- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
Appendix 1: Evaluation framework - Overarching evaluative question:
How well is self review understood and implemented in early childhood service?
Question 1: How well is self review understood in this service?
- Improvement and accountability are understood to be the key purposes of self review.
- Management and educators have a shared understanding of self review as an evaluative process.
- The service has clear expectations/procedures to guide self review.
- Review is ongoing and includes both planned and spontaneous reviews.
- Management and educators understand the complementary relationship between self review and external review.
Question 2: To what extent is self review supported in this service?
- Self review is supported by the use of a range of resources.
- Management and educators have time to undertake self review.
- Self review is well led.
- Implementation of self review is supported through professional learning (e.g. cluster groups, focus groups, readings, and discussions).
- Professional development integrates self review to support improvements to practice.
- Changes to practice as a result of self review are monitored over time.
- External review supports the service’s self review. (The service uses the findings of external review in its own self review).
Question 3: How well is self review implemented in this service?
- Reviews are well planned and spontaneous.
- All members of the service have opportunities to be involved in self review over time.
- Reviews have a clear focus.
- Reviews are responsive to service/centre priorities (e.g. long and short term planning).
- Self review includes the gathering of useful information from a range of sources, including information about children’s learning and multiple perspectives (e.g. parents’, children’s, teachers’ views; and information from external review).
- The process of analysis is clear.
- Analysed information has been used to support judgements made about practice and provide evidence of review findings.
- Self-review findings have been used to inform decisions about changes and improvement to practice.
- There is documented evidence of reviews undertaken.
Question 4: To what extent is self review improving management and educator practiceThe focus of review is inclusive of a wide range of practice over time such as:
- learning and teaching practice includes planning, assessment and evaluation and adult interactions with children
- collaborative practice includes consultation and communication
- governance and management practice includes policies and procedures, health and safety and long term plans and priorities
- Outcomes of self review continue to enhance and extend the quality of practice.
- Reviews are embedded in centre practice.
- There is evidence that shows self review leads to improved outcomes for children.
- Self review is informed by and contributes to external review.
Question 5: What other factors contribute to the way self review is implemented in this service?