Appendix 1: Investigative prompts

How well do transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs?

Knowing the child’s strengths and needs

  • What foundation information is available to parents/whānau about how the service includes children with special needs?
  • What does the service do to let parents/whānau know that children with special needs are welcome?
  • How did the service find out about the child’s special needs? Eg parents/whānau; other professionals; notice, recognise, and respond
  • How is support sought and is it available? Knowledge, funding, Special Education, specialist help
  • How does the service work with parents, other agencies and educational institutions at key transition points?
  • In what ways are parents involved in transitions? In, within, and out.
  • How are whānau of Māori children involved in transitions, how are cultural protocols observed?
  • In what ways are key professionals involved in and consulted about transitions?
  • How are schools and other educational institutions involved in transitions? Who is involved?

Relationships with the child

  • In what ways do educators, and other parents and children at the service get to know and understand the child?
  • What does the service know about the other agencies that are involved with the child and their whānau?

Environment

  • Is the social environment inclusive and welcoming? In what ways?
  • Is the physical environment inclusive and welcoming? In what ways?

Self review

  • Does self review of transitions investigate outcomes for the child and their whānau? Who is involved?

To what extent are children with moderate to severe special needs supported as confident and competent learners?

Access to programme

  • In what ways is there equitable access to experiences and opportunities? What does the service do to ensure this?
  • How is attendance decided? Days, hours, support?
  • How does the physical environment support the child’s learning?
  • In what ways are excursions and other events inclusive of the child?

Individual Programme

  • In what ways are Individual Programmes developed? Collaboratively? Is the service involved?
  • Are Individual Programmes in place, of good quality, and include assessment and outcomes? Do they link to Te Whāriki?
  • Do ALL educators have a good understanding of the Individual Programme?
  • In what ways is the team implementing the Individual Programme?

Developing the programme

  • In what ways are parent partnerships well‑developed and appropriate?
  • How has the service accessed external support?
  • What support has the service received from other agencies to meet the needs of the child?
  • In what ways is liaison with key professionals appropriate?
  • How are aspirations of parents, whānau and aiga for their child supported? As Māori, Pacific etc?

Implementing the programme

  • In what ways does the service maximise the child’s access to the programme AND adapted the programme to support the child’s learning and participation?
  • Do educators have a good understanding of teaching strategies for the child? And how are these implemented in practice?
  • How is assessment credit‑based and focused on what the child can do? How are next steps identified?
  • Who is involved in assessment? In what ways are the child and their whānau involved?
  • How is external support used? What happens when the ESW and /or other key professionals are/aren’t at the service?
  • In what ways are parents/whānau involved in the programme?
  • In what ways are interactions with other children healthy and appropriate?
  • In what ways is the child’s successes celebrated?
  • How is the child’s sense of cultural identify affirmed?

Relationships with the child

  • Does the child appear to have a sense of belonging? How is this supported?
  • Does the child appear to have good relationships with their peers? How are these supported?
  • In what ways is the child’s cultural background recognised and affirmed?

Self review

  • Does self review of support investigate outcomes for the child and their whānau? Who is involved in self review?