Church Corner Nest - 05/08/2015

1 Evaluation of Church Corner Nest

How well placed is Church Corner Nest to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Church Corner Nest is well placed to promote positive learning outcomes for children.

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


Church Corner Nest caters for children from birth to school age. The centre opened in April 2014 and is one of three services in Christchurch, operating under the NESTS NZ Ltd Franchise. It is a small owner-operated service managed by the licensee-owner and the head teacher.

Children in the preschool and nursery share one large room and outdoor space. A key teacher provides support for each child and his/her family.

The teaching staff including the licensee/manager, are all Early Childhood qualified teachers. Three teachers are provisionally registered and are being mentored and supported by the licensee. The senior management and staff have spent time establishing systems, routines and the team culture.

Children enrolled in the centre represent a multi-cultural mix of backgrounds.

This is the centre’s first ERO review.

The Review Findings

Many aspects of the centre’s philosophy are evident in programme. Children learn in a warm and nurturing environment. They competently play independently or in small groups and willingly support other children with their learning.

Children in the nursery are cared for in a secure and calm environment. Teachers are responsive to children’s interests and personalities. They are readily available to children and give them opportunities to freely explore the resources at their own pace. Children are settled and happy.

Teachers provide time and space for older children to select resources that support their interests, skills or abilities. They plan meaningful experiences for children, such as baking and gardening in the centre or shopping, science or art in the community. All children have opportunities to hear and use te reo Māori. Māori children learn alongside their peers in a positive and supportive environment where older children are encouraged to care for the younger children.

Parents are warmly welcomed into the centre. They have online access to children’s learning and the centre programme. Teachers regularly invite parents to contribute to the programme. Some parents share information about their home language and culture and offer resources to enrich children’s learning experiences.

The licensee and teachers support an inclusive culture in the centre. They provide quality support for children with specific needs. They extend considerable support and care to all children and their families, if and when required.

Teachers are well focused on supporting children’s learning. They have developed positive, respectful interactions with children and their families. They plan programmes collaboratively and share professional knowledge and experiences as a team.

The centre managers have established clear expectations for planning learning experiences for children and assessing their learning. In the best examples, teachers:

  • focus on meeting children’s interests and needs
  • identify specific teaching strategies that promote the desired outcomes for children
  • consider how bicultural perspectives could be meaningfully incorporated
  • align assessments to the strands of Te Whāriki, the New Zealand Early Childhood Curriculum and dispositional learning
  • make links to children’s prior interests and learning.

The centre is well managed. There is a shared vision for the service. The centre managers have developed clear expectations, useful guidelines and very good systems to promote and ensure safe practices. They have focused on building positive relationships that support effective teaching and learning. Staff use reflective practices to effectively sustain a clear focus on continuous improvement and to support children and staff wellbeing.

Good progress has been made towards developing a collaborative process for self review. The centre has a robust appraisal system that is appropriately aligned with the centre goals. The manager encourages reflective practice by providing useful, professional feedback.

Key Next Steps

The centre managers and ERO agree, that in order to improve the quality of teaching and learning outcomes for all children. The centre needs to:

  • increase the level of consistency in effective planning and assessment
  • evaluate the impact of planned teaching strategies on outcomes for children
  • continue to find effective ways to gather parent opinions and feedback as part of their contribution to the programme
  • strengthen the links between the centre’s long term plan and annual plan
  • make the self-review process more evaluative and reflective of the focus on ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Church Corner Nest 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 Church Corner Nest will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

5 August 2015

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under two

Service roll


Gender composition

Girls 21

Boys 12

Ethnic composition




Other Pacific


Other ethnicities







Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

June 2015

Date of this report

5 August 2015

Most recent ERO report

No previous ERO reports


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.