Westmere Kindergarten

"Assessment and planning follow an established process. Teachers notice children's interests and identify learning dispositions. Planning is based on the provision of a variety of activities, experiences and planned excursions and events. Teachers could record how they build upon children's prior learning and respond to individual children's interests and dispositions."

Sound assessment and planning processes established; opportunity to strengthen documentation and Te Whāriki implementati

"Children demonstrate a sense of belonging in the kindergarten. They are confident and articulate, engaging in conversations with peers and adults. They freely access purposefully designed indoor and outdoor learning environments."

Children show strong belonging, confidence, and positive engagement in well-resourced environments.

"Leaders and teachers are committed to developing a bicultural curriculum. They are gaining confidence and understanding of weaving culture and context into the programme. Continuing to strengthen their bicultural curriculum would support children and whānau to gain a deeper understanding of the bicultural heritage of Aotearoa New Zealand."

Good progress made; growing confidence in bicultural integration with opportunity to deepen further.

"Leaders and teachers have accessed relevant professional learning and engaged in collaborative internal evaluation related to their individual and the kindergarten strategic goals. This is having a positive impact on improving teaching practice and outcomes for children. Teachers will use the recently reviewed kindergarten philosophy as a reference to continue to deepen their reflective practice."

Strategic planning, professional learning, and collaborative evaluation effectively supporting ongoing improvement.