Our story
What do a city in the north of Italy and the suburbs of South Yorkshire have in common?
Answer: They both played a part in the beginnings of Cornerstones. Read our story to learn more!
IN THE BEGINNING
A need for change
In 2010, after years of the QCA schemes of work, the national strategies and pressure to teach to SATs, our founder Simon, like many other primary heads at the time, witnessed a slow and creeping narrowing of his school’s curriculum, a decrease in teacher motivation and a lack of children’s engagement in their learning. For Simon, something needed to change and fast.
Inspiration from far away
For Mel, a visit to the Schools of Early Childhood in Reggio Emilia, northern Italy, inspired change. Spending time in Reggio’s classrooms, Mel saw how creative approaches to knowledge acquisition, community involvement, and using beautiful resources led to exceptional learning outcomes and a happy and purposeful workforce.
Be the change you want to see
Each inspired by their own experiences, Mel and Simon’s desire to do something different became Cornerstones Education. Their ambition? To provide a broad and balanced curriculum, beautiful resources, top-notch support, and the necessary tools and tech teachers need, to reclaim their freedom to teach.
From acorns to oak trees
The first Cornerstones curriculum was launched in 2011. This first curriculum was paper-based and had a multi-disciplinary approach – giving schools the necessary enrichment. In 2014, with the introduction of a new national curriculum, we launched our second version, this time with teaching resources and on our first online platform, The Hub.
As the educational landscape changed, with the rise of cognitive research and the move towards a more knowledge-led curriculum, we created our most up-to-date sequenced curriculum. To give schools maximum flexibility and address the growing burden of teacher workload, we developed Maestro’s timesaving, workload-reducing technology.
2010-2011
Problem in education
QCA Curriculum is bland and formulaic, lacking creativity and disengaging children and teachers.
Cornerstones solution
Creative, engaging lesson ideas – The first Cornerstones Curriculum.
2012-2013
Problem in education
Teachers and senior leaders need to know their coverage of the national curriculum is and have access to quality resources.
Cornerstones solution
Electronic access to quality resources.
2014-2018
Problem in education
New national curriculum
Cornerstones solution
A creative curriculum to match the new national curriculum – The second Cornerstones Curriculum.
2019-2020
Problem in education
The 2019 Ofsted framework promoted the need for a knowledge-rich, sequenced curriculum.
Cornerstones solution
A clear progression framework for all subjects from EYFS to Y6, matched to knowledge-rich sequenced curriculum projects for history, geography, science, design & technology and art & design – The third Cornerstones Curriculum.
2020-2024
Problem in education
Monitoring and evaluating a clear progression of learning.
Cornerstones solution
A clear view of expected and actual coverage and progression across a school – Cornerstones’ platform, Maestro, was developed.
2025
Problem in education
An overloaded, uncreative curriculum with a lack of diversity. A narrow focus on measurable outcomes in English and maths. Children and teachers are disengaging with learning and teaching.
Cornerstones solution
Slimmed down creative and diverse adaptable projects with quality supporting resources.
2026
Problem in education
Workload due to changes required to meet the evolved national curriculum following the Curriculum and Assessment review.
Cornerstones solution
Engaging, creative, and diverse adaptable projects and resources mapped against the new requirements. Easy monitoring, assessment and evaluation across the whole school.
Discover More!
No two schools are the same. If you would like to find out how we could help your school, please book in a friendly consultation with one of our curriculum advisers today.
“Maestro is of massive support under the new framework. It can help schools of all sizes at a subject leader level, as well as with the day to day needs of a classroom teacher.”
Sarah Shaw, Headteacher
Hartshead Junior & Infants School
