Senior Leadership and whakaaro around my inquiry

In my discussion with the principal about my inquiry focus, they were fully on board and acknowledged that this is a critical area of need. They understand the importance of ensuring that new entrants have the foundational skills required to succeed in Phase 1 of the new curriculum and agree that the six-month timeframe isn’t always enough to bridge the gap between ECE and primary school.

As I am now also acting as DP, the principal has woven my Across School Lead (ASL) inquiry into my job list for this role. This integration will allow me to take a broader, more strategic approach to the issue, working not just within my own class but across the school to support structured transitions and early intervention strategies.

This will help me learn more by giving me access to a wider range of data, student learning trends, and opportunities to collaborate with other teachers and leaders. It will also allow me to do more by implementing school-wide strategies, trialing interventions, and working closely with ECEs, whānau, and other key stakeholders to strengthen the transition process. Having this as part of my DP role means I’ll have the influence and scope to make a real impact, ensuring our youngest learners get the best possible start to their school journey.

Creating a sense of belonging through transition - this is a publication. Ormiston Primary School and Edukids Flat Bush Centre (TLIF 5-043) - Creating a sense of belonging through transition

The transition process planned through the project allowed to address issues of social and emotional development in children. It created positive experiences for learners and their families as a whole, thereby helping to address needs within a social context. It also considered the relationships within family and prioritised involvement and partnership between children, parents, whānau, ECE and the school. This helped to create continuity with earlier educational experiences, and had positive effects on student motivation, their relationships with their peers, their interactions within the environment, and their overall sense of belonging, role and identity.

Addressing the readiness of students entering school is a pivotal issue this year, as it directly influences their ability to engage with the new Maths and Literacy curriculums. Ensuring that children possess foundational literacy and numeracy skills before starting school can significantly enhance their learning experiences and outcomes.​

To facilitate a smoother transition from early childhood education (ECE) to primary school, creating a checklist or guidelines for ECE programs is essential. These guidelines should focus on key competencies such as:​

• Basic Literacy Skills: Recognising letters, understanding phonemic awareness, and developing vocabulary.​
• Basic Numeracy Skills: Counting, recognizing numbers, and understanding simple mathematical concepts.​
• Self-Care Abilities: Managing personal hygiene, dressing, and eating independently.​
• Social Skills: Taking turns, following instructions, and interacting positively with peers.​

Collaborating closely with ECE providers to implement these guidelines will help prepare children more effectively for the demands of the school curriculum.​

For further information and resources, consider exploring the following links:

• How early learning educators help children prepare for school
• Get Your Child Ready For School: 7 Essential Skills for School Readiness

These resources offer valuable insights into preparing children for school and the importance of early literacy and numeracy skills.​careforkids.co.nz

Here are some interesting reads from other countries and their findings:

theguardian.com

'If you don't get early years right, children are unlikely to catch up': why South Africa is trying to reboot its school system

theaustralian.com.au

It's a no-brainer: kids rocket under direct instruction(if you have subscription)

theaustralian.com.au

Pearson's explicit plea: roll out direct instruction to all classrooms(if you have subscription)

Addressing the gap in foundational skills among new entrants is crucial because it serves as a catalyst for their future learning. Just as a catalyst in chemistry speeds up reactions by providing an alternative pathway with lower activation energy, equipping children with essential early literacy and numeracy skills accelerates their educational journey, reducing barriers to learning.​

To support this transition, creating a checklist or guidelines for Early Childhood Education (ECE) providers can be instrumental. Here are some key areas to focus on:​

1. Social Skills: Encourage activities that promote sharing, turn-taking, and cooperation. Organising playdates can help children learn to interact positively with peers. ​kiwifamilies.co.nz

2. Communication and Language: Practice basic communication scenarios, such as asking for help or expressing needs, to build confidence in interacting with teachers and classmates. 

3. Listening and Attention: Engage children in games like "Simon Says" to enhance their ability to follow instructions and improve attention span.

4. Understanding Spoken Instructions: Use multi-step directions in daily activities to help children become accustomed to processing and following complex instructions. ​

5. Narrative Skills: Encourage storytelling and sequencing activities to develop their ability to organise thoughts and recount events. 

6. Vocabulary Development: Introduce new words through reading, discussions, and exploratory activities to expand their language comprehension. ​

7. Independence: Teach self-help skills such as dressing, toileting, and managing personal belongings to build confidence and autonomy. ​kiwifamilies.co.nz

8. Exposure to Letters and Numbers: Familiarise children with letters and numbers through play-based activities, setting a foundation for literacy and numeracy. ​kiwifamilies.co.nz

Collaborating closely with ECE providers to implement these guidelines can significantly enhance children's readiness for school, providing that 'lower activation energy' pathway to successful learning experiences.

The challenges in a Year 1 class

The challenge I plan to focus on in this inquiry is that many students starting school are not ready for Phase 1 of the new Maths and Literacy curriculums. The expectation in the curriculum is that within six months, students will acquire the foundational skills needed to achieve the stated outcomes. However, evidence from my own practice and collaboration with ECE teachers indicates that this timeframe is for, some tamariki, often not enough to bridge the gap between early childhood education and primary school.

Many students enter school without the necessary early literacy and numeracy skills, such as phonemic awareness, letter recognition, one-to-one correspondence in counting, and basic oral language structures. This lack of readiness makes it challenging for them to engage with structured literacy and numeracy learning from the outset. Without these foundations, students struggle to progress at the expected rate, which can have long-term impacts on their achievement and confidence.

Through my structured literacy approach, tier 2 interventions, and collaboration with ECE teachers, I have seen the positive impact of targeted early support. However, the current curriculum structure does not always align with the needs of students who require more time and support to develop essential pre-literacy and numeracy skills. This inquiry will focus on identifying effective strategies to better support the transition from ECE to school, ensuring that all students can build a strong foundation for success in Phase 1 of the curriculum.

I’ve chosen to focus on this challenge because I’ve noticed a pattern where many students start school without the key literacy and numeracy skills they need for Phase 1 of the new curriculum. The expectation that they’ll catch up within six months isn’t realistic for a lot of them, as they often come in without basics like letter recognition, phonemic awareness, number sense, and one-to-one counting. This gap makes it hard for them to engage in learning straight away and can knock their confidence and progress.

From working closely with ECE teachers, I’ve seen that early intervention and structured support can make a big difference. But even with this, there’s still a need for a smoother transition so that kids arrive at school with the right foundations for literacy and numeracy. This issue is a big one in Manaiakalani schools too, where data shows many students start with low oral language and literacy skills, which affects how well they engage in the Learn, Create, Share approach, which fits perfectly with the Understand, Know and Do model.

For students who don’t yet have strong foundational skills, they need more direct teaching of the basics to fully benefit from these approaches. Across the cluster, early literacy and numeracy achievement is an ongoing challenge, reinforcing the need to strengthen the transition from ECE to primary.

Through this inquiry, I want to explore ways to better support new entrants so they’re ready for Phase 1 of the curriculum. If we can help bridge that gap early, we’ll set them up for success—not just in their first year, but throughout their learning journey in a Manaiakalani school.

Strengthening Transitions from ECE to Primary School: My 2025 Inquiry

I am incredibly fortunate to step into the role of an Across School Lead in 2025, a position that allows me to expand my reach and deepen my impact within the Manaiakalani cluster. 

Over the past few years, I have gained invaluable experience in structured literacy, curriculum integration, and early learning transitions. 

This year, I am eager to build upon this knowledge by working collaboratively with Phase 1 teachers to refine the transition process from early childhood education (ECE) to primary school. 

Additionally, I aim to support teachers implementing the new literacy curriculum, with a particular focus on aiding outlier students in Phase 2 and 3. 

My passion for education also drives me to work alongside beginning teachers, ensuring they incorporate more hands-on experiences and curriculum integration into their practice. Especially now with two new curriculums. Year 0-8 Mathematics and statistics Learning Area

Reflecting on 2024: What Worked? 

Last year, my focus was on working closely with two ECE teachers to create a seamless transition process. We implemented structured literacy approaches and targeted tier 2 interventions to support early learners. The data we gathered was phenomenal—students who participated in these transition initiatives showed greater confidence, engagement, and accelerated literacy development compared to those who had not. 

Some key successes included: 

• Enhanced Oral Language development: Pre-schoolers who engaged in structured literacy activities had a stronger foundation for reading and writing upon starting school. 
• Stronger relationships between ECE and Primary Schools: Regular communication between ECE educators and primary teachers allowed for better understanding of each child’s strengths and needs. 
• Whānau Engagement: Parents and caregivers felt more informed and involved in their child’s transition, making them active partners in their learning journey. 

The Focus for 2025 Building on last year’s successes, my inquiry for 2025 will take a more structured and data-driven approach. 

Key areas of focus will include, but are not limited to, the following:

• Refining Transition Frameworks: Developing a clear, consistent transition plan that can be adapted across different ECE settings and primary schools. 
• Expanding Collaboration: Strengthening relationships with more ECE centers and increasing professional learning opportunities for educators on both sides of the transition. 
• Incorporating Neurodiversity Supports: Recognising the increasing number of neurodiverse students, I aim to explore specific strategies to support these learners from the very start of their schooling journey. 
• Tracking Long-Term Impact: Gathering data not just on immediate school readiness but also on how these transition practices impact students in their first year and beyond. 
• Supporting Beginning Teachers: Working alongside beginning teachers to support their growth in incorporating hands-on experiences and curriculum integration into their practice. By providing mentoring and professional learning opportunities, I aim to ensure they feel confident in supporting a diverse range of learners, especially as they engage with the transition process and literacy development.

Why This Matters

The first years of schooling lay the foundation for lifelong learning. A positive transition experience helps children develop confidence, resilience, and a love for learning. By refining and expanding transition practices, we can create a school environment where all tamariki feel safe, supported, and ready to thrive.

Working with outlier students is crucial because it ensures that those who may be at risk of falling behind receive the targeted support they need to succeed. These students can benefit from tailored interventions that help bridge gaps in their learning, ensuring no child is left behind.

Furthermore, upskilling ourselves as educators is essential, particularly with the introduction of two new curricula. As we navigate these changes, it's important that we are equipped with the knowledge and skills to implement the new frameworks effectively, ensuring that all students, including outliers, benefit from high-quality teaching and learning. By focusing on building our capacity to support diverse learners, we can create an inclusive environment where every child is given the tools they need to succeed.

I’m looking forward to seeing how this inquiry unfolds in 2025 and the impact it will have on our learners. If you’re an ECE educator, primary teacher, or whānau member interested in being part of this journey, I’d love to connect and share insights!

You can find my booking page below. Feel free to share this with your school and SLT. I’m excited to connect and collaborate.

Tania Botha

taniab@glentaylor.school.nz

The Syntax Project - NZ version that aligns with our curriculum

I found this on Facebook this morning. I am so excited to share this amazing resource with teachers 

This was the message by Sarah Peck on the Primary teachers page:

Kia ora koutou, not sure how many of you use the Syntax Project for a sentence-level writing resource but here is the scope and sequence with NZ Year level equivalents added. All of the slideshow resources that support the scope and sequence can be found at https://ochre.org.au/ac/the-grammar-project/. You will need to register for (free) access.

The materials are designed for NZ Year 0 (NE) to Year 7, however I think if you have older struggling learners that still need sentence level writing teaching, learning, review and practice then you'd potentially still get a lot out of what's on offer. The Syntax Project work has been developed by Australian teachers, for teachers, and is underpinned by work from The Writing Revolution, and the Morphology Project references William Van Cleave's work.

Here is the link:

Grammar Project NZ

We have been using The Syntax in our team and we could see significant progress in 6 months.

Take a look at some of our writing:

 

 

Achievement Report for BSLA Data (Year 0-3)

This report reviews the progress and achievement of Year 0-3 students at Glen Taylor School in the Better Start Literacy Approach (BSLA). Focusing on literacy areas like phonemic awareness, letter knowledge, vocabulary, reading comprehension, oral language, and writing skills, the data tracks Year 0-3 students' development throughout Term 4. The assessment data shows significant progress in these core literacy skills, highlighting both strengths and areas where further support can help. The graphs included reflect the progress of students who completed both the baseline and 10-week assessments, focusing on skills they were not yet proficient in at the start.

BSLA Tier 2 Students: Initial Phoneme Identity 

I'm so excited about the progress our Tier 2 students are making in picking up those initial phonemes! A bunch of them have hit or are super close to the target level, which is awesome to see. The jump from baseline to progress check shows that our current approach is really clicking for most of the group.

A few students have made some smaller gains, so I'm keen to keep supporting them with another 10 weeks of Tier 2 instruction in a small group. With just a bit more time, I think they’ll get there.

For the few students whose scores haven’t budged much, I’m looking forward to trying a more one-on-one Tier 3 intervention. I’m hopeful this will give them the extra boost they need with phonemic awareness.

And lastly, for the students who didn’t have a progress check, it’s because they already nailed it at baseline—they were hitting the target from the start! It’s been so rewarding to watch this progress unfold, and I can’t wait to see where we go from here!

BSLA Tier 2 Students: Letter-Sound Recognition

The data on Tier 2 letter-sound recognition shows great overall improvement with both Set 1 and Set 2 sounds. A lot of students made awesome gains from baseline to the progress check, which really shows that our current Tier 2 support is helping them build those letter-sound skills.

Some students made smaller steps forward, so I think an extra 10 weeks of targeted Tier 2 group work will help solidify the progress they’ve made so far.

Students Meeting Proficiency: Most students hit the proficiency target of 6 out of 8 on the progress check, showing they’re ready to move on to Set 2!

Students Not Yet Proficient: A few students have made progress from their baseline scores but haven’t quite reached the goal of 6 yet. With some extra practice and focused support in letter sound recognition, they’ll be in a great spot to meet the standard soon!

The Set 2 Letter Sound Recognition report shows that most students started with varied baseline scores below the target, indicating a need for continued support even though they had mastered Set 1. After receiving Tier 2 interventions, however, most students demonstrated strong improvement, with many now close to or meeting the target of 17 sounds. This progress suggests that Tier 2 support is effectively boosting their recognition skills. A number of students have now achieved proficiency and appear ready to move on to more advanced phonics skills. For those who haven’t yet reached the target, continued Tier 2 support should help them meet their goal before advancing further.

The baseline assessment revealed that only a few students met the proficiency target in phoneme blending, showing that most initially struggled. After Tier 2 intervention, however, there was substantial improvement, with many students making significant gains and reaching or nearing proficiency. The progress check results highlight a large increase in phoneme blending scores across the group, indicating that the intervention effectively boosted students’ skills. While most students progressed well, a few still require additional support to meet proficiency. Next steps include focusing proficient students on advanced phonics and reading skills, while providing continued Tier 2 or individualized support for those still working toward the target.

Embracing the Power of Qualitative Data

Reflecting on Writing Progress with the Syntax Project and Targeted Instruction

As an educator, one of the most rewarding aspects of my job is witnessing the growth and progress of my students, particularly in their writing abilities. Over the past eight weeks, I have implemented several targeted teaching strategies, including the Syntax Project, BSLA (Best Start Literacy Approach) Tier 1 whole-class instruction focused on phonological awareness, and Tier 2 small group reading instruction. These strategies have yielded impressive results, demonstrating the profound impact of qualitative data in understanding and enhancing student learning.

The Role of Whole-Class Instruction

The whole-class phonological awareness lessons gave my students a solid foundation in literacy. By focusing on key phonics skills and using the Syntax Project, I saw big improvements in their writing, especially when it came to writing dictated sentences. The structured Taumata 2 lessons really helped many students progress faster than I expected.

I noticed that the clear instructions, along with fun activities, helped students pick up phonics concepts more easily. This better understanding showed up in their writing, as they started using their phonics knowledge to build sentences. With improved spelling, my students are now more confident expressing their ideas and showing their creativity in their writing.

Intensive Tier 2 Small Group Instruction

While the whole-class lessons built a good foundation, the small group Tier 2 reading sessions gave extra support to students who needed it. My small group, working at the same Taumata 2 level, made faster progress because we focused on phonics and phonological awareness before starting new books.

This focused instruction let us break down reading and writing into smaller steps. By working on specific skills like decoding, blending, and segmenting, the students felt more prepared to tackle new texts. Not only did their reading fluency improve, but their comprehension and writing got better too. From what I saw in class and heard from the students, their engagement and confidence really grew.

The Power of Component Breakdown

Breaking down literacy lessons into smaller, manageable parts has made a big difference for my students. This focused approach helped them master 12 phonics readers in just eight weeks. From their feedback, it's clear they feel more confident and excited about both reading and writing.

Students have said they feel more sure about writing accurate and expressive sentences, and they’ve been eager to share their work and talk about how they’re improving. The insights I gathered from class discussions and individual reflections really showed how this focused teaching has boosted their skills and confidence.

Conclusion

Looking back on the last eight weeks, I’m so proud of how far my students have come. The progress they’ve made, backed by the feedback I’ve seen in class, has been amazing. Using a mix of the Syntax Project, BSLA whole-class lessons, and small group reading sessions has worked really well to boost their literacy skills. By focusing on phonological awareness and giving them targeted support, my students have not only become better at reading and writing but also gained the confidence to express their ideas.

As I keep reflecting on what’s working in the classroom, I’m reminded of how important it is to adapt my teaching to where the students are in their learning. This experience shows me that with the right support, every student can thrive as a confident reader and writer.                                                                                                                                                                                                                                                            In week 2, I'll be diving into my assessments for the 10-week BSLA program. I'm really looking forward to seeing what the data reveals about my students' progress!                                                                                                                                                                                                                                                                                                                                               

Impressive Writing Growth with The Syntax Project

I’ve seen remarkable progress in my students’ writing skills since introducing The Syntax Project. This free, accessible platform, grounded in the concept of colourful semantics, has been a game-changer for our young learners.

What is Colourful Semantics?

Colourful semantics is a method that breaks sentences down into parts, each represented by a different colour. For instance, the "Who" (subject) could be one colour, while "What doing" (the verb) is another. This visual approach makes sentence building more straightforward and fun for children, helping them better understand sentence structure. It’s especially useful for younger students as they get to grips with the basics of grammar and sentence creation.

My Approach to Using the Syntax Project
I began using the Syntax Project by focusing on oral exercises. Students first talk through sentences, identifying key parts like who is doing what, and where it’s happening. This has laid a strong foundation for understanding how sentences work. Now, we’re moving on to having students write these sentences on whiteboards as a warm-up before their regular writing lessons.

Examples of Student Progress
Here are a few of the fantastic sentences our students have been forming with photos we used. the students had to look for photos they like:

• "The cat is jumping over the fence."
• "A boy is eating his lunch at the park."
• "The dog is running after the ball."

While these sentences may seem simple, they represent significant progress for our students. The colour-coding technique has really helped them grasp the structure of a sentence and visualise their thoughts clearly.

I am excited to see how their writing continues to improve as I incorporate the Syntax Project into more of my lessons. The best part is that this valuable tool is available for anyone to use, offering a fantastic way to enhance writing confidence and ability.

If you’re looking to strengthen your students' writing in a fun and effective way, we highly recommend trying The Syntax Project!

Here are some creative ideas I thought of trying this term to reinforce what we have been learning:

1. Sentence Dice

You can use custom dice with different coloured sides representing the parts of the sentence:

• One die for Who (Orange): possible subjects like "The cat," "My teacher," "A boy."
• One die for What doing (Blue): verbs like "is running," "is jumping," "is reading."
• One die for What (Green): objects like "a ball," "a book," "the cake."
• Optional dice for Where (Purple) and When (Yellow).

Students roll the dice and, based on the result, create a sentence. You can vary the dice to create simple or more complex sentences depending on the students' skill level.

2. Interactive Story Mats

Set up story mats where students physically move through different stations based on colourful semantics. Each station represents a part of the sentence:

• Station 1 (Orange) is the "Who" station: Here, students can choose from pictures or figures of different subjects (people, animals, etc.).
• Station 2 (Blue) is the "What doing" station: Students pick an action or verb from a list or use action cards.
• Station 3 (Green) is the "What" station: They choose an object or something related to the verb (e.g., a book for "reading").
• Station 4 (Purple) is the "Where" station: They pick a location (e.g., park, library, home).

Students then "walk through" the stations, creating sentences as they move from one to another. This physical, kinesthetics activity engages both their minds and bodies, making sentence-building more memorable.

3. Sentence Relay Race

For an energetic class activity, organise a sentence relay race:

• Divide the class into teams. Each team has a set of colour-coded cards (Who, What doing, What, etc.).
• The first student from each team runs to a designated area to pick up a "Who" card and bring it back. They must say the subject aloud (e.g., "The dog").
• The next student in line runs to pick a "What doing" card (e.g., "is barking").
• The relay continues until the sentence is complete, and the first team to finish building a complete and correct sentence wins.

This game gets students moving and thinking quickly, reinforcing their understanding of sentence components in a dynamic way.

A fun variation from my colleague Ella Hazleman at Glen Taylor School! Using plastic coloured balls adds a hands-on element to the relay race. Here’s how you might adapt Ella Hazleman’s version:

Ella's Colour Ball Relay Race

1. Preparation:
   Set up buckets or containers at a distance from the teams. Each container will have coloured balls corresponding to different parts of a sentence (e.g., Orange for Who, Blue for What doing, Green for What, etc.).

2. Rules:
   Each student runs to the buckets, grabs a ball of the colour their team needs, and runs back to their team. The team must work together to use the balls to create a sentence based on the colour coding. For example:

   • Orange ball = Who (e.g., "The dog")
   • Blue ball = What doing (e.g., "is barking")
   • Green ball = What (e.g., "at the cat")

3. Objective:
   The first team to collect all the coloured balls and form a complete, correct sentence wins!