Windsor Montessori Policies

Internal Review Policy V4

References:

Licensing Criteria GMA104

TE WHĀRIKI Contribution/ Mana tangata - Goal 3: Kaiako experience an environment where they are encouraged to learn with and alongside others

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Statement of Intent:  

Internal Evaluation improves the quality of Windsor Montessori Preschool through reflection, analysis of data and planned action.

 

Purpose:

Internal Review:

Is the process we use to prepare, gather and make sense of information in order to bring about positive improvement for tamariki and whānau and policies/procedures, processes and the environment.

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ERO defines internal evaluation as

‘the use of robust processes to systematically inquire into and evaluate the effectiveness of policies, programmes and practices. Internal Evaluation findings are used to inform decision-making, improve the quality of practice and promote positive outcomes for all children’.

 

The intention is that evaluation becomes embedded in teaching practices and that this becomes a routine activity in our preschool focused on promoting positive outcomes for tamariki and their whānau.

 

Procedures:

• The preschool will undertake strategic, regular (planned) and emergent (spontaneous) evaluations throughout the year as we continually seek to improve our practice in relation to teaching and learning, curriculum, leadership and governance, and management to ensure positive outcomes for tamariki.

• Evaluations can be triggered by any number of factors i.e. health/safety issues, regulatory requirements, concerns raised by whānau, kaiako or tamariki input, or an appreciation of what we do well motivated by a desire to make it great.

• Internal Review will be a regular agenda item for staff and management meetings to ensure a culture of review drives ongoing improvement.

• All reviews will be guided by the resources:

 

Effective Internal Evaluation for Improvement (2016);

Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education (2006) and will be undertaken in the three key areas of practice which contribute to the functionality and quality of outcomes for children:

• Learning and Teaching Practice (Pou Matauranga, Tikanga Whakaako)

• Collaborative Practice (Pou Ārahi)

• Governance and Management (Pou Whakahaere)

• Quality indicators from ERO’s Te Ara Poutama and National Education Learning Priorities will also be considered in every internal evaluation to guide the focus.

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Regular (Planned) Reviews

• Regular reviews will be maintained by the preschool in consultation with kaiako and tamariki. 

• Regular reviews will follow a five-step action research cycle of:

1. Noticing

2. Investigating

3. Collaborative Sense Making

4. Prioritising to Take Action

5. Monitoring and Evaluating Impact

• At the conclusion of this cycle, documentation in relation to the process undertaken and outcomes will be filed online and on Storypark.

 

Emergent (Spontaneous) Reviews

• Emergent (Spontaneous) reviews may be instigated by kaiako/tamariki and whānau. They will be reviewed collaboratively to ensure outcomes effect positive change. Emergent reviews may also contribute to appraisal and kaiako registration processes.

• A date to revisit emergent reviews and document impact on tamariki learning will be planned for at the conclusion of the process

 

Other systems which contribute to self-improvement /reviews include:

• Budget preparation and analysis.

• PGC process – review of job descriptions.

• Health and safety checks.

• Analysis of accident and illness records.

• Curriculum/resource review.

 

Useful resources to support Internal Reviews

• Quality Practice Template – (linked to Our Code, Our Standards)

• Te Ara Poutama - how ERO reviews early childhood education

• Preschool Strategic Plan - monitoring and evaluation of goal achievement (this could be monthly through management reporting, six monthly, or annually)

• Recommendations from ERO

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Date: June 2025

Next Review: June 2027