63 Roberts Line, Kelvin Grove, Palmerston North
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 Cornerstone Christian Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Cornerstone Christian Preschool is a community based service governed by Cornerstone Christian Education Trust. The philosophy emphasises the importance of Christian values and strong partnerships with family. It acknowledges Te Tiriti o Waitangi and the individual heritage of all ākonga. A small number of Māori and Pacific children is enrolled.
The rich and responsive curriculum is strongly informed by children’s interests and strengths. Children benefit from an environment that promotes exploration, independence, numeracy and literacy. Children have opportunities to hear and use te reo Māori and tikanga Māori. Teachers foster children’s social competence through positive and respectful relationships. Children sustain their play as capable and confident learners.
A calm, slow pace and flexible teaching strategies effectively support children with additional learning needs. Leaders and teachers facilitate collaboration and networking between the service and outside agencies, including the adjacent school. Strategies to progress learning are inclusive of children’s identified needs.
Assessment makes children’s learning visible. Progress over time is evident and children are provided with feedback about their successes and challenges. Parents’ aspirations for their children’s learning are responded to, contributing to the development of some learning focused partnerships. Assessment is yet to support children’s sense of cultural identity and reflect the cultural contexts in which they live.
Evaluation for improvement is effectively implemented. Teachers regularly subject their practice to critical reflection and undertake professional learning. A recent change in leadership is progressing the establishment of new mentoring and coaching relationships. High levels of relational trust and well-established systems and processes are contributing to a smooth transition.
Leaders and teachers collaboratively develop and effectively enact the service’s philosophy, vision, goals and priorities, and align resources accordingly. Those responsible for governance enact the principles Te Tiriti o Waitangi and actively pursue ways to ensure equitable opportunities to learn.
Cornerstone Christian Preschool will include the following actions in its Quality Improvement Planning:
Increase the information documented about children’s learning that reflects the cultural context in which they live, including culturally valued knowledge, skills and attributes.
Make parent and whānau contributions more visible to promote deeper learning focused partnerships.
Continue to provide resources to support the implementation of new mentoring and coaching relationships within the teaching team.
Before the review, the staff and management of Cornerstone Christian 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:
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
equipment, premises and facilities are checked on every day of operation for hazards to children that include, but is not limited to, all areas listed in the criterion.
[Licensing Criteria for Early Childhood Education and Care services 2008, HS12]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
14 April 2023
|
Early Childhood Service Name |
Cornerstone Christian Preschool |
|
Profile Number |
52543 |
|
Location |
Kelvin Grove, Palmerston North |
|
Service type |
Education and care service |
|
Number licensed for |
40 children aged over 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
26 |
|
Review team on site |
March 2023 |
|
Date of this report |
14 April 2023 |
|
Most recent ERO report(s) |
Education Review, November 2018; Education Review, October 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Cornerstone Christian Preschool is a community-based, Christian early learning service located in Palmerston North. It provides an all-day service five days per week and is licensed for 40 children aged over two years. Of the 36 children enrolled, a small number are Māori. Some children attending the centre have additional learning needs. The centre serves a diverse ethnic community.
The service is governed by Cornerstone Christian Education Trust (CCET). A committee made up of staff, parents, whānau and CCET representatives manages operation. Responsibility for the education programme is undertaken by the supervisor.
The centre's philosophy emphasises the importance of Christian values and strong partnerships with family/whānau. It acknowledges the Treaty of Waitangi, and individual heritage of all akonga.
The October 2015 ERO report, confirmed teachers’ identified priorities for development: improving the performance management process; and strengthening distributed leadership. In addition teachers needed to show increasing complexity of children’s learning in assessment documentation. Significant progress has been made.
A high quality environment effectively supports the learning programme. Close and trusting relationships are evident. An extensive range of resources promotes children's interest and participation. The outdoor area is well developed to support physically active play. Regular excursions into the local community and a variety of visitors add richness to the programme. Children have choices about what they do and who with. They are cooperative, engaged and empowered learners.
Teachers are responsive and respectful as they work with and alongside children. They use a range of effective, researched strategies to support their learning and persistence in play. There is a strong focus on encouraging communication, curiosity and deeper thinking. High expectations and consistent teacher practice support children's social competence.
Those requiring additional learning support are encouraged and enabled to be active participants in the programme. Teachers have the knowledge and skills to successfully encourage children's involvement, communication and social learning.
High levels of family participation and a strong sense of community are evident. Parents are well informed about their children's learning and progress. Many willingly share their cultures, languages and aspirations to support the programme. Partnerships in learning are developing.
A bicultural perspective is evident in the programme. Te reo me ngā tikanga Māori are valued. Leaders agree they should continue to strengthen their approach by seeking suitable resources and information and iwi connections.
Children's transitions are carefully planned. Those new to the service are settled in with their parents' support and collaboration. The 'Eager Beavers' group for older children specifically focuses on building their leadership and skills in making wise choices, in readiness for school. A well-established relationship with the school sharing the site includes regular reciprocal visits that support familiarity and social interaction between older and younger children.
The curriculum is largely based on children's choices, interests and ideas that are regularly noted by teachers. Literacy, mathematics, science and the arts are carefully integrated in play-based ways. Teachers have recently worked together to implement the revised early childhood curriculum, Te Whāriki, and identify valued learning outcomes as a basis for programme development. They are aware that a next step is to further define these outcomes to enable them to measure the impact of the planned programme on children's learning and support ongoing planning decisions.
Stories are regularly written about individuals and the group that outline aspects of children's participation, learning and progress. To further improve the quality of planning for learning, teachers should:
ensure children' cultures, a bicultural perspective, and parents' aspirations for their children's learning are more visible in their approach
strengthen the focus on children's significant learning and interests, and strategies to progress these over time.
High levels of commitment to the philosophy, and a professional and collaborative approach promote cohesive teamwork. Strong leadership for teacher development and improved outcomes for children is evident. The appraisal process is well implemented to build the quality of professional practice. Carefully considered teacher professional development opportunities have had a significant impact on the quality of teaching and leadership. There is a well organised approach to managing operation.
An appropriate framework is in place to support internal evaluation. Understanding and use of the process is well developed. Reference to research, educational publications and examples of best practice supports good decisions about change and improvement. Revised centre guidelines should promote the sustainability of the team's agreed approach over time.
Governance is effective. The management committee is well informed about teaching, learning and day-to-day management through the supervisor's comprehensive reporting. Progress in meeting long-term priorities is regularly tracked. A good range of up-to-date guidelines supports operation. There is a communication channel between the committee and the CCET and more formalised reporting should be considered.
ERO and management representatives agree that teachers should continue to strengthen:
planning for learning
Before the review, the staff and management of Cornerstone Christian 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:
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.
The next ERO review of Cornerstone Christian Preschool will be in four years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
7 November 2018
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 |
Palmerston North |
||
|
Ministry of Education profile number |
52543 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over two |
||
|
Service roll |
36 |
||
|
Gender composition |
Girls 20, Boys 16 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
September 2018 |
||
|
Date of this report |
7 November 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2015 |
|
|
Education Review |
September 2013 |
||
|
Education Review |
July 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Cornerstone Christian Preschool in Palmerston North provides all-day early childhood education and care for up to 50 children aged two to five years. Of those enrolled, four are Māori. The afternoon session caters for children generally aged four.
The service is governed by Cornerstone Christian Education Trust and Cornerstone Christian Preschool Management Committee . The management committee consists of the preschool supervisor, staff representatives, parents whānau and CCET representatives . The day-to-day leadership of Cornerstone Christian Preschool is the responsibility of the supervisor.
The September 2013 ERO report found development was needed particularly in building educational leadership capability and suitable systems and practices to improve teaching and learning for children. Key next steps were identified and an action plan developed which included: developing a robust appraisal process to improve learning and teaching; increasing knowledge and use of self review building teacher’s understanding of effective assessment, planning and evaluation being responsive to the aspirations of children, families, whānau and iwi and incorporating te ao Māori centre-wide through children’s daily learning experiences.
Since that time the teaching team has received targeted support through a Ministry of Education funded programme, Strengthening early Learning Opportunities (SELO).
The Christian special character is clearly articulated in the vision and philosophy. The service caters for children from multicultural backgrounds. There is an emphasis on celebrating the culture, diversity and uniqueness of each child.
Cornerstone Christian Preschool has made positive progress in strengthening areas for development identified in their action plan.
Children experience positive, respectful, warm and caring relationships with teachers. They are relaxed, responsive and confident to ask questions and offer answers in learning situations with peers and adults. There is a calm, settled tone.
Teachers are consistent in their approach to promotng children’s learning. Children are capable and enthusiastic participants in a curriculum that is both child and teacher initiated. They take part in sustained conversations. Adults engage well with learners to listen to their views and promote their interests in play and learning.
Planning is responsive to children’s interests and strengths. Portfolios highlight their engagement in learning and developing friendships. Assessment focuses on learning. Teachers should explore ways to showdeepening and increasing complexity of children’s learning.
Children’s transitions into and across the centre include staff, parent and whānau input. Teachers liaise closely with the Cornerstone Christian School's junior class to support children as they move on to school. They make links between Te Whāriki, the early childhood curriculum, and the key competencies in the New Zealand Curriculum to inform programme planning. Children learn about literacy, numeracy and science appropriately within the context of play.
There is evidence of bicultural practice. This includes increased teacher knowledge and understanding of te ao Mori and use of te reo me ngā tikanga Māori. Māori expertise and input is valued. Children are developing awareness of Aotearoa New Zealand’s dual cultural heritage.
Inclusive practice is very evident. All teachers acknowledge and value children’s different cultures, skills, interests and ways of learning.
Children with special needs are well supportedelationshipsparents, families and external support agencies are facilitated.
A positive, collaborative and professional team culture is evident. The supervisor provides sound leadership. Professional learning and development has builcapability. Ttake responsibility for review and development. Leaders have identified that further refining appraisal practice should help build their capability.
Whānau and parents are consulted and have opportunities to contribute to self review. Planned self reviews cause change and produce positive outcomes for children.
Strategic long term, planned and emergent self reviews all gather information to support judgements and makes decisions about service direction, priorities and improved learning outcomes for children.
Leaders value continual improvement and have identified the following priorities which ERO's external evaluation confirms as appropriate and timely:
Before the review, the staff and management of Cornerstone Christian 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.
The next ERO review of Cornerstone Christian Preschool will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
28 October 2015
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
52543 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, aged over two |
||
|
Service roll |
59 |
||
|
Gender composition |
Boys 33 Girls 26 |
||
|
Ethnic composition |
Māori Pākehā Chinese Other ethnic groups |
4 37 7 11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2015 |
||
|
Date of this report |
28 October 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
|
Education Review |
July 2010 |
||
|
Education Review |
May 2007 |
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:
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.