Appendix 1: Reviewing quality in your service

this diagram shows the relationship in the chaing of quality. It is a hamburger shape with a long oblong both top and bottom and inbetween four linking circles. The top oblong is Positive and Safe school enviroment. The bottom oblong is Involved families and communities. The four interlinking circles are from left to right, Effective governance, Professional leadership, High quality teaching and student achievement.

High quality programmes that contribute to positive outcomes for children

How well does our service promote and extend each child’s learning and development through providing a high quality programme?

How effective is our:

  • programme planning?
  • assessment?

What is the quality of the programme children experience?

What expectations do we have about children’s learning and development?

How well do we promote positive outcomes for children through acknowledging and supporting:

  • tikanga Māori and te reo Māori?
  • the culture and ethnicity of all children enrolled?

How well do we promote children’s emotional safety and security?

Learning environment

How well do our environment and resources support children’s:

  • learning and development needs?
  • physical, social and emotional needs?

Professional leadership and high quality teaching

What is the quality of our service’s leadership in: curriculum development, programme implementation, quality improvement and involving parents in the service?

What is the quality of teaching practice, demonstrated through interactions between educators and children?

How effective are our educators in responding to children’s learning needs?

Effective management

How effective is management in setting the direction for our service?

How well does management meet its obligations to be a good employer?

How effective are our systems for managing the performance, and identifying and meeting the professional development needs, of educators?

How effective is our self review in bringing about improvements that are likely to impact positively on children’s learning, development and wellbeing?

Clear Philosophy

How does our service’s philosophy impact on our service’s operation, including the programme planned for children?

Involved Families and Whānau

How effectively are our families/whānau involved in:

  • the operation and decision making of our service?
  • setting goals for their children and knowing how well their children are progressing?

How well are our parents kept informed?

How effective are our systems for resolving concerns and complaints?

How welcoming is our service to parents and whānau and how effective are the opportunities they have for interaction with educators?

* See: