Campus Corner Early Learning Centre Inc

Education institution number:
65410
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

55 Nile Street, Nelson

View on map

Campus Corner Early Learning Centre Inc

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 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 Campus Corner Early Learning Centre Inc are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)


Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing
Whāngai Establishing

2 Context of the Service

Campus Corner Early Learning Centre is a community-based service closely associated with the Nelson Marlborough Institute of Technology. A board comprising parents and staff representatives oversees governance. Daily operations are led by a head teacher and a team of mostly qualified teachers. Since the 2019 ERO review changes have occurred within the governance, leadership and teaching team. The roll is ethnically diverse. Approximately ten percent of children are Māori. While progress since the last review is ongoing, targeted action is required to make and sustain anticipated changes.

3 Summary of findings

Children are well supported by caring relationships with their teachers who know children well. They use a range of effective strategies to support children’s learning and play. Children’s sense of belonging is fostered through planned experiences that have a focus on building social competence. Excursions within the local community are a regular feature and extend the curriculum.

Infants’ and toddlers’ wellbeing and belonging are carefully fostered by the ways teachers attend to their verbal and non-verbal cues and provide a calm unhurried environment. They confidently explore and are encouraged to develop their physical and language skills. Transitions are thoughtfully managed.

Leaders and teachers do not yet have a shared understanding of how to effectively use the learning outcomes of Te Whāriki, the early childhood curriculum, to design a localised curriculum. They are yet to:

  • align the Te Whāriki learning outcomes to the service values and philosophy and clearly determine, with the community, the valued learning priorities

  • meaningfully integrate te ao Māori within the curriculum and assessment information

  • effectively provide a curriculum that gives full expression to children’s diverse languages, cultures and identities.

Clear systems, guidelines and feedback from leaders focussed on assessment support ongoing development of teacher practice. However, the quality of assessment continues to require strengthening to better show:

  • evaluation of children’s learning progress over time in relation to the outcomes from Te Whāriki

  • how teachers partner with parents to determine learning priorities for their children.

Leaders and teachers systematically undertake internal evaluation to make improvements. However, developing a deeper understanding of internal evaluation is required. The board meets regularly as governors of the service but need to more actively monitor the strategic direction of the service and progress towards its goals.

4 Improvement actions

Campus Corner Early Learning Centre Inc will include the following actions in its Quality Improvement Planning:

  • with parents and whānau collaboratively design a culturally responsive localised curriculum, aligned to Te Whāriki learning outcomes, that reflects the valued learning priorities of the community

  • implement the agreed localised curriculum and reflect this through assessment documentation

  • build the teams’ capability to undertake effective internal evaluation. This includes posing evaluative questions and more purposeful use of indicators to guide all aspects of the evaluative process.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Campus Corner Early Learning Centre Inc 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.

Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini

29 March 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Campus Corner Early Learning Centre Inc

Profile Number

65410

Location

Nelson

Service type

Education and care service

Number licensed for

37 children, including up to 9 aged under 2

Percentage of qualified teachers

80-99%

Service roll

46

Review team on site

January 2023

Date of this report

29 March 2023

Most recent ERO report(s)

Education Review, September 2019; Education Review, April 2016

Campus Corner Early Learning Centre Inc - 09/09/2019

1 Evaluation of Campus Corner Early Learning Centre Inc

How well placed is Campus Corner Early Learning Centre Inc to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Campus Corner Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Campus Corner Early Learning Centre provides education and care for children from birth to school age. The current roll of 54 includes three children of Māori descent.

The centre has a long partnership with the Nelson Marlborough Institute of Technology. It is governed by a board made up of parents and a staff representative. A new centre manager leads a team of qualified teachers and support staff.

Within the centre there are two defined areas including outdoor environments. One for infants and toddlers and another for young children. Each area has an assigned senior teacher.

April 2016 report identified areas requiring further development. These included strategic planning, and planning, assessment and self-review. Very good progress has been made in documenting assessment and systems for monitoring strategic planning. Other areas require further development.

The Review Findings

Children experience care and learning in well-considered, age appropriate environments. Infants and toddlers enjoy positive, calm and nurturing conditions where attentive and inclusive learning supports them to develop and explore. They are stimulated through a range of well-resourced experiences that supports their independence.

Positive guidance strategies support children to explore and develop confidence. Teachers respond to learner needs and regularly engage with them to encourage choice that promotes their learning. Intentional teaching is highly evident in the centre. Positive primary care routines effectively engage learners.

Children with additional learning needs are identified and effectively supported. Leaders and teachers work alongside their family and whānau to access external agencies when required.

Children's sense of belonging is nurtured alongside whānau during transition into, through and onto school. This is celebrated and valued through a well-considered and clear record of exploration and participation in learning. Documented progressions show how children develop their sense of belonging and confidence aligned to parent aspirations. Better evidence of cultural experiences in learning stories and celebrating children's language and identity in their learning journey is a key next step.

There is a commitment to bicultural practice and valuing all children’s language culture and identity through the delivery of Te Whāriki (2017), the early childhood curriculum. Strong rituals ensure Māori and all learners regularly experience centre kawa. Māori protocols and language are emphasised during whānau time, care and kai rituals. These are well known by children and are strongly led by key teachers. The annual Mātāriki event continues to be a valued celebration and an opportunity to engage with all whānau.

A new framework for planning for learning has been developed. It focuses on children’s emerging interests. Teachers notice, recognise and respond to children's interests and development to inform the programme and create meaningful learning experiences. Teachers should continue to draw on whānau aspirations to establish meaningful learning goals for children aligned to specific outcomes in Te Whāriki (2017).

Leaders show a strong commitment to the philosophy, goals and vision of the centre. New leadership is developing collaborative ways of working across the teaching team. It is timely to review the philosophy to define what learning matters. Engaging with whānau Māori and the Pacific community to define what educational success looks like for them should strengthen the responsiveness of the curriculum and bicultural practice.

Leaders and teachers are improvement focused. They continue to build their knowledge and understanding of internal evaluation to support decision-making. A key next step is to develop a collaborative approach to better evaluate the impact of teaching practice on learning outcomes.

A recently strengthened appraisal system has the potential to develop and grow teacher capabilities. Purposeful leadership and teacher goals align to centre and strategic priorities. Leaders should continue to build their knowledge of Māori language and Tapasā (Cultural Competencies Framework for Teachers of Pacific Learners) and clarify expectations for targeted, formal observations and bicultural practice. This should grow capability and strengthen consistency of practice.

Leaders have identified the need to develop purposeful learning partnerships with parents and whānau to enrich their contribution to their child’s learning. A recent parent survey has provided useful feedback for leaders and teachers. This has helped to inform ongoing improvement.

Key Next Steps

ERO's evaluation confirms the team's identified areas for development. These are to continue to:

  • build the capability to use internal evaluation collaboratively as a tool for improvement
  • consult with parents, whānau Māori, and the Pacific community to determine what educational success looks like for them to better inform practice
  • extend and assess learning opportunities that celebrate bi culturalism and diversity
  • to build knowledge of Tapasā (Cultural Competencies Framework for Teachers of Pacific Learners) to inform clear expectations for practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Campus Corner Early Learning Centre Inc 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 Te Tai Tini

Southern Region

9 September 2019

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

Nelson

Ministry of Education profile number

65410

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 9 aged under 2

Service roll

54

Gender composition

Male 28, Female 26

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

3
42
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

July 2019

Date of this report

9 September 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

September 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

Campus Corner Early Learning Centre Inc - 12/04/2016

1 Evaluation of Campus Corner Early Learning Centre

How well placed is Campus Corner Early Learning Centre 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

Campus Corner Early Learning Centre provides education and care for children from birth to school age. The centre is affiliated to the Nelson Marlborough Institute of Technology (NMIT) in central Nelson. There is a requirement that at least 50% of the roll are children of NMIT students and staff. The centre also welcomes children and their families from the wider community.

The centre is governed by a board that includes parent and staff representatives. A head teacher manages the centre on a daily basis. The majority of staff are fully trained and registered early childhood teachers.

The centre is organised in two areas. One space is for infants and toddlers up to the age of two and the other for young children. Each area has its own outdoor play space. There is a senior teacher in each area responsible for ensuring the daily programme is well implemented.

The Review Findings

The teachers have successfully developed a shared philosophy about the ways of working with children to effectively support their learning and development. This philosophy is highly evident in practices throughout the centre.

Positive relationships and respectful interactions are evident across the centre, including between adults and children, and among children.

Infants, toddlers and young children benefit from the emphasis teachers place on:

  • supporting their emotional and physical wellbeing and sense of belonging
  • providing a child-centred curriculum with a strong focus on opportunities for children to be independent and make choices in their play
  • ensuring routines are calm, unhurried and well used as learning opportunities
  • making sure there are times when children can experience sufficient periods of uninterrupted play.

Teachers' records show they know individual children well. They notice significant learning for children and recognise possible learning opportunities.

Teachers interact with infants, toddlers and young children in ways that effectively promote their learning. They:

  • listen carefully and respond promptly to children’s cues and preferences
  • make considered decisions about their involvement in children's play, encouraging children to problem solve for themselves
  • give children opportunities to demonstrate and build on their competence
  • help children develop the skills to play and interact successfully with others.

Children's curiosity and exploration is supported by the purposeful way teachers present the environment. They regularly involve children in caring for the environment. A strong emphasis is placed on children being able to use natural materials, everyday things and resources that can be used in many ways within their play. Children’s learning experiences are also extended through regular excursions into the local community, such as visits to local schools, and visitors to the centre.

Teachers are making increasing use of resources to support their understandings of Māori values and concepts and help them to teach in culturally responsive ways. They have identified that this is an area they want to continue to strengthen.

There are a range of practices that effectively involve parents in the everyday life of the centre. This includes parent representation at board level, use of parent skills and strengths in the daily programme to extend the learning experiences for children. There are many opportunities for parents to contribute their views through regular questionnaires.

Useful centre priorities have been developed in a collaborative way amongst the teachers and the board. The teachers are currently focused on recognising multicultural perspectives in the curriculum.

Teachers are reflective and focused on improvement. They make good use of individual and self review to improve practices and outcomes for children. Self review is well aligned to appraisal goals. 

Staff have a collaborative approach to teaching and learning. Centre leaders make good use of teacher strengths to support improvement. This provides ongoing opportunities to build on teachers' leadership capabilities.

Key Next Steps

Centre leaders and ERO agree key next steps include:

  • developing systems to monitor and evaluate strategic planning
  • strengthening the process of whole centre planned self review
  • reviewing the effectiveness of planning and assessment documentation.

Management Assurance on Legal Requirements

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 centre has not yet aligned its policies and procedures to the Vulnerable Children’s Act. It is aware of its obligations and is in the early stages of doing this.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Campus Corner Early Learning Centre will be in three years. 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

12 April 2016 

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

Nelson

Ministry of Education profile number

65410

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 9 aged under 2

Service roll

48

Gender composition

Girls 30; Boys 18

Ethnic composition

Māori
Pākehā
Other Ethnicities

  8
34
  6

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

February 2016

Date of this report

12 April 2016

Most recent ERO report(s)

Education Review

September 2012

Education Review

April 2009

Education Review

July 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.