Appendix 2: Investigative prompts and rubric for self review

Investigative prompts to use in your service

Enacting identified priorities and emphases for children’s learning

  • To what extent is our self review ongoing and responsive to identified priorities for learning?
  • To what extent are our identified priorities for learning evident in our curriculum design and implementation?
  • To what extent is children’s progress towards meeting our identified priorities for learning evident in assessment?
  • To what extent does our assessment information show that we recognise and respond to the different cultures, ages and interests of children in our service, and lead to positive outcomes for them?
  • To what extent is children’s learning in relation to our identified priorities visible toparents, whānau, and children in our assessment?
  • To what extent do parents, whānau and children know about the children’s learning in relation to our identified priorities?
  • To what extent do we know how useful our assessment processes are for supporting learning continuity when children transition within the service, between services, and to school?
  • Are there any other ways we respond to our identified priorities for children’s learning, and how well do we do this?

What would ERO expect to see in services that are highly effective in determining, enacting and reviewing their curriculum to support children’s learning?

Review officers used the following rubric to support them to form judgements about the effectiveness of a service in determining, enacting and reviewing its curriculum to support children’s learning.

Highly effective

With no more than one or two very minor areas for improvement in either determining, enacting or reviewing curriculum priorities and emphases, which do not significantly influence outcomes for children.

Mostly effective

With a few minor areas for improvement in either determining, enacting or reviewing curriculum priorities and emphases, which do not significantly influence outcomes for children.

Somewhat effective

There are one or two major areas for improvement in either determining, enacting or reviewing curriculum priorities and emphases, which influence outcomes for children.

Not effective

There are major areas of improvements in either determining, enacting or reviewing curriculum priorities and emphases, which influence outcomes for children.