Part one how early childhood services support children as they approach transition to school

This part of the report focuses on the last six months (approximately) of children’s time in early childhood education. Its emphasis is on the processes and practices in place in early childhood services, rather than in schools

ERO's overall evaluation question

How well are early childhood services in New Zealand supporting children, in particular children at risk of poor educational outcomes, as they approach transition to school?

ERO gathered information during regular education reviews in 374 early childhood services during Terms 3 and 4, 2013. ERO asked specific questions about:

  • How responsive is the service’s curriculum to the learning interests, strengths and capabilities of children as they approach transition to school?
  • To what extent do assessment practices and information support children’s learning as they approach transition to school?
  • In what ways are teachers seeking to maintain children’s connections to their language, culture and identity as they approach transition to school?
  • To what extent does the service develop and engage in collaborative relationships that support children as they approach transition to school?
    • with parents and whanau
    • with schools that children are transitioning to
    • with external support agencies.
  • To what extent does the service’s self review identify the impact of practices and processes that support children as they approach transition to school?

Appendix 1 includes some investigative prompts and indicators used in the evaluation which may be useful for services’ self review. Appendix 2 has more information about the sample of early childhood services in this evaluation.