Here is a link to our first and lateste Education Review Office (ERO) Report:

https://www.ero.govt.nz/institution/48116/stella-maris-te-aho-tahuhu-o-te-matauranga-katorika

March 2026

The whole Stella Maris team is very proud to share some of the amazing comments made by the ERO team that visited us in March. The WHOLE team has worked tirelessly since we opened our doors in August 2022, and I am so grateful to each and everyone of the staff for their commitment and love they have poured into this centre to make it what it is today.  There have been so many people that have supported us on our journey to get here and we have been blessed to be surrounded by them, especially the continuous support of our Board.  Thank you to the ERO Reviewers for truly reflecting Stella Maris in our report, here are a few snippets from the report . . .

Teachers know each child well and purposefully draw on children’s cultural identities, whānau contexts,

interests and needs when planning for individual children. This knowledge is used to design meaningful

learning experiences and respond well to each child.

Younger children experience an unhurried learning environment. Teachers use intentional, responsive

practices and encourage tuakana–teina relationships (younger children learning from older peers) to

build children’s confidence, social skills and engage them in sustained play.

Literacy learning is effectively integrated into everyday play and routines. Children’s oral language and

early literacy skills are a strong teaching focus as teachers intentionally repeat key ideas, use new

words and talk with them to share and develop their thinking.

Leaders and teachers regularly access relevant professional learning, reflect on their practice and

engage in professional discussions about how their teaching supports children’s learning. They use

sound professional knowledge to respond well to children at different ages and stages, including those

requiring additional support, ensuring each child is supported in meaningful and appropriate ways.

Leadership works proactively with children, whānau and the wider community to support wellbeing

and learning. Strong community networks are utilised to access wrap-around support for children and

whānau when needed.