2 Nash Road, Halswell, Christchurch
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 (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 Aidanfield are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Cornerstone Christian Early Learning Centre Aidanfield provides education and care for children from two years-to-school age. A governing board oversees the management of this and one other service. A head teacher manages the day-to-day operations and leads a team of three fully qualified teachers. The teaching team is well established.
The Christian philosophy is strongly evident in the service’s curriculum. The culture, language, and identity of children and their whānau are reflected throughout the programme. The environment is calm,caring, and responsive to children's needs. The kaupapa Māori concepts of ako and tuakana teina are thoughtfully implemented to nurture social and emotional wellbeing of all age groups.
Children’s learning and development is supported by leaders and kaiako with relevant knowledge and expertise. Kaiako are reflective and work closely to support learner experiences in a well-resourced environment. Visual displays communicate the value placed on the work of children. The service’s cultural narrative and acknowledging mana whenua, continues to develop. The use of te reo Māori and tikanga Māori by kaiako is represented within aspects of the daily programme. Kaiako continue to build confidence in the meaningful inclusion of te reo and te ao Māori.
Transitions into and out of the service are well organised and discussed with whānau. The service has developed close relationships with nearby schools to foster positive transitions to school. Children with additional needs are well supported through detailed individual learning plans and resources developed alongside outside agencies and whānau.
The service is increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum, with clear links to Christian core values. Group planning is derived from noticing and responding to children’s interests. Whānau aspirations are gathered through conversation however, how kaiako respond is not clearly visible in learning records.
Professional learning and development support kaiako knowledge and expertise. Leadership is growing the collective capability of the team. 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’s learning and wellbeing. The governance committee is well informed by regularly 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.
Cornerstone Christian Early Learning Centre Aidanfield will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Cornerstone Christian Early Learning Centre Aidanfield 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
30 November 2021
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Early Childhood Service Name |
Cornerstone Christian Early Learning Centre Aidanfield |
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Profile Number |
45753 |
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Location |
Christchurch |
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Service type |
Education and care service |
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Number licensed for |
30 children, including 0 aged under 2. |
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Percentage of qualified teachers |
100% |
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Service roll |
40 |
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Ethnic composition |
Māori 4, NZ European/Pākehā 18, Chinese 8, Other ethnic groups 10. |
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Review team on site |
August 2021. |
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Date of this report |
30 November 2021 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, August 2013. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Cornerstone Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Cornerstone Early Learning Centre's programme reflects its strong commitment to Christian values. There are 4 qualified early childhood teachers, 3 of whom are fully registered and 1 who is provisionally registered. The centre has one large room and an outdoor area.
Centre leaders have responded to the recommendations outlined in the 2014 ERO report. They regularly share information about children's individual interests and capabilities and are more intentional about extending children's learning.
The centre is governed by a Board of Management which includes the head teacher.
Children are settled and highly engaged. Teachers are nurturing and positive. They encourage children to be self-managing. Children confidently select from a wide range of available resources. Tuakana-teina relationships, where older children care for and support younger children, are highly evident.
Teachers are very aware of individual children's needs and readily respond to their requests. They provide good opportunities for children to explore and discuss their learning in groups or as individuals. They openly model Christian values particularly those of caring and respect. They closely align these with the Māori concepts of aroha, manaakitanga and whanaungatanga.
Children's cultural backgrounds are respectfully acknowledged and teachers use children's home languages often. A teacher who speaks Mandarin supports children and parents who are learning the English language. These practices positively build children's sense of belonging and respectfully support parents of these children.
Teachers collaborate and plan together to support their shared responsibility of the children. They regularly share ideas and resources to further enhance children's learning of Christian values. Additional learning opportunities based on Te Whāriki (the Early Childhood Education curriculum) are likely to provide a greater balance to what children are learning. Teachers regularly seek parents' aspirations and respectfully encourage their contributions to children's learning stories.
Centre leaders and teachers actively seek the support of specialists and agencies to meet the needs of children with additional needs. They effectively use the strengths of the staff to manage the centre's programme and build capability.
The head teacher and an experienced teacher collaboratively manage all aspects of the centre. They seek input from staff and community when making decisions about change. They effectively use internal evaluation to identify strengths and make improvements where necessary.
The head teacher and ERO agree that priority should be given to:
making the balance between the teaching of the centre’s Christian values and the strands and principles of Te Whāriki more explicit
regularly identifying individual children’s learning within the group stories
making bicultural perspectives more visible in the programme and centre documents
increasing the robustness of the appraisal process in order to meet the requirements of the Education Council.
Before the review, the staff and management of Cornerstone Christian Early Learning Centre, Aidanfield 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 Early Learning Centre, Aidanfield will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern/Te Waipounamu
7 June 2017
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.
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Location |
Christchurch |
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Ministry of Education profile number |
45753 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children |
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Service roll |
|||
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Gender composition |
Boys 25; Girls 21 |
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Ethnic composition |
Māori Pākehā Asian European Other ethnicity |
2 26 11 3 3 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2017 |
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Date of this report |
7 June 2017 |
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Most recent ERO report
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Education Review |
August 2013 |
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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.