Taupo Childrens Corner

"Children's learning and development is assessed using individual and group learning stories, which include multiple teacher perspectives and references to Te Whāriki, the early childhood curriculum. The centre curriculum responds effectively to the interests, strengths and abilities of all children."

Sound assessment practices and Te Whāriki implementation evident; some areas for development identified.

"Children enjoy positive relationships with their teachers. They are settled and engaged in learning, which is planned in response to their interests. Children are empowered to develop social competency and self-management skills."

Children settled, engaged, developing social competency; positive relationships established.

"Learning partnerships with parents are well developed. Extensive information about each child and their family is gathered at the time of enrolment. This information is well used to guide experiences that focus on positive outcomes for children. Parents and whānau value the individual assessment portfolios that reflect each child's participation in the programme."

Well-developed partnerships; family information used effectively; valued assessment portfolios.

"A high level of commitment to promoting bicultural practice is evident, and supported by two teachers who are fluent speakers of te reo Māori. Teachers use some te reo Māori with children and include aspects of tikanga through karakia, waiata, symbols and displays. The bicultural policy includes a clear commitment to the principles of the Treaty of Waitangi and supporting Māori children to achieve success as Māori."

Committed bicultural practice with fluent te reo speakers; tikanga embedded; Treaty commitment clear.

"Leaders successfully promote strong relationships and high levels of trust amongst teachers, children and parents. These relationships contribute to collaborative teaching practice and a distributive, shared approach to centre leadership. The supervisor has established an effective approach to teacher appraisal that clearly reflects Education Council requirements. Professional learning and development priorities are aligned with teachers' appraisal goals, and are individualised to focus on improving teacher practice. Self-review is well-developed and contributes to improved teacher practice and outcomes for children."

Strong collaborative leadership; effective teacher appraisal; well-developed self-review; manager appraisal needs streng