Cornerstone Christian Early Learning Centre Middleton

Education institution number:
70385
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
57
Telephone:
Address:

69 Suva Street, Upper Riccarton, Christchurch

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1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Cornerstone Christian Early Learning Centre Middleton are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakawhanake Sustaining

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Cornerstone Christian Early Learning Centre Middleton provides education and care for children from two years to school age. A governing board oversees the management of this and another service. Two head kaiako share leadership of the day-to-day management and curriculum.

3 Summary of findings

The service consistently implements a responsive curriculum in a well-resourced environment. There is a balance of play-based and teacher led-learning, with a strong focus on literacy. Children with additional needs and those who are transitioning to the local primary school are well supported.

Kaiako integrate aspects of tikanga Māori, te reo Māori and the languages of Pacific children into the curriculum. Kaiako are continuing to build their understanding of te ao Māori and their confidence in using te reo Māori in the daily programme.

Learning partnerships are well established. Whānau regularly share their perspectives and aspirations for their child’s learning and contribute to the service’s curriculum, including its learning priorities.

The cultural uniqueness of all children is visible in the service curriculum. The service plans regular opportunities for children to participate in and experience cultural events and celebrations strengthening community engagement.

Kaiako consistently use the learning outcomes of Te Whāriki, the early childhood curriculum to guide assessment and planning. Individual plans and learning stories show progress in children’s learning over time. Visibility of children’s cultural heritage, language and identity is variable in learning records.

Leaders and kaiako are highly reflective and collaborative. Team inquiry and research leads to ongoing improvement and has a focus on improving outcomes for children. Deepening understanding and use of internal evaluation processes needs to be embedded across the team.

Governance and management ensure that parent and whānau aspirations materially influence the services values, visions and goals for children learning and wellbeing. The governance committee is well informed through regular reporting on specific aims and success indicators in relation to the special character of the service. Stronger collaboration between service leaders, trustees and parents is needed to strengthen strategic planning.

4 Improvement actions

Cornerstone Christian Early Learning Centre Middleton will include the following actions in its Quality Improvement Planning. These are to:

  • continue to build knowledge of te ao Māori and increase the use of te reo Māori in daily teaching practice
  • increase visibility of children’s language, culture and identity in learning records
  • embed understanding and use of internal evaluation processes across the team. This includes posing evaluative questions and developing quality indicators that focus on outcomes for learners
  • refine strategic planning, ensuring a collaborative approach, with a focus on outcomes for learners.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Cornerstone Christian Early Learning Centre Middleton 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

16 December 2021 

6 About the Early Childhood Service

Early Childhood Service Name Cornerstone Christian Early Learning Centre Middleton
Profile Number 70385
Location Christchurch

Service type

Education and care service

Number licensed for

50 including up to 0 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

52

Ethnic composition

Māori 2, NZ European/Pākehā 18, Pacific 3, Chinese 10, Other Asian 5, Other ethnicities 14.

Review team on site

July 2021

Date of this report

16 December 2021

Most recent ERO report(s)

Education Review, March 2018; Education Review, November 2014.

1 Evaluation of Cornerstone Christian Early Learning Centre Middleton

How well placed is Cornerstone Christian Early Learning Centre Middleton 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.

Background

Cornerstone Christian Early Learning Centre Middleton provides education and care for children aged two years and above in a mixed age environment.  The centre's philosophy is based on a commitment to Christian teachings and to the Te Whāriki Early Childhood Curriculum.  The children come from a diversity of backgrounds with the majority being of Chinese ethnicity.

The centre is managed by two head teachers who job share.  Of the eight teachers, seven have early childhood qualifications.  A governing board oversees this centre and one other, and one of the head teachers is on the board.  The board has recently developed a new strategic plan for the two centres that will take effect in 2018.

The centre is part of the Christian Education Network Kāhui Ako|Community of Learning (CoL)

The centre has been very responsive to all the areas for improvement in the previous ERO report.

The Review Findings

Children, parents and whānau experience a welcoming, positive and caring environment.  Children's sense of belonging and wellbeing are fostered through respectful relationships.  Routines are well known and children move confidently between activities. The programme provides opportunities for older children to play and learn with younger children. Children with additional needs are well supported.

The curriculum is based strongly on Christian beliefs. The centre is well resourced to provide a thoughtful range of learning opportunities for children to explore, create and learn.  Literacy and mathematics development are integrated meaningfully into the learning programmes. Children are engaged, focused and settled during the self-directed learning times and are supported to learn individually and with others. The centre also provides daily opportunities for structured group activities.

Teachers are responsive to children's wellbeing and learning. They are developing effective collaborative systems to track assessment, planning and evaluation. Planning shows positive and personalised links to Te Whāriki.

Leaders and teachers effectively acknowledge and affirm the language, culture and identity of the children. Bicultural perspectives and te reo Māori are included naturally in practices, planning and documentation, and te ao Māori is integrated into learning programmes. The centre is responsive to the number of Chinese children and their families, and has a full time Mandarin speaking teacher. Some documents are available in Mandarin. Parents' views are sought and valued. The centre uses a variety of means of communication to ensure parents are well informed and engaged in their children's learning.

Teachers and leaders benefit from involvement in a local cluster of schools and early learning centres. This provides opportunities for professional development and the building of relationships to ensure smooth transitions to school for children. The centre has a strong and positive association with the local primary school.

Leaders promote a reflective, improvement-focused culture of internal evaluation that informs practices and decisions. 

Key Next Steps

Centre leaders and ERO agree that the key next steps are to:

  • continue to build evaluative capacity in order to fully understand the impact of programmes, practices and initiatives on outcomes for children
  • develop more explicit guidelines that clarify expectations for teaching and assessment
  • evaluate the balance of child-led and teacher-led learning in the programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of Cornerstone Christian Early Learning Centre Middleton 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 Cornerstone Christian Early Learning Centre Middleton will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

7 March 2018 

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 

Location

Christchurch

Ministry of Education profile number

70385

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including no aged under 2

Service roll

61

Gender composition

Female 30

Male 31

Ethnic composition

Māori
Pākehā
Chinese
Other ethicities

  3
20
24
14

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

NA

 NA

Over 2

1:10

Meets minimum requirements

Review team on site

November 2017

Date of this report

7 March 2018

Most recent ERO report(s)

Education Review

November 2014

Education Review

October 2009

Education Review

August 2006

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.