. They provide opportunities for children to make sense of the natural, social and physical worlds. Children’s skills, knowledge and dispositions are nurtured in an environment where play and exploration are valued. Early literacy and mathematical learning is contextual and meaningful to all age groups.
Children with diverse needs benefit from an inclusive culture where teachers work collaboratively with their families and whānau and external agencies. This collaboration enables children to fully participate alongside their peers.
Effective internal evaluation and inquiry improves the quality of education and care. A collaborative approach to identifying quality provision is enabling teachers to inquire into their practice and implement relevant change.
A clear centre vision, underpinned by Montessori principles of learning and development, is focused on promoting positive learning outcomes for all children. Strategic direction guides ongoing improvement and sustainability of the centre. Leaders are building teacher capability through targeted professional learning and development, shared leadership, coaching and mentoring.
Key next steps for the service are to:
Before the review, the staff and management of Montessori Rotorua Preschool 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.
ERO identified an area of non-compliance.
The service provider must review the centre’s child protection policy to meet the requirements of The Children's Act 2014.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31].
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
16 March 2020
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 | Rotorua | ||
| Ministry of Education profile number | 40091 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 75 children, including up to 15 aged under 2 | ||
| Service roll | 59 | ||
| Gender composition | Male 36 Female 23 | ||
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 7 40 12 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | December 2019 | ||
| Date of this report | 16 March 2020 | ||
Most recent ERO report(s)
| Education Review | March 2016 | |
| Education Review | January 2013 | ||
| Education Review | February 2010 | ||
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.