Education reviews in early childhood focus on the factors that contribute to positive outcomes for children. The Education Review Office works with services to identify their strengths and the areas they need to review and develop. The findings assist us in enhancing children’s learning and wellbeing.
Our centre was reviewed in September 2016 and will be reviewed again in three years time, as part of the standard review cycle.
The Review Findings …
Children have positive, respectful relationships with each other and their teachers. They are settled and actively involved in the programme. Children have many opportunities to choose their learning interests from a wide range of thoughtfully presented resources and activities.
Children work well together as they support each other to develop effective social skills. They regularly participate in mathematics, literacy, science and music experiences as part of the daily programme.
Teachers provide a welcoming and inclusive environment for children and families. They respond sensitively to family needs. Teachers respect the home language and culture of each family. Teachers regularly include te reo and tikanga Māori in routines and practices.
Teachers are responsive to children’s individual interests, strengths and abilities. They listen closely to children, support them to develop oral language skills and share their ideas. Teachers encourage children to solve problems and find their own solutions to challenges.
Teachers effectively assess each child’s learning and build on their interests to increase learning. They use group planning process to deepen children’s knowledge and skills. Parents are encouraged to be involved in their child’s learning. They are well informed about their child’s learning and involvement in centre experiences.
Centre managers and teachers regularly consult and communicate with parents through the parent advisory group, weekly newsletters and informative wall displays. They make good use of parents’ views and contributions to improve learning outcomes for children.
Transition into the centre is flexible, well managed and based on the needs of each family and child. Teachers positively support children’s transition to school by fostering their independence, self-help, literacy and numeracy skills within the learning programme.
Centre managers work collaboratively together. They have developed a number of new systems and practices. The new strategic plan effectively guides centre priorities. Centre goals are regularly monitored and evaluated.
Centre managers are building a reflective culture within the teaching team. They lead self review and involve other members of staff in the process. Centre managers and teachers have a strong focus on improving their practices to provide positive outcomes for children and families.[/vc_column_text][/vc_column][/vc_row]