Appendix 1: Self review questions for your service

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:

- Whakamana-Empowerment

- 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.