Introduction

This report presents findings from an evaluation of how well early childhood services were determining, enacting, and reviewing their curriculum, and what they knew about successful outcomes for children. The findings focus on how services were enacting their identified priorities and emphases for children’s learning in their curriculum and associated assessment and self-review practices; and the extent to which their curriculum was responsive to Māori and Pacific children achieving success.

ERO reviewed the implementation of curriculum in 387[6] early childhood services during Terms 1 and 2, 2012. As part of each service’s review, ERO investigated:

  • How does this service determine its curriculum priorities and emphases for children’s learning? [7]
  • To what extent are this service’s curriculum priorities and emphases for children’s learning enacted?
  • How effectively is this service implementing its curriculum to support children’s learning?

ERO reviewed a further 240[8] services in Term 3, 2012. In these services ERO investigated:

  • What are the service’s curriculum priorities and emphases for children’s learning?
  • What are the links between the service’s curriculum and the principles and strands of Te Whāriki?
  • What other influences impact on the service’s curriculum?[9]
  • How is the service’s curriculum (including its priorities and emphases) influenced by children’s strengths, interests and abilities; and to changes to the actual children enrolled?

The findings in this report and the report Working with Te Whāriki focus on some of these questions.