There are no written procedures for are written procedures for There is a clear written procedures for There is a clear and comprehensive transitioning children and whānau into transitioning children and whānau into transitioning children and whānau into written induction procedure for the kindergarten. the kindergarten. The procedures need the kindergarten that guides practice. transitioning children and whānau into further development in order to guide the kindergarten which is effectively practice followed by all teachers The team have not considered how to The team have to consider how to The team have in place considered The team have well considered and best support children’s transitions best support children’s daily transitions practices on how to best support regularly evaluated practices on how to within the kindergarten. within the kindergarten. children’s daily transitions within the best support children’s daily transitions kindergarten. within the kindergarten The team have no written Transition to The team have a written Transition to The team have a current written The team have a current written School procedure. School procedure but requires further Transition to School procedure which Transition to School procedure consideration. supports their practice. supports their practice and is responsive to the diverse needs of the kindergarten community. The team have not made with their The team have made links with their local The team has developed relationships The team have made links with their local local schools. schools. local schools and occasionally visits schools and have developed a strong between both are undertaken. reciprocal relationship. The team have no information on local The team have some information The team actively provide and display The team actively provide and display schools available for children and available for children and whanau about information for children and whanau information that supports whanau and whānau the local schools about the local schools children to make connections with the transition to school process. Team are not aware of NZ school Team know what the NZ school Links are occasionally made between Links between children’s learning curriculum. curriculum is but don’t make to it in children’s learning dispositions and the dispositions and the key competencies in their documentation. key competencies in the NZ school the NZ school curriculum are made in curriculum learning stories and in group planning
There are no written procedures for transitioning children and whānau into the kindergarten. are written procedures for transitioning children and whānau into the kindergarten. The procedures need further development in order to guide practice There is a clear written procedures for transitioning children and whānau into the kindergarten that guides practice. There is a clear and comprehensive written induction procedure for transitioning children and whānau into the kindergarten which is effectively followed by all teachers The team have not considered how to best support children’s transitions within the kindergarten. The team have to consider how to best support children’s daily transitions within the kindergarten. The team have in place considered practices on how to best support children’s daily transitions within the kindergarten. The team have well considered and regularly evaluated practices on how to best support children’s daily transitions within the kindergarten The team have no written Transition to School procedure. The team have a written Transition to School procedure but requires further consideration. The team have a current written Transition to School procedure which supports their practice. The team have a current written Transition to School procedure supports their practice and is responsive to the diverse needs of the kindergarten community. The team have not made with their local schools. The team have made links with their local schools. The team has developed relationships local schools and occasionally visits between both are undertaken. The team have made links with their local schools and have developed a strong reciprocal relationship. The team have no information on local schools available for children and whānau The team have some information available for children and whanau about the local schools The team actively provide and display information for children and whanau about the local schools The team actively provide and display information that supports whanau and children to make connections with the transition to school process. Team are not aware of NZ school curriculum. Team know what the NZ school curriculum is but don’t make to it in their documentation. Links are occasionally made between children’s learning dispositions and the key competencies in the NZ school curriculum Links between children’s learning dispositions and the key competencies in the NZ school curriculum are made in learning stories and in group planning
Annual-Review-Final-November-2017-to-2018_30857_1-2-_38538_1.docx