Question 1:How does our service (through philosophy, strategic or annual planning, shared understanding) promote literacy teaching and learning?
- Our philosophy incorporates literacy teaching and learning and is based on current theories and research.
- There is a shared understanding amongst our staff about literacy teaching and learning.
- Our guidelines and expectations for teaching and learning literacy have been developed.
- Our policies and/or literacy statements include literacy teaching, learning and assessment.
- Literacy teaching and learning is included in our annual and/or strategic planning.
- There is provision for literacy teaching and learning in our budgets and resourcing.
Question 2: How are our educators prepared and supported in implementing literacy programmes?
- There is/has been a literacy focus in induction, professional development, training and appraisal at our service.
- Our service’s leadership supports and promotes literacy.
- Our educators are:
- reflective and inquiry-focused in their literacy teaching.
- aware of, and understand, bilingualism/biliteracy.
- aware of, and understand, multi-literacies, for example ICT, visual, oral.
- motivated to include literacy in their teaching in ways meaningful to children.
- Our educators acknowledge and include children’s cultural contexts in literacy teaching and learning.
- Our educators’ theoretical understandings and expectations regarding literacy are based on knowledge of current research.
- Our educators’ teaching strategies and pedagogical knowledge regarding literacy are based on current research.
Question 3: What opportunities are there for children in our service to develop strong literacy learning foundations?
- Our programme promotes literacy learning.
- Our physical and emotional environment promotes literacy learning.
- Interactions at our service promote literacy learning.
- Literacy learning occurs in contexts meaningful to the children at our service.
- Children’s prior literacy experiences are valued at our service.
- The principles of Te Whāriki are incorporated into literacy learning:
- Kotahitanga-Holistic Development
- Whānau Tangata-Family and Community
- Ngā Hononga-Relationships
- Our educators notice, recognise and respond to a range of literacy learning.
- Our assessment information about literacy learning is collected and used in planning for literacy programmes.
Question 3.1: How do our literacy practices include alphabet and letter‑sound knowledge, phonological awareness, concepts about print, oral language development, and writing for a variety of purposes?
Question 3.2: How does our service promote literacy for different groups of children?
- Age – infants (birth-18 months), toddlers (1-3 years), and young children (2½ years – school entry age)
- Ability – special needs, and gifted
- Gender – boys and girls
- Ethnicity – for example: Māori, Pacific, ESL
Question 4: How are parents, whānau, and community contributing to literacy experiences at our service, and how do we involve them?
- Parents’ aspirations for their children are included in our literacy programmes, for example in planning.
- Our educators seek information about home literacy practices from parents.
- Our service is aware of, and acknowledges, parents’ expertise, e.g. multi-literacies (ICT, visual, oral).
- Our educators report children’s literacy learning to parents.
- Our service educates parents about literacy – seeking input, sharing philosophy, celebrating.
- Parents are engaged in the literacy teaching and learning in our service, especially where parents are heavily involved.
- Our service uses local resources to support literacy teaching and learning, for example, library, visitors, and regular excursions.
- Our service networks with the local schools (for example, transitions, shared professional development).
Question 5: As part of its self review, does our service focus on outcomes for children regarding literacy teaching and learning? If so: How does our self review of literacy improve managers’ and educators’ practice?
- Our reviews have a clear focus on literacy.
- Our self review includes gathering useful information from a range of sources and multiple perspectives.
- Analysed information has been used to support judgements about literacy practice at our service.
- Self-review findings have been used to inform decisions about changes and improvement to literacy practices at our service.
- The focus of our review is inclusive of a wide range of practice over time such as learning and teaching practice, collaborative practice, and governance and management practice at our service.
- Outcomes of self review continue to enhance and extend the quality of literacy practice at our service.
- Reviews are embedded in our service’s practice.
- There is evidence that shows self review leads to improved literacy outcomes for children at our service.