The learning that matters here is clearly evident in the local curriculum and associated assessment and planning, and in teaching practice.
Internal evaluation processes have helped leaders and kaiako to determine their priorities and evaluate how well children are progressing in relation to these priorities.
Strong pedagogical leadership supports decision making about what learning matters here.
Leaders and kaiako have:
Consideration has been given to the 20 learning outcomes in Te Whāriki and 3-5 of the following:
The learning that matters here is starting to inform the local curriculum and associated assessment and planning, and in teaching practice.
Internal evaluation processes are helping leaders and kaiako to determine their priorities.
Pedagogical leadership is supporting decision-making about what learning matters here.
Leaders and kaiako have begun to:
Consideration is being given to the 20 learning outcomes in Te Whāriki and at least two of the following:
Leaders and kaiako are yet to:
Leaders and kaiako regularly share assessment information about children’s progress and learning with parents and whānau and collaborate in planning for their child’s learning.
Internal evaluation provides evidence of the impact of policies and practices on strengthening engagement with parents and whānau. Leaders and kaiako know the impact of their learning partnerships with parents and whānau on children’s learning.
Authentic learning-focused partnerships enable parents and whānau to contribute to:
The local curriculum and associated planning and assessment is highly responsive and strongly reflects:
Leaders and kaiako are sharing assessment information with parents and whānau and seeking their input into planning for their children’s learning.
Internal evaluation is helping leaders and kaiako begin to evaluate and improve their engagement with parents and whānau, and identify the impact of this engagement on children’s learning.
Authentic learning-focused partnerships are being developed that enable parents and whānau to contribute to:
The local curriculum and associated planning and assessment is beginning to:
Leaders and kaiako share limited assessment information with parents and whānau and do not seek their input into planning for their child’s learning.
Internal evaluation is not focused on improving engagement with parents and whānau.
Leaders and kaiako are very much focused on developing relationships with parents and whānau. They are not yet engaging in authentic learning-focused partnerships.
Leaders and kaiako do not seek parents and whānau input into the service’s vision, philosophy, goals and priorities for children’s learning.
The local curriculum and associated planning and assessment is not responsive to parent and whānau aspirations (if these are sought).
The curriculum does not acknowledge or respond to children’s language, culture and identity.
Leaders and kaiako in this early learning service worked to establish strong, respectful relationships as the foundation for parents, whānau and the community to develop trusting learning partnerships. Leaders and kaiako believed when parents and whānau felt a sense of belonging to the service, they would be comfortable to share what they knew about their children and work with kaiako around their aspirations for their children.
Kaiako used a variety of strategies to take the relationship to the level of a learning-focused partnership. They deliberately made time for face-to-face conversations about children’s developing interests, capabilities and need for support. Kaiako had informal conversations with parents about their children’s learning at least once a week, and formal conversations at scheduled times through the year. When kaiako wrote a new learning story for a child, they personally shared the story with the child’s parents, and invited their suggestions for how to strengthen the learning.
Kaiako invited parents to record their aspirations for their children on ‘feathers’ which they displayed in a ‘Cloak of Dreams’ in the service – keeping the aspirations current and visible. They used these aspirations to inform their priorities for children’s learning, and from there develop a local curriculum meaningful to the children and their parents and whānau. Other information used in developing their priorities were the 20 Learning Outcomes in Te Whāriki, the governing body’s priorities and kaiako strengths and interests.
Kaiako made links between what they knew about children’s home lives, and the learning happening in the service. They invited parents to contribute to children’s assessment, and partnered with parents to decide the next steps for children’s learning. This was particularly strong when the child had special needs. Kaiako respected and valued what parents knew about their children and the insights
These learning-focused partnerships meant many parents and whānau were comfortable being actively involved in the life of the service; they contributed to the programme, spent time at the service and joined in excursions. Collaborating authentically with parents meant kaiako were also able to respond to children in ways that recognised and respected the children’s language, culture and identity. Children experienced authentic learning opportunities, meaningful to them and their whānau, and assessment recognised children’s learning both in the service, and at home.
engage more deeply with Te Whāriki to build a shared understanding of expectations associated with reviewing and designing their local curriculum
provide appropriate time and resources to support
collaborative teacher inquiry
identify their PLD needs, so they can select PLD that is
timely and relevant
unpack and discuss the learning outcomes in Te Whāriki as
part of their assessment, planning and evaluation processes.
provide resources, guidance and exemplars to support services to understand what a local curriculum is, and how to develop their own
provide resources, guidance and exemplars to support leaders and kaiako to be confident in knowing how to support Māori children to enjoy educational success as Māori.