Self review is:
“...the use of robust processes to systematically inquire into and evaluate the effectiveness of policies, programmes and practices. Self-review findings are used to inform the decision-making, improve the quality of practice and promote positive outcomes for children”.
(He Pou Tātaki – How ERO reviews early childhood services, new Zealand Government 2013 p.11)
Self review of centre policies, programmes and practices aimed at improving the quality of teaching and learning, health and safety as well as management and governance at Collectively Kids occurs annually. Goals, linked to the philosophy statement and the environment policy are identified during the review of the strategic plan which involves teachers, management and parents and whānau. Other parties, including children, may be involved depending on the review focus. Strategies for meeting these goals are outlined within the annual plan. Additional action plans are developed as required and acted on. A range of resources are used to support the review process including the Te Whāriki, Licensing Criteria for Early Childhood Education and Care Centres 2008, Education (Early Childhood) Regulations 2008, Education Review Office documents including review guidelines, management assurance statement, and publications focussed on areas of interest.
Parents and whānau are provided with a summary of results and actions that are of relevance to them as reviews occur and within the annual report. This process is fluid with planned and spontaneous areas of focus. Adjustment may occur throughout the year as areas for improvement are identified – for example problems that arise. Information and data relating to self review is kept in the review folder.
Policy, Criteria and Regulations
Policies, plans and the centre philosophy are reviewed at least every three years and more frequently in the case of key policies or if issues arise that relate to particular policies.
Management and teachers amend and write new policies to reflect desired and current centre practices.
When they enrol all parents and whānau new to the centre receive copies (emailed or hardcopies) of policies that are of immediate relevance. Parents and whānau are advised when key policies are being reviewed in weekly updates and door notes and have the opportunity to become involved in this process. Policies are finalised and updated on the website (from May 2015) and in the centre operations folder which parents can access at any time.
Teacher and Management Reviews
Job descriptions for management, teachers, relievers, support staff and volunteers/students are reviewed at least every 3 years (more frequently if required).
Peer review and appraisal processes occur each year. Families are advised of this process within newsletters and have the opportunity to comment if they wish. Goals are identified, action plans are written and reviewed. This process is outlined in more detailed in the personnel policy.
Programme and Planning
The exact process may vary from year to year depending on the areas or issues identified by teachers and/or parents and whānau. It usually includes practice video, teacher reflection and analysis of documentation. Parent and whānau feedback is generally requested, usually within a questionnaire). Questionnaires are collected from all practicum students and this provides the centre with student teacher perspectives on the programme. Transition to school questionnaires also inform this review area. In addition it may include input from professional support agencies.
Data is collated and analysed. Action plans are written and reviewed.
Health and Safety
Regular checks and cleaning schedules are in place
Annual policy review of the health and safety policy and of health and special needs plans
Health and Safety Checklist is completed each year
Action plans are written as necessary and acted on
Transition questionnaires to parents
Ongoing family feedback throughout assessment process
Issues raised within virtual meeting notes and at staff meetings