Pae Tata (QEC) Evaluation BestStart Rototuna 18/10/23

CM Varsha Shivangi, AM Saleshni Shant, PPL Helen Neho

Grading:
GRADE JUDGEMENT DESCRIPTION
1 Whakatō The seed is sown, a place of potential
Emerging Emerging means that the service is at an early stage of developing the learning and organisational conditions
(systems, processes and practices) to improve quality and realise equitable outcomes for children.
2 Whāngai Nourishment is provided
Establishing Establishing means that the service is establishing the learning and organisational conditions (systems,
processes and practices) and is building shared understandings to improve quality towards realising equitable
outcomes for children.
3 Whakaū Consolidation of all elements has occurred
Embedding Embedding means that the service has established and is embedding coherent learning and organisational
conditions (systems, processes and practices) and is consistently implementing practices and processes to
enable improvement in quality towards realising equitable outcomes for children.
4 Whakawhanake Appropriate conditions provide strong and ongoing support
Sustaining Sustaining means that the service has evidence of its capability and capacity to sustain ongoing improvement
to the learning and organisational conditions (systems, processes and practices) and the impact of this
improvement in realising equitable outcomes for children.
5 Kia rangatira ai te tipu A combination of favourable conditions and a nourishing environment produces ongoing quality of results
Excelling Excelling means that the service is sector leading and demonstrates exemplary practice resulting in equitable
outcomes for children.

The rubric above is used to grade each of these areas:

0. Te Whāriki Outcomes for Learners

1. The learner and their learning
2. Collaborative professional learning builds knowledge and capability
3. Evaluation for improvement
4. Leaders foster collaboration and improvement
5. Stewardship through effective governance and management

Overall judgement will be calculated as the average of the areas above

The areas above will receive their grades by the average of the process indicators for each areas separately. Area 1. has only got one process indicator.
 0. Te Whāriki Outcomes for Learners
EMERGING ESTABLISHING EMBEDDING SUSTAINING EXCELLING
Information gathered is about The service is beginning to The service is increasingly The service has multiple sources The service has multiple sources
what children are doing rather explore the learning outcomes intentional in using the learning of information that shows of information that show the
than their learning. The service in Te Whāriki. It has some outcomes in Te Whāriki. It has children’s increasing capabilities breadth, depth and complexity
has limited information about evidence about children’s an increasing range of in relation to the learning (rich picture) of children’s
children’s developing developing capabilities in information about children’s outcomes in Te Whāriki. increasing capabilities in
capabilities in relation to the relation to these outcomes for developing capabilities in Information is being used to relation to the learning
learning outcomes in Te some children. The service is relation to these outcomes. The identify and respond to outcomes in Te Whāriki.
Whāriki. beginning to consider this service is recognising inequities inequities. Evidence of equitable and
information in terms of equity. in their assessment information. excellent outcomes for children.
1 2 3 4 5
The evidence to be considered:
 Learning Outcomes are used to inform planning and IE
 QPT – where is this centre identifying the Learning Outcomes in Vision, Philosophy, Priorities for learners, centre specific practices identified in QPT.
 Recognition of Strands and Principles in QPT is reflected in centre practices e.g. whakamana in QPT we would look for it in practice during observation.
 Resonate feedback
 Whanau input into IE and how it is actioned
 Consultation processes – Family and Community Principle
 ILP are the principles enacted and is children’s holistic development being nurture.

Space for summative comment:

Local curriculum – the team were able to use this mahi for their IE and further
They have reviewed the use of outcomes and teaching strategies for both group and individual planning. They have narrowed this down to a smaller number
for each.
Evaluation – in group planning shows the progression of this, specifically evaluation to outcomes and explicitly showing where this has occurred – in Toddlers.
Preschool and Nursery need to ensure their evaluations are the same as the todder team

Learning outcomes - team were able to narrow it down to just a few for group and individual planning for easier evaluation.
This can be added to the curriculum design procedure as well.

QPT - team have moved from adding evidence to adding links to where evidence could be found. Next step - narrow down the stretch practice since you may
have achieved some of it. Try and keep it to few stretch actions at a time. The QPT is now a group document and they have agreed to their quality practises
and areas for growth. The areas for growth have been actively worked on and we can now have these in the other column as current practises. Team will
review this for the year to show progress and set focus areas for 2024.

Centre priorities have been reviewed. Team was also thinking about making learning tags in Storypark so it is easier to link.
 ILP – These have developed in the goal setting area to make specific outcomes and teaching strategies. Heidi has attended the IY course and this has helped to
bring more of a focus on teaching strategies. Evaluations are strengthened through specific comments about the progression towards outcomes and evidence
of this. Teaching strategies are evaluated and the effectiveness of these. We looked at a variety of children and teachers ILPs to show how we are meeting
outcomes for priority learners. Including under 2, Diverse learner, Maori learners.
Reviews make connection to NELP and Strands of Te Whariki – the are to develop here is to use the centre priority outcomes as indicators to show how we are
meeting children needs in all areas of review
Embedding 3.5

Key improvement area Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Medium Through the current Internal Evaluation on local
Use the centre priority outcomes as indicators to curriculum
show how we are meeting children needs in all
areas of review.

Preschool and Nursery need to ensure their

evaluations in group planning are the same as the
toddler team

1. The learner and their learning

Process indicator
1.1
Children’s learning and
development in play-based
contexts is supported through
caring, learning-focused
partnerships.
Examples of Effective practice Evidence Grade
(1 to 5)
Leaders and kaiako collaboratively develop and maintain responsive, reciprocal and respectful partnerships Communication and consultation 4
with: procedure Sustaining
- children, parents and whānau Assessment
- the wider community, including schools and external agencies, to enhance children’s learning. Transition procedure
Kaiako work in partnership with children, parents and whānau to support children’s developing social Observations - play –based environment,
competence, emotional wellbeing and cultural connectedness in play-based contexts. engaged children & teachers’ intentional

1.2
Children, parents and whānau
contribute to a curriculum that
recognises their identities,
languages and cultures.
1.3
Children have equitable
opportunities to learn through
a responsive curriculum that is
consistent with Te Whāriki.
Leaders and kaiako scaffold children’s learning and development. interactions within play-base curriculum
Transitions into, within and from the service support and respond to each child, their parents and whānau. design
Learning focused Documentation of
parent/whanau communication
ILP- links into local community including
whanau
Centre specific positive guidance
procedure
Teachers can articulate their intentional
teaching within child centred curriculum
Leaders and kaiako purposefully seek the views of children, parents and whānau about strategies for Environment 3
responding to diverse languages, cultures and identities. ILP embedding
Māori children and whānau have authentic opportunities to contribute to the design and development of a Assessment
curriculum that reflects Māori ways of knowing, being and doing. Resources
Kaiako integrate the languages and cultures of Māori and Pacific children throughout the curriculum. Observations- See feel, hear variety of
Leaders and kaiako seek ways to maintain children’s connections to, and fluency in their home language/s and cultural identities within entre centre
cultural identities. community
Kaiako acknowledge, respect and respond to the identities, languages and cultures of children and their QPT
parents and whānau. Centre Events
Kaiako foster dual and multiple language learning, including the learning of New Zealand Sign Language. IE
StoryPark
Localised curriculum
Community connections (Iwi, schools,
cultural hubs, agencies)
Leaders and kaiako practices enable all children to participate fully in the curriculum alongside their peers. Environment 3.5
Leaders and kaiako: ILP embedding
- identify and remove barriers to a child’s full acceptance, participation and learning Assessment
- enable children to explore genders in ways that are non-stereotypical and open-ended Resources
- identify learning support needs and flexibly support children’s learning and development Observations: children's learning
- ensure that early interventions are responsive to and inclusive of children’s identified needs. (decisions) and play is affirmed as
Children’s mana is recognised and fostered within a responsive curriculum that supports them to: meaningful learning
- take increasing responsibility for their own wellbeing, the wellbeing of others, and the wellbeing of the QPT
immediate and wider environment Centre Events
- discuss and negotiate rights, fairness and justice with adults IE
- take responsibility, along with kaiako, parents and whānau, for addressing issues of sustainability and Child self-assessment
local/global citizenship as kaitiaki of the land and environments. EC3C
Kaiako who work with infants and toddlers: Centre specific curriculum design
- ensure their approaches to care are culturally responsive procedure
- engage in appropriate cultural practices with Māori and Pacific children; for example, aroha, communal IEPs/meeting notes with like learning
caregiving, tuakana-teina relationships,oriori and waiata support from MOE
- maintain a calm, slow pace that gives younger children space and time to lead their own learning
- are responsive to children’s verbal and non-verbal cues and signals.
Learning environments for children:
- are safe and well-resourced
- are equitable, inclusive and affirming
- encourage critical thought, wondering and creativity
- challenge children to explore and become fully involved in a wide variety of learning experiences.

1.4
Te reo Māori and tikanga Māori
are valued and an integral part
of teaching and learning.
1.5
Children’s learning and
development is supported
through intentional and
culturally responsive pedagogy.
1.6
Assessment practices enhance
children’s mana and their
learner identities.
Leaders and kaiako provide a curriculum that positively promotes children’s
- agency, independence and decision-making
- sense of security in being able to predict what will happen next
Leaders and kaiako: Observations - te reo being used 3
- pronounce Māori words correctly and promote te reo Māori using a range of strategies based on relevant informally by teachers & children embedding
language learning theories ILP
- integrate te reo and tikanga Māori into day-to-day teaching practice. Assessment
IE
QPT
Philosophy
Environment
Centre staff meeting minutes
Transition procedures
Centre protocols
Community connections (iwi)
Additional PPL audit
Kaiako thoughtfully and intentionally: Localised curriculum 4
- give priority to oral language, recognising that it plays a crucial role in identity development and in learning Centre specific curriculum design Sustaining
across a range of domains Observations: all cultures and the stories
- use a range of strategies to encourage children to express and explore their working theories, problem- that they bring into the centre are
solving endeavours, and experimentation respected. A lot of home language is
- make links across time, place and activities by revisiting children’s experiences, ideas and interests heard.
- recognise and extend children’s understanding of mathematical and literacy concepts in different contexts, Assessment
including those with particular cultural relevance ILP
- provide opportunities for children to learn about the local and wider community. Children’s voice
Kaiako practice is consistent with the competencies in Tātaiako and in Tapasā. Resonate feedback
QPT
IE
Environments
Resources
The learning outcomes in Te Whāriki provide the basis for assessment for learning. QPT 3.5
Assessment for learning practices actively involve children, parents and whānau and take account of their Assessment Embedding
perspectives and aspirations. ILP
Over time, assessment builds each child’s cultural identity, sense of belonging and learner identity. Centre specific curriculum design
Effective assessment practice informs planning, curriculum and intentional pedagogy. IE
Leaders and kaiako gather information about children’s learning and development, analyse it for evidence of Whānau voice
progress, and consider implications for teaching and learning. Communication and consultation
Leaders and kaiako use assessment information to: procedure
- make children’s learning visible Child self-assessment
- identify progress and continuity of learning over time Parent aspirations
- identify children’s capabilities and needs for additional support Teacher inquiry
- support successful transitions Teacher reflections (Evaluative practice)
- provide children with feedback that acknowledges their learning and recognises their efforts, challenges and Environments (displays)
successes Observation: how teachers are
- evaluate how well their curriculum is helping to them to achieve their priorities for children’s learning and communicating learning and assessment
use this information to adapt practice. to other teachers and Whanau and
Assessment practice ensures information documented about children’s learning reflects the cultural contexts where/how is the "child" and "their
in which they live and includes culturally valued knowledges, skills, attitudes and behaviours. stories" involved in those conversations
Space for summative comment:

Specific actions have been implemented to increase whanau engagement and trust. Regular hui, transition procedures, regular communication. Resonate scores
have improved as a result.

Heidi – Toddler kaiako has worked on IY strategies and implementation to support diverse learners.
Amandeep –under 2 kaiako has worked on social competency and language.
Connections to culture are evident in events and celebrations. There is some evidence of this in the environment and in portfolios.
Portfolio hui are regular now for each room to discuss learning progression and set new goals.
Local curriculum – the team were able to use this mahi for their IE and further
They have reviewed the use of outcomes and teaching strategies for both group and individual planning. They have narrowed this down to a smaller number for
each.
Evaluation – in group planning shows the progression of this, specifically evaluation to outcomes and explicitly showing where this has occurred – in Toddlers.
Preschool and Nursery need to ensure their evaluations are the same as the todder team
Group planning - evaluation is looking good. The learning outcomes are specifically being evaluated with good systems in place - nice work Heidi :)

ILP - again good evaluation happening in this space. Action - Heidi can continue to review the team planning and assessment and feedback to show progression
in this space.

Diverse learner - Mana's ILP is showing some good strategies in place to support his needs.

ILP – These have developed in the goal setting area to make specific outcomes and teaching strategies. Heidi has attended the IY course and this has helped to
bring more of a focus on teaching strategies. Evaluations are strengthened through specific comments about the progression towards outcomes and evidence of
this. Teaching strategies are evaluated and the effectiveness of these. We looked at a variety of children and teachers ILPs to show how we are meeting
outcomes for priority learners. Including under 2, Diverse learner, and Maori learners.
Connections to culture: Sash has an inquiry around this.
Since the last review - team have been celebrating more cultural events and highlighting these learning.
This is an area that can be further developed as an action plan. How are we recording the work that the team are doing in relation to making connections to
children's culture. It would be good to see these being reflected in your environment. This can be included in children's individual assessments to show what is
important to them.
Recently celebrated Fiji Day - community post out to whanau. Would be good to acknowledge the children and families to whom this is important.
Will be good to do some local library trips to strengthen local community connections.
Team have been visiting Rototuna Primary school to strengthen the transition process.

Te Rongohia Te Hau – how are we supporting Maori learners in the centre? current MOE SELO project. Sash is leading this mahi and it will be part of the current
IE actions.

Area still to develop – make further connection to children’s culture, language and identity. They have added this to the children’s portfolio covers. How can you
document this in the classrooms? In the ILPs?
Community connections – they have started to do school visits, have ESW support workers coming in, playball sessions. This is an area they can develop further
in their curriculum.
Key improvement area
Kaiako and leaders support children to maintain
connections to, and fluency in their home language/s
and cultural identities.
2. Collaborative professional learning builds knowledge and capability
Process indicator
2.1
Children’s learning and
development is supported by
leaders and kaiako, and
others with culturally
relevant knowledge and
expertise.
2.2
Leaders and kaiako work
collaboratively to develop the
professional knowledge and
expertise to design and
implement a responsive and
rich curriculum for all
children.
2.3
Children’s learning is
enhanced through leaders
and kaiako engaging in
professional learning and
development opportunities
Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Medium Next area of focus for Strategic plan, IE and PGC
Te Rongohia Te Hau SELO project
Examples of Effective practice Evidence Grade
(1 to 5)
Leaders and kaiako: Observation: tikanga and te reo Māori 3.5
- have developed the cultural competence and expertise to provide a rich, responsive and inclusive and other first languages are heard and Embedding
curriculum for all children responded in, other than English
- are committed to practices that promote success for Māori children such as fostering tuakana-teina ILP’s
relationships or groupings PGC
- learn about Māori theories and pedagogies, to assist them to enact culturally responsive practices Planning, Environments
- engage with Māori as tangata whenua PLD that supports kaiako cultural
- value and celebrate Pacific and diverse groups of children and their parents and aiga for who they are knowledge and implementation
and what they bring to the service. Knowledge and connections with local
iwi and whānau priorities
Documentation of whānau hui
Leaders and kaiako have the professional knowledge, including subject content knowledge, to respond PLD to increase professional 3.5
meaningfully to children’s interests and inquiries and to support development of their understandings, knowledge Embedding
working theories and dispositions. Planning
Leaders and kaiako work together with children, parents and whānau to design, implement and evaluate Holistic nature of assessment
a curriculum that is informed by current theories of teaching and learning. Observations particularly of routines
Leaders and kaiako can explain how the service’s curriculum is consistent with the principles and strands and rituals around care and heart
of Te Whāriki. centred practcies.
Leaders and kaiako can explain the rationale and process of reviewing and designing their curriculum Resourcing in environment
which includes, for example, the history, protocols and legends of the local area. Excursions
Leaders and kaiako demonstrate understanding that, for all children, assessment should promote holistic Curriculum design procedure
learning and development. Philosophy
Kaiako practices demonstrate that care is understood to be an integral part of the curriculum, Environments
particularly for infants and toddlers. PGC
Leaders and kaiako: PLD logs, 1:1 and inquiry in PGC 4
- take personal responsibility for their own professional learning Internal evaluation sustaining
- gather, analyse and use evidence of children’s learning and outcomes to improve individual and Observation relating to attended PLD
collective practice for outcomes. Team rituals around
- actively engage in critical reflection, problem solving and collaborative practice reflection – reflective practice.
- subject their teaching practice to ongoing inquiry and evaluation.
 that contribute to ongoing
and sustained improvement.
2.4 Leaders and kaiako have access to professional learning opportunities that: Staff meeting hui minutes 4
Children’s learning is - integrate theory and practice PLD - shared knowledge sustaining
enhanced through leaders - engage and challenge their beliefs and practices QPT
and kaiako working as a - encourage them to individually and collectively take responsibility for their own professional learning Coaching conversation during
professional learning and development observation: teachers and leaders
community. - deepen their understanding of the curriculum and pedagogical and assessment practices engaging in recent pedagogical
- use evidence of children’s progress and learning as a basis for collective inquiry into the effectiveness of documents and PLDs and linking them
teaching practice into their inquiries, QPT and PGC.
- develop professional knowledge and expertise using context-specific approaches informed by research IE
- include multiple contexts in which to learn and apply new knowledge and discuss with others. Kahui Ako, CM hui, SELO
Leaders and kaiako inquire into aspects of their practice, asking themselves what works (practical PGC
insight) and why (theory); they make evidence-based Professional hui
changes to practice and evaluate the effectiveness and impact of this change. Inquiry goals
Leaders and kaiako seek opportunities to share their professional knowledge, expertise and practice with
the wider professional community.
Space for summative comment:

The team use the systems well to work to their individual and group goals, using PGC, inquiry, Ismart, logs of professional learning opportunities and internal
evaluation as tools for improvement. They have access to targeted professional learning that support them to develop in these identified areas.
There is coaching and support for all from the leaders. The curriculum is an area of focus and the team have worked to ensure that they are providing a rich
curriculum for each child.
PLD has been individualised – compliance topics along with PLD that aligns with their individual goals.
Teachers are all well engaged in their plans – this has been an area of growth for the team
PLD has included
IY course
Te Rongohia Te Hau SELO. Sash attending the SELO to strengthen the bi-cultural practice in the centre. This is to cater for the needs of the Māori children. This
can be added to the making sense part of the IE and actions set after the initial observations.
Local curriculum clusters – whole team has engaged with this as part of IY to evaluate How effective is our curriculum in the centre and
what can we do to strengthen it?
QPT has been developed as a team now. QPT - team have moved from adding evidence to adding links to where evidence could be found. Next step - narrow down the
stretch practice since you may have achieved some of it. Try and keep it to few stretch actions at a time. The QPT is now a group document and they have agreed to their
quality practises and areas for growth. The areas for growth have been actively worked on and we can now have these in the other column as current practises. Team will
review this for the year to show progress and set focus areas for 2024.

Using local curriculum to identify priority outcomes for tamariki Then these teaching and learning priorities can be used to set internal evaluation processes in
areas that you want to develop further in your teaching practise.
Aligning the IE, professional learning and PGC goals to reach priority areas from the QPT.

3.75 Embedding
Key improvement area
Manaaki Pathway mahi
Aligning the IE, professional learning and PGC
goals to reach priority areas from the QPT.
3. Evaluation for improvement
Process indicator
3.1
Coherent organisational conditions
enable governance, managers,
leaders and kaiako to do and use
evaluation for improvement and
innovation.
3.2
Capability and collective capacity
to do and use evaluation, inquiry
and knowledge building sustains
improvement and innovation.
Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Medium 2024 IE and PGC
Examples of Effective practice Evidence Grade
(1 to 5)
Evaluation, inquiry and knowledge building are embedded in the policies, systems and processes and PGC policy and procedures 4
practices that collectively express how the service plans for, and takes action to realise its vision, Internal evaluation policy and Sustaining
values, goals and priorities for children’s learning. practices
Appropriate tools and methods are used to gather, store and retrieve a range of relevant information Strategic planning (national,
for evaluation and improvement purposes. regional, centre)
Those in governance and managers, leaders and kaiako recognise the importance of child, parent, Team hui (individual and team)
whānau and community voice, and draw on it to inform priorities for improvement. QPT
Relational trust at every level supports collaboration, risk taking and openness to change and Storypark – community notices,
improvement. reviews, collaboration
Sufficient resources (for example, time, expertise and staffing) are allocated to support change and Resonate
improvement. Shared reports
New knowledge is effectively shared within the service and in the wider education community. Observations:How/where whānau
and children's voice is captured in
I.E and during review of policy and
procedures
Leaders and kaiako have opportunities for professional learning, mentoring and coaching designed to Whare Ako 3.5
help them to develop the knowledge, skills and confidence they need to engage in evaluation and PLD log – PGC embedding
inquiry. Teaching Council hui to support the
Relevant internal and/or external expertise is carefully selected used to build capability and collective learning
capacity in the area of evaluation and inquiry. SELO
Leaders, kaiako and those in governance or management roles are data literate. They: National Strategic planning
- pose focused questions Internal evaluations
- use relevant data Resonate
- clarify purpose(s) Professional hui
 - recognise sound and unsound evidence Engagement in research (eg
- analyse and interpret data ENRICH)
- engage in thoughtful, evidence-informed conversations. QPT
Relevant research evidence is used to generate solutions and to support decision making and strategy Shared reports
implementation. Observation: how often teachers
Participation in evaluation, inquiry and knowledge-building activities changes thinking and behaviour are engaging with their
and makes inquiry a habit of mind. PGC/inquiry. Looking for the
evidence of their learning in their
practice.

3.3
Engagement in deliberate,
systematic internal evaluation
processes and reasoning promotes
equitable outcomes for all
children.
Space for summative comment:
Governance, management, leaders and kaiako collaborate to: Internal Evaluation – emergent; 3.5
- scrutinise practice through the use of carefully considered questions and evaluative reasoning regular; strategic Embedding
- gather a wide range of relevant and authentic data, use it to identify priorities and actions for Storypark assessment, planning
improvement, and engage in meaningful decision making and evaluation (ILPs)
- monitor the implementation of improvement actions and evaluate their impact Localised curriculum – outcomes
- generate timely information about the impact of actions and progress towards goals. meeting the needs of current
Internal evaluation processes enable managers, leaders, kaiako, parents, whānau and the wider learning community/learners
community to better understand: Engaging positively with ERO and
- how individual children and groups of children are progressing in terms of the valued outcomes in Te this will come through in feedback.
Whāriki. Shared reports
- how improvement actions have impacted on outcomes Observations: How the philosophy
- what further changes need to be made of the centre is revived? Is it a living
- patterns and trends in outcomes over time document?
- how improvement actions have helped realise the vision, values, strategic direction, goals and
priorities for learning.
The service engages purposefully with external evaluation, seeing it as an opportunity to review,
validate and support its improvement actions.

Strategic Planning processes improved, Kaiako are more engaged overall with strategic planning each month with CM setting tasks for kaiako to achieve. Area
and curriculum reviews and IE have been embedded in the centre now. These include short term, strategic, and spontaneous. We discussed that the IE
question needed tweaking so that it reflects and evaluation. IE question - How effective is our curriculum in the centre and what can we do to strengthen it?
Policy reviews are an area that need to be further developed. Completing these as team at hui will ensure that they discuss are we following the policy in
practise, if no what changes need to be made? Complete the policy review plan for all reviews of policy and procedures. Make connections to centre priorities
and NELP in the centre specific procedures.
3.75 Embedding

Key improvement area Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Policy reviews are an area that need to be further High Completing these as team at hui will ensure that
developed. they discuss are we following the policy in
Use your centre priority outcomes as indicators in practise, if no what changes need to be made?
all review practises Complete the policy review plan for all reviews of

4. Leadership fosters collaboration and improvement
Process indicator
4.1
Leaders collaboratively develop
and enact the service’s philosophy,
vision, goals and priorities,
recognising te Tiriti o Waitangi /
the Treaty of Waitangi as
foundational.
4.2
Relational trust enables
collaboration and sustained
improvement.
4.3
Leaders ensure access to
professional learning and
development that builds capability.
4.4
Effective planning, coordination
and evaluation of curriculum,
policy and procedures.
Examples of Effective practice Evidence Grade
(1 to 5)
Leaders: Planning (ILP, group) & Assessment 4 Sustaining
- advocate for and alongside children, parents and whānau to ensure all children Internal Evaluation
have access to high quality, inclusive education and care Policy and procedures
- actively seek the perspectives and cultural expertise of parents and whānau and Strategic Plan
incorporate these into the service’s philosophy, vision, goals and priorities for QTP
learning Philosophy
- create opportunities for whānau Māori to voice their views, then listen and
Enacting Communication and Consultation Policy
respond
Observations: How the philosophy of the centre is
- align resources to the service’s philosophy, vision, goals and priorities for learning.
revived? How is it shared with parents, where will we
find children's voice in the review? Is it a living
document?
Leaders: Inquiry and IE 4 Sustaining
- establish organisational conditions that support debate, negotiation, problem 1 to 1 hui
solving, and critical reflection on practice Staff meeting & planning minutes
- model and expect professional accountability and collective responsibility for the Shared report, whānau hui,
wellbeing and learning of all children in the service ILP’s, Support of diverse learners
- engage in effective inter-professional work with others who support the health, Observations of teacher engagement with children
wellbeing and learning of children and their whānau. Resonate feedback & parent voice, VOE
BS & Centre vision and values enacted.
Health heart & active movement, food safety,
EC3C, MOE, ERO
Observations: relationship between the leaders and
teachers, conversations – both formal and informal,
team rituals around appreciation
Leaders ensure access to quality professional learning and development that Inquiry and IE 4 sustaining
responds to recognised needs. Policy and procedures
Leaders develop internal expertise, with the support of external expertise as Strategic Plan
appropriate, to ensure that improvement goals are met. Teacher reflections
Leaders mentor and coach kaiako to develop their teaching and leadership PGC
capabilities. Shared report
Leaders and kaiako seek and use evidence about the effectiveness of professional BS & Centre vision and values enacted.
learning processes in improving professional practice and children’s outcomes. Observations: coaching conversations are evident in
daily conversations and some form of evidence to show
the quality engagement with encouraging coaching
culture – maybe 1:1 ritual, engagement with Whare Ako
Leaders: Planning & Assessment 3.5
- promote a shared understanding of the service’s philosophy, vision, goals and Internal Evaluation Embedding
priorities for children’s learning
 teaching and learning promote
equitable outcomes for all children.
4.5
Leaders develop, implement and
evaluate systems, processes and
practices that promote ongoing
improvement.
Space for summative comment:
- provide opportunities for kaiako to build their knowledge and understanding of Te Policy and procedures
Whāriki and what it means for curriculum, teaching and learning in their service Strategic Plan, PLD
- drive ongoing inquiry into the responsiveness and effectiveness of teaching QTP
practices Philosophy, vision, priorities
- model effective practice as it relates to the planning, coordination and evaluation Enacting Communication and Consultation Policy
of curriculum, teaching and learning Staff meeting & planning minutes, shared report
- evaluate the effectiveness of the service’s curriculum processes and practices in ILP’s, Support of diverse learners
promoting learning and achieving equitable outcomes. Resonate feedback & parent voice
Observations: gauge the understanding of teachers
about the I.E and planning and assessment through
conversations with them.
Leaders ensure that policies and practices value and support the identities, Inquiry and IE 4 sustaining
languages and cultures, wellbeing and learning of all children. Strategic Plan, annual plans
Leaders develop, implement and evaluate efficient and equitable management Teacher reflections
processes. PGC
Leaders implement, and use systems for evaluating the effectiveness of, Shared report
improvement actions designed to achieve equitable outcomes for all children. BS & Centre vision and values enacted.
Observation: leader's rituals around developing
commitment towards Te Whāriki and learning outcomes
for children – planning around whole centre
engagement with PLDs and reflective practice.

Staffing has been very stable since the last review. A new teacher has joined the nursery to support as numbers have increased.
The leadership structure has been consistent and has supported growth in the centre over the year.
Effective changes have been made in the routines to support children. Kaiako are more engaged overall with strategic planning each month setting tasks for
kaiako to achieve. Kaiako can make more confident decisions about the running of the day. The communication with whanau has improved about their childs
learning. Not many changes in the teaching team recently. Recruited a caregiver to support the growing numbers in the babies room. leadership structure has
been consistent. Heidi has been a good support. CM has been supporting the well-being of team. Team members have been showing increased responsibility in
other day to day activities in the centre. CM has been handling any challenges well.
Varsha and Heidi can focus more on Manaaki pathway to support the PCTs.
Teachers have been taking more ownership and responsibility. Team culture has improved. Teachers support each other and work together well.
Placement of the HT has been effective in the centre. Teachers are feeling more supported.
CM looks after the teams well-being, giving feedback and appreciation for the team. Team hui are regular and focused on the strategic plan, and planning for
children. Professional hui are regular and focused on areas for growth. Teacher observations and feedback are part of this process. Teachers are encouraged to
reflect on their practise and make changes to better support kaiako. Environments, compliance, audit scores have continued to maintain at a good standard.
Specific actions have been implemented to increase whanau engagement and trust. Regular hui, transition procedures, regular communication. Resonate scores
have improved as a result.

3.8 Embedding
Key improvement area
Manaaki pathway mahi
Leadership and Management course through NZTC
5. Stewardship through effective governance and management
Process indicator
5.1
The learning and wellbeing of
children in the context of whānau
relationships are the primary
considerations in decision making.
5.2
Children’s learning and
development is supported through
responsive partnerships, including
networked relationships between
services, agencies and the wider
community.
5.3
Outcomes for children and their
whānau are promoted by effective
systems, processes and internal
evaluation.
Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Medium Leaders PGC
Examples of Effective practice Evidence Grade
(1 to 5)
Those responsible for governance and management: EC3C, Shared Report 4
- enact the principles of te Tiriti o Waitangi / the Treaty of Waitangi through partnerships, policies and Pae Tata (QEC), PGC and QPT sustaining
practices PLD on IE
- actively pursue ways to ensure equity and social justice for all children and their whānau Communication and Consultation
- ensure that parent and whānau aspirations materially influence the service/organisation’s philosophy, Environments
vision, goals and plans for children’s learning and wellbeing. Language Culture and Identity, ILP
Taking advice from the sector
Those responsible for governance and management: EC3C, Shared Report 4
- facilitate collaboration between the service/organisation and relevant agencies and community Pae Tata (QEC), PGC and QPT sustaining
organisations to support broader educational outcomes PLD on IE
- support initiatives that contribute to positive social and community outcomes. Communication and Consultation
Environments
Language Culture and Identity
Taking advice from the sector
Those responsible for governance and management monitor, evaluate and report how well the EC3C as an internal audit 4
service/organisation is meeting regulatory and professional requirements relating to curriculum, health Shared Report sustaining
and safety, premises, human resources, finance and administration. Te Ara Poutama
Those responsible for governance and management develop policies and procedures that: Pae Tata (QEC)
- are current, coherent, fit for purpose and effectively guide practice PLD on IE
- enact te Tiriti o Waitangi / Treaty of Waitangi principles and engage with Māori as tangata whenua Communication and Consultation
- guide inclusive practice at all levels of the service Policy and Procedure Environments
- make explicit the expectation that kaiako will implement a bicultural curriculum Language Culture and Identity
- provide environments that are physically and emotionally safe for all children and adults PGC and QPT
- are based on principles of equity and social justice ILP
- reflect the rights of all children to quality, inclusive early childhood education.
The implementation of these policies and procedures is monitored and evaluated.
Those responsible for governance and management allocate resources in ways that clearly align with
the service’s philosophy, vision, and goals for learning (with the outcomes to be drawn from Te
Whāriki).
Human resource policies, procedures and practices promote:
- the recruitment, selection and retention of well-qualified leaders and kaiako
- a systematic approach to induction
- opportunities for professional learning and development that focuses on building the capability of
leaders and kaiako
- performance management processes that contribute to the service achieving its vision and goals.
A positive working environment facilitates low turnover of kaiako and is conducive to the building and
sustaining of quality adult–child relationships.
 Policies and procedures:
- encourage kaiako continuity
- prioritise children’s sense of security
- ensure kaiako have the needed time to develop positive relationships with each child, their parents
and whānau
- ensure that structural considerations such as qualifications, space, group size and premises support
high quality provision.
Those in governance and management roles are supported through effective induction processes.
Space for summative comment:

BestStart vision and values are evident in the centre and in leaders’ practises. Audit scores show a high level of compliance to regulations. Effective management
of the centre and the systems is evident. Environments, compliance, audit scores have continued to maintain at a good standard.
Specific actions have been implemented to increase whanau engagement and trust. Regular hui, transition procedures, regular communication. Resonate scores
have improved as a result. Health and Safety practises that promote well- being of kaiako and tamariki is evident.
4 Sustaining

Key improvement area Priority (low, medium, high) Actions (PLD, inquiry, IE, routine/environment
review, strategic PLAN)
Building community engagement in the centre Medium Strategic plan

Space for final comment:

Over the last year the team has been focused on the strategic goals of the centre. They have used strategic planning well with specific termly actions to
drive toward identified areas of growth. They have used internal evaluation and Professional growth cycles to evaluate and review current practises and
set actions for improvement. They are still engaged in the process of connecting their priorities to the curriculum and implementing, and using effective
systems to evaluate the effectiveness of, improvement actions designed to achieve equitable outcomes for all children.
The are of focus for next year will be to use professional learning to ensure kaiako have developed the cultural competence and expertise to provide a
rich, responsive and inclusive curriculum for all children, and use the Te Rongohia Te Hau programme to implement practices that promote success for
Māori children.

Overall Judgement - 3.75 Whakaū/Embedding

Consolidation of all elements has occurred
Embedding means that the service has established and is embedding coherent learning and organisational conditions (systems, processes and practices)
and is consistently implementing practices and processes to enable improvement in quality towards realising equitable outcomes for children.