top of page

CS102 Program Assessment, Planning and Evaluation Policy

 

He rangi tā matawhāti, he rangi tā matawhānui

A person with narrow vision has a restricted horizon; a person with a wide vision has plentiful opportunities.

 

Reference:

Early Childhood Regulations 2008: 43

Licensing Criteria C1-4, 7-10, 11-13

C2 - The service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts.

Te Whariki - is underpinned by a vision for children who are competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.

The Montessori Approach to children's learning and development

 

At Windsor Montessori preschool, we are committed to providing quality education and care for our tamariki. We will strive at all times to provide a high-quality programme that will have tamariki at the center of all we do. We are committed to bringing about the best learning outcomes for all tamariki in our care.

 

Te Tiriti Commitment: 

Ko te ahurei o te tamaiti aroha o tātou mahi

Let the uniqueness of the child guide our work

 

Our Aim:

Our programme planning will reflect our vision, our philosophy, and will link with our strategic plan. 

We will also be guided by:

  • Curriculum Priorities/cultural needs of our community (tamariki and whānau)

  • Bicultural Curriculum

  • Montessori programme – MJ2Ex

  • Principles, strands, goals and learning outcomes of Te Whariki

  •  

The purpose of our planning is -

  • To nurture, foster and ensure positive learning outcomes for all tamariki are identified.

  • To discover what our tamariki interests, skills, knowledge, attitudes, dispositions and needs are and to respond in a way that invites, excites and extends their learning.

  • To identify tamariki individual learning through observation, feedback from tamariki, kaiako and parents. 

  • To identify what learning is happening as a group and how we can respond to this.

  • To reflect on how we do things and why we do things. To improve and get better at what we do through regular assessment and evaluation and to celebrate and support learning outcomes for all Tamariki.

  • To provide feedback to parents/whānau/carers 

 

The Process

Kaiako will reflect, plan and prepare for every aspect of tamariki experiences in our preschool. Planning will involve observing, gathering and interpreting information and analysing and using that evidence to increase learning opportunities for tamariki.

 

 

Assessment: (noticing and recognising)

  • On enrolment, all whānau will be invited to be partners in the learning journey of their tamaiti as a way of building collaborative, learning focused partnership. Shared aspirations for learning will be established and revisited regularly.

  • The first priority in the assessment process is developing a reciprocal relationship with tamaiti and whānau identity, language and culture. Once trusting relationships have been established and a sense of belonging nurtured, Kaiako will then begin informal and formal assessment process.

  • Regular opportunities for both informal and formal communication with whānau will ensure that they are actively involved in the assessment process and participants in decision-making concerning the learning of their tamaiti.

  • Informal assessment occurs in the moment Kaiako listen to, observe, engage with and respond to Tamariki who are involved in everyday learning experiences and events that link to the preschool’s philosophy and local curriculum learning priorities.

  • Formal assessment will be undertaken by noticing connected episodes of valued learning, engaging in dialogue with Tamariki and whānau to include multiple voices.

  • Documentation will take a variety of forms from learning stories, photos, wall displays, artwork etc

Planning

  • Planning will be a collaborative process between Kaiako, Tamariki and whānau.

  • Everyday teaching as well as planned meetings provide opportunities for Kaiako to engage in collegial dialogue in relation to planning to process the individual learning pathway of each tamaiti.

  • The relevant learning outcome of Te Whāriki and MJ2Ex will guide discussions and planning will include learning experiences and intentional teaching strategies that link to the learning outcomes.

  • Planning implementation will be supported through designing a rich curriculum that is well resourced and reflects local curriculum.

  • Careful consideration will be given to eliminate barriers that could limit the achievement of success for learners and partnership with whānau.

Evaluation

Revisiting in relation to how Tamariki are progressing in terms of the relevant learning outcome.

  • Kaiako will ensure Tamariki and whānau will receive ongoing feedback on progress and opportunities to collaborate and contribute to inform future learning possibilities

  • Kaiako will evaluate the effectiveness of the planning learning experiences and intentional teaching strategies in relation to the learning outcome as well as how this has enhanced the mana and positive intrinsic learner identity of Tamariki

  • Ongoing reflection in relation to the next steps will ensure the learning outcomes are consolidated and complexity is added.

 

Review

 

Date: 

Signed:

Review Date:

bottom of page