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?