Qualitative Data - Strengthening ECE–Primary Partnerships & Building Teacher and Student Capability through BSLA

1. Strengthening ECE–Primary Partnerships

Over the past year, we’ve seen a real shift in the way our school and local ECEs work together. What started as a few transition meetings has grown into genuine partnerships built on trust, shared goals, and regular communication. Everyone, from ECE kaiako to new entrant teachers, now feels part of one connected team, working towards smoother and more successful transitions for our tamariki.

The transition checklist has been a game changer. It’s given both sectors a shared understanding of what “school readiness” actually looks like in today’s context. ECE teachers say it’s helped them plan with more purpose,
they now know what primary schools value, what children will be expected to do, and how they can prepare them for that next step. Many kaiako have said things like, “It’s helped us align with the new English and Maths curriculum — we can see how what we do links to what comes next.”

Because of this, teacher practice within the ECE centres has grown significantly. Kaiako now have a clearer sense of the expectations for literacy, oral language, and early maths that children will meet at school. They’ve been able to strengthen their own programmes to reflect these expectations while still keeping play and relationships at the heart of learning. One kaiako commented that “the checklist made us more intentional — we’re teaching with the next step in mind.”

The checklist has also meant that our new entrant teachers get to know children before they even arrive. They have a clear picture of each child’s strengths, learning needs, and any challenges that might need early support. Teachers have commented that “we now know our new students before they walk through the door — their learning, behaviour, and personalities are already familiar to us.”

What’s been really powerful is the difference teachers can now see between children who have been part of the ECE intervention and those who haven’t. The children coming from our partner centres are arriving with stronger oral language, early literacy and numeracy knowledge, and greater confidence in routines. They’re ready to learn, they settle quickly, and they see school as a place where they belong.

This shared work has strengthened relationships between ECE and school teachers too. There’s a growing sense that transition isn’t just a handover — it’s a shared responsibility. We’re learning from each other, visiting each other’s settings, and talking the same language around learning.

Overall, the collaboration has created a real sense of continuity for our children and whānau. They’re moving between settings that understand and value them. For our teachers and kaiako, it’s been about growing together — building capability, connection, and a shared purpose so that every child starts school feeling confident and known.

2. Building Teacher Capability and Student Engagement through BSLA

Our focus on Structured Literacy through BSLA has really changed the way teachers and students think about reading across the junior school. Teachers are feeling much more confident and clear about how literacy develops, and they’re seeing real progress in their classrooms. Lessons are more explicit, systematic, and responsive to where each learner is at — and that consistency is making a big difference.

Through shared professional learning, teachers have built a common understanding of phonological awareness, phonics, and word-level instruction. The flow-on effect has been smoother transitions between year levels and stronger collaboration within teams. Teachers are also starting to see how BSLA connects naturally with the refreshed English curriculum, especially the Phonological and Orthographic Knowledge (PhOM) strand.

There’s a real buzz about teaching the PhOM content. Teachers are excited to bring these ideas into their Term 4 novel studies — particularly in Years 4–8 — using BSLA strategies to explore decoding, morphology, and vocabulary in a deeper, more meaningful way. One teacher summed it up perfectly:

“It finally feels like we have the missing link — BSLA gives us the tools to teach the ‘why’ behind reading, not just the ‘how.’ My students are noticing patterns and making connections that weren’t there before.”

And the students are just as enthusiastic. They’re curious about how words work — where they come from, how they’re built, and why they look the way they do. They’re starting to spot the chunks and roots that make up words and use that knowledge to figure out new ones.

“I like learning about where words come from — it makes tricky words easier to read.”
“We know how to break the words into parts now, like little chunks. It makes reading feel like solving a puzzle.”

Students are proud of their progress. They’re seeing reading not as something to memorise, but as something to explore and understand. Across the school, there’s a shared sense of excitement — teachers are seeing how BSLA fits perfectly with the new curriculum, and students are gaining a deeper understanding of how language works. It’s clear that when teacher practice grows, student engagement and confidence grow right alongside it.

Helping Our Tamariki with b/d Confusion: Strategies That Work

As part of my ongoing teaching inquiry into how we support early literacy—especially for those tamariki who need a bit more time—I came across this really helpful article from All About Learning Press that offers clear, simple strategies to help children who confuse b and d.

Let’s be honest—this is super common and very normal for our 5- and 6-year-olds. But for some, it sticks around longer and can start to impact confidence, writing fluency, and reading accuracy.

What’s in the Article?

The blog post outlines:

• Why letter reversals are a developmental stage, not a sign of dyslexia on their own.
• Fun, hands-on strategies to help children lock in correct b/d formation.
• Practical tools that both ECE and NE teachers can easily integrate into their day.
• One of my favourites from the list is the “bed” trick—using both hands to form the shape of a bed (with thumbs up) to remind kids that b comes before d. It's kinaesthetic, memorable, and easy to teach.
• Another great one is using visual mnemonics and consistent language when forming the letters—like always saying “bat before ball” for the letter b, and “doorknob then door” for d.

Why This Matters for My Inquiry

As I’ve been looking into supporting students who are not quite ‘school ready’, letter formation and orientation is one of the areas that keeps popping up. For some children, these reversals are more than just a hiccup—they become a source of frustration and disconnection from early literacy.

If we can address it early with low-pressure, playful strategies, we’re setting them up for success—not just in writing, but in confidence.

How ECE and NE Teachers Can Use This

In Kindy or ECE settings: Start with body-based learning—hand signals, air writing, songs. No pressure to “get it right” but constant exposure to directional concepts helps lay the foundation.

In New Entrant classrooms: Make b/d practice part of your handwriting and phonics routines. Repetition through movement, visuals, and consistent cues is key.

🔗 Read the full article here:

👉 Why Some Kids Struggle with Letter Reversals (and What to Do About It)

Would love to hear if you’ve used any of these in your classroom—or what’s working well for your!

Intervention guidelines

Oral Language, Literacy, and Numeracy Readiness Through ECE Partnerships

As Junior School kaiako, we understand that successful transitions to school aren’t just about knowing letters or numbers—they’re about being able to talk about them, think critically, and engage with confidence. That’s why I've built a strong, ongoing relationship with local early childhood centres and kindergartens to support tamariki turning four between September and December.

Together, we’re working to ensure every child has a strong start in oral language, literacy, and numeracy, laying the foundations for learning success.

Why Does This Matter?

Oral language is now a core focus in the New Zealand Curriculum refresh, and for good reason. The ability to communicate thoughts, ask questions, and use topic-specific vocabulary is directly linked to later achievement in reading, writing, and mathematics.

When tamariki can confidently use words like grapheme, phoneme, most, least, and estimate, they are not just participating—they are thinking, reasoning, and learning deeply.

A shared focus on oral language, early literacy, and numeracy helps us to:

• Prepare tamariki to thrive in structured learning environments
• Bridge the vocabulary and communication gap before school starts
• Ensure equity by giving every learner the language and tools to succeed

What Our Intervention Looks Like

Together with the ECEs and kindergartens, we’ve co-designed a targeted(that fits their space) intervention for our transitioning learners. It includes a readiness checklist that looks closely at development in three key areas:
1. Oral Language

• Engaging in back-and-forth conversations
• Retelling simple events or stories
• Using new and topic-specific vocabulary
• Asking questions and responding to others
• Using positional and comparative language (e.g., beside, fewer, longer)

2. Literacy Readiness

• Recognising and naming letters
• Identifying letter sounds (phonemes)
• Understanding the concept of graphemes and phonemes
• Showing interest in print and books
• Using oral language to describe characters, settings, or predict outcomes

3. Numeracy Readiness

• Counting with 1:1 correspondence
• Using number words in order
• Understanding basic concepts like more, less, most, and least
• Beginning to estimate or compare amounts
• Recognising shapes, patterns, and size differences

Kaiako will use the checklist with their target group of tamariki once a term. Observations are recorded in a way that is natural and embedded in everyday play and learning—not as an assessment task, but as a way of noticing and responding to growth.

Tracking Progress Meaningfully
To track learning, we’ll use:

• Checklist reviews each term to measure growth
• Anecdotal notes and work samples (e.g., drawings, name writing, counting or oral descriptions)
• Vocabulary snapshots—what words are tamariki using correctly in play or kōrero?
• Student voice—"What do you know about that story?" or "How many do you think there are?"
• Collaborative planning hui to reflect and adjust based on data

This information will help us understand how tamariki are progressing, not just if they are ready.

What the Data Will Tell Us
The data we gather will:

• Show individual and group progress in oral language, literacy, and numeracy
• Reveal vocabulary usage trends and gaps
• Inform how to shape new entrant class programmes
• Support early intervention if needed
• Strengthen alignment between what is taught and what tamariki are ready for

It will also help us build a shared language across ECE and school—ensuring tamariki hear, see, and use the same words, ideas, and strategies in both settings.

What’s In It for Our Tamariki?

• Confidence with classroom language. Tamariki will be able to understand and use the words their kaiako are teaching.
• Familiar routines and vocabulary. This reduces anxiety and helps them participate earlier.
• A stronger sense of belonging. When tamariki recognise books, materials, and language from ECE, they settle faster and feel at home.
• Better learning outcomes. Strong oral language is linked to future success in reading, writing, and maths.

Looking Forward

This is about setting our tamariki up for long-term success. By working together and aligning our focus on oral language, literacy, and numeracy, we’re ensuring our learners step into school not just “ready”—but eager, capable, and excited to learn.

As our intervention continues, we’ll refine the checklist, share findings with whānau, and keep building a bridge between ECE and school that’s based on collaboration, care, and a deep commitment to equity.

Are We Missing the Plot?

 

A Reflection on Play, Policy, and School Readiness
What We Count, Counts. Why the Debate is About Ideology, Not Curriculum. Sarah Aiono Jun 28


Kia ora whānau,

This week I came across a thought-provoking presentation by Dr. Sarah Aiono, shared at the IPA Asia Pacific Conference in Melbourne, and it honestly stopped me in my tracks. It spoke directly to the heart of something many of us working in ECE, New Entrants, and Kāhui Ako spaces have been feeling for a while:

Are we so focused on curriculum and data that we’re forgetting our tamariki aren’t always ready to learn when they walk through the school gate?

Dr. Aiono’s presentation—titled “What We Count Counts: Why the Play Debate is About Ideology, Not Just Curriculum”—really pushed me to think about how our systems are shaped not just by what we teach, but by what we value.

You can read the full transcript here on Dr. Aiono’s LinkedIn.
What Stood Out to Me
The main message?
 It’s not just the curriculum that needs changing—it’s the thinking behind it.

She challenges us to ask:

• Who do we believe children are?
• What is learning actually for?
• Are we measuring what matters?

Too often, systems are built on the belief that education exists to create future workers. That’s where the pressure for data, benchmarks, phonics checklists, and early numeracy kicks in. And while none of those things are bad, they can become harmful if they’re prioritised before children are developmentally ready.

Dr. Aiono calls this the “future worker” lens—where play is seen as a distraction, not a foundation. But what if we saw children as citizens now? Whole, capable, curious little people already participating in the world?

In that light, play becomes the pedagogy, not the break from it.
Why This Matters for Us in Aotearoa – Especially in Lower Decile Communities

Working in a Kāhui Ako and in a school where equity is central, I see the tension daily. We’re working hard to lift achievement, track progress, and respond to data—but some of our 5-year-olds are arriving without the oral language, social readiness, or emotional regulation they need to thrive in a structured classroom.

Here’s what I believe (and what this reading confirmed):

• We need to prioritise oral language. Rich vocab, conversation, storytelling, singing. Words like more/less, estimate, describe, explain need to be embedded in context.
• We need to develop executive function—through play. Planning, sharing, waiting, leading, coping when things don’t go to plan.
• We need to make time for social-emotional learning. Not just as a behaviour management tool, but as a learning goal in itself.
• We need to slow down when they first start school. Not rush straight into the curriculum before they’re developmentally ready.

What We Could Be Doing Differently

As a Kāhui Ako Across School Lead, this reading really challenged me to think about how I can support our ECEs, kindergartens, and new entrant teams better.
Some ideas I’d love to kōrero more about:

• Co-developing a play-based transition framework across ECE and NE, especially for tamariki turning 4–5.(Have implemented this with 4 ECEs and Kindergartens now)
• Using tools like the P-BLOT to help teachers observe and respond to deep-level learning in play. https://www.longwortheducation.com/p-blot/       https://eyrl.nz/play-based-learning-pic/
• Joint PLD sessions between ECEs and schools about oral language, play, and developmental readiness.
• Reframing what we mean by 'readiness'—because it’s not just about recognising letters or numbers. It’s about being settled, confident, and curious.

Final Thought

The provocation I’m sitting with now is:
What is education for?
Is it to produce outputs—or to grow humans?

Because if we really believe that tamariki are taonga, and that learning is a process of becoming, then play is not a luxury—it’s a necessity. And we need to protect and prioritise it, especially for our most vulnerable learners.

Big mihi to Dr. Sarah Aiono and Play Australia for starting these important conversations.

Handwriting - ideas how support teachers

I stumbled upon this super cool document called "Multisensory Writing: Handwriting Supports" from a pediatric occupational therapist, and it's packed with awesome ideas to help our kids with their handwriting!

For all you kindergarten and new entrant teachers here in New Zealand, here's what's super important to keep in mind:

• Spotting Handwriting Hiccups: We're talking about all those common struggles tamariki have, like pressing too lightly or too hard with their pencil, writing huge letters or totally missing the lines, squishing words together or leaving huge gaps, and not quite getting the hang of tall vs. short letters.
• Easy, Hands-On Tricks: The document is full of practical tips, and a lot of them use different senses, which is brilliant! Think things like using carbon paper, sandpaper, those bendy Wikki Stix (not the same as pipe cleaners, by the way – Wikki Stix are wax-coated yarn, super safe and sticky!), or even just cool visual cues.
• Getting That Pencil Grip Just Right & Building Hand Strength: It really highlights how important a good pencil grip is and suggests fun activities to build those fine motor skills, even when they're not actually writing.
• Simple Solutions, No Fancy Stuff Needed: The best part? Lots of these ideas don't need any special, expensive gear. You can totally make them happen right there in your classroom.

So, how can we make this happen in our classrooms?

• If they're writing too lightly:
  • Pop some carbon paper under their writing page to make sure their marks show up clearly.
  • Grab some #1 pencils with softer lead or thicker pencils – they usually write darker.
  • Get them writing on a vertical surface, like a whiteboard or an easel.
  • A weighted pencil can sometimes help them feel the pencil better.
  • Have some fun with shading exercises.
• If they're pressing too hard:
  • Try writing on sandpaper for some cool bumpy feedback.
  • Practice on tissue paper – it'll tear if they press too hard, which is a great clue.
  • Use gel pens with leaky ink – again, they'll know if they're pressing too much.
  • Mechanical pencils can be good because the lead breaks easily.
  • Let them try writing on a mouse pad.
  • Show them examples of "too light," "just right," and "too hard" pressure.
  • Practice writing lightly and then erasing without leaving a trace.
  • Do some exercises where they tense and relax their hand to get a feel for how much pressure to use.
• If their writing is too big or not on the lines:
  • Use Wikki Stix right on the lines for some tactile help.
  • Make those lines bolder or darker, especially the bottom one.
  • You can even cut out the handwriting line itself.
  • Slide some index cards or different coloured paper under the line to make it stand out.
• If they're having trouble with spacing:
  • Grab a spacing tool, like a popsicle stick, to help them measure.
  • Bold the lines where the words should sit.
  • Teach them the "finger spacing method".
  • Try the "spaghetti and meatball method" for spacing – sounds fun!
    
    
    
• If they're not telling the difference between tall and short letters:
  • Highlight the bottom half of the writing space where short letters go.
  • Put boxes around the letters to help them see the height difference.
  • Use visual cues like "sky line," "plane line," "grass line," and "worm line".
    
  • A writing grid can also be super helpful.
• For a super duper pencil grip:
  • Get them writing with shorter pencils.
  • Cut out holes for their three main fingers in a mitten or sock.
  • Do lots of fun fine motor activities that aren't just about writing.
  • Have them hold a small item (like a pom-pom) in their palm with their pinky and ring finger while they write.

Why is all this important?

Handwriting is a big deal! It's one of those basic skills that really helps tamariki do well in school. When they can write neatly and easily, it makes it so much simpler for them to get their ideas down, finish their work, and just be confident in the classroom. Think of it this way: students with better handwriting often produce higher-quality written compositions because they can focus on their ideas instead of struggling with letter formation. Plus, handwriting is now part of our new literacy curriculum! That just goes to show how important it really is. Getting in there early with these multi-sensory tricks can make learning to write way more fun and successful for our little ones, stopping them from getting frustrated and helping them love writing!

Observing Through Play: Unlocking True Potential

Observing Through Play: Unlocking True Potential

Let’s Get Real—Play Tells the Full Story!

You know those first few weeks of school when everyone’s finding their feet (and maybe their shoes)? That’s not the time to whip out formal tests and clipboards of doom! Instead, our "Tools, Measures & Approaches" plan encourages us to step back, tune in, and let our tamariki show us what they can really do—through play.

Because here’s the secret sauce: play isn’t just fun—it’s full of golden information.

What Are We Actually Doing Here?

We’re putting the tests on pause and pulling out our invisible superhero capes: the observer lens.

We watch, really watch, our learners in action as they build, create, chat, problem-solve, and navigate social situations in both structured and unstructured play. We're not looking for right or wrong, we’re tuning in to the how, the why, and the wow moments.

Using a simple framework, we can spot things like:

• 🗣 Oral Language(and this is now a part of our curriculum) – Are they directing others, telling stories, asking questions, or chatting your ear off in the home corner?

• 🧩 Problem-Solving – Can they figure things out, change plans mid-build, or ask for help?

• ✍️ Fine Motor Skills – Can they thread beads, draw people with eyebrows, or build epic towers?

• 👯 Social Skills – Are they navigating friendships, playing fair, or solving little arguments with surprising wisdom?

• 🔤 Early Literacy & Numeracy – Do they notice letters, ‘read’ to teddy, count pretend money, or spot patterns?

Why It Matters

Play is a child’s superpower. It’s how they process the world, and it’s where their true learning identity starts to shine.

• It’s the real deal: Kids are more relaxed and natural when they play, which gives us way more insight than a desk-based task ever could.

• It shows how they learn: Not just what they know, but how they think, persist, ask for help, or collaborate.

• It lowers the pressure: Eases the "new school jitters" and makes school feel like a place of joy and exploration.

• It highlights hidden gems: That quiet child who barely speaks during mat time might be a boss in the block corner!

How Can We Make This Happen?

For ECEs:

• Capture moments as they happen: Use photos, short notes, or even quick videos (with permission) during play.

• Use a simple observation guide: Watch for things like cooperation, focus, or creativity.

• Set the scene for magic: Offer open-ended materials and provocations that spark curiosity and collaboration.

• Share the story: Pass on key observations to the primary school—those golden nuggets make all the difference.

For Primary Schools:

• Protect play time: Those first few weeks? Let them be rich in both indoor and outdoor play.

• Set up “observation stations”: Rotate around different zones (e.g., blocks, dramatic play, puzzles, art) and observe.

• Teamwork makes the dream work: Chat with other staff daily to share insights. You’ll be amazed what each of you picks up.

• Keep it simple: Sticky notes, clipboards, or digital docs—record quick, factual snapshots like “Jas played independently for 20 minutes creating a zoo and naming all the animals.”

• Get curious with questions: Ask “What are you thinking?” or “Tell me about your game” to understand deeper thinking.

• Resist the urge to formalise: Trust the process—if we watch with intention, the readiness signs will show themselves.

What’s In It for Our Tamariki?

• They feel safe and confident: School starts as a joyful, welcoming place—not a test zone.

• They can be themselves: We see their spark, their quirks, and their super strengths.

• We meet them where they are: Teaching becomes more responsive, more personal, and way more powerful.

• We grow together: Through play, kids form connections with peers and teachers, building trust and community from day one.

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So let’s swap the test sheets for sandpits, the pressure for play dough, and give ourselves permission to slow down and truly see our learners. Because those moments in the block corner? That’s where magic happens. 

Transition to School Surveys (ECE and Whānau Voice)

🌟 Transition to School Surveys (ECE and Whānau Voice)
✨ Why do Transition to School Surveys?

• Build a strong starting point: Instead of beginning from scratch when a child starts school, you already have valuable insights into who they are, what they can do, and what they love.
• Strengthen partnerships: Gathering voice from ECE teachers and whānau shows that their knowledge and experience is respected — they are crucial partners in a child’s journey.
• Spot patterns early: You can identify strengths and any gaps or needs before the child even sets foot in the classroom.
• Smooth the transition: Children feel safer and more confident when the people around them already understand them and can connect with what matters to them.

🛠️ How to Do It Effectively

        Step 1: Plan Your Surveys
            Create two short surveys:
            ➔ One for ECE/Kindergarten teachers
            ➔ One for whānau
            Keep them simple, warm, and strengths-based — aim for about 10–15 minutes to complete.
            Include questions about:
            ➔ Learning (early literacy, maths, strengths)
            ➔ Social/emotional skills
            ➔ Independence/self-management
            ➔ Dreams, hopes, and any special considerations
        Step 2: Decide the Tools
            Online (Google Form,) if ECEs/whānau are comfortable with digital tools.
            Paper copies as a backup, especially for whānau who prefer pen and paper.
            Offer both wherever possible.
        Step 3: Communicate Clearly
            Explain why you’re collecting this information:
            ➔ "We want to make the move to school a positive experience where your child’s strengths are recognised                         from day one."
        Let them know:
        ➔ Surveys are short and easy.
        ➔ Responses will be kept confidential.
        ➔ It’s about supporting, not judging, the child.
        Step 4: Set a Timeline
            Give ECEs and whānau enough time (about 2–3 weeks) to complete the surveys.
            Send a gentle reminder after 1 week. "We’d love to hear your voice to help us prepare the best possible start                 for your child!"
        Step 5: Collect and Organise Data
            Create a simple tracker (Google Sheets) to collate responses: 

            ➔ Name
            ➔ Key strengths
            ➔ Early literacy/maths skills
            ➔ Areas needing support
            ➔ Any notes from ECE/whānau
        Step 6: Use the Data in Conversations
            Share information carefully with New Entrant (NE) teachers.
            Use it in planning classroom setups, small groups, and support strategies.
            Track a few target students (especially if you’ve agreed to track progress across ECE and NE).

🧠 Things to Keep in Mind
Time:
ECE teachers and whānau are often time-poor. Keep the surveys easy and thank them sincerely for participating.

Consistency challenges:
Some ECEs may observe different things or have different ideas about skills — that’s okay. Look for overall patterns rather than exact matching data.

Relationships first:
Gathering voice is not just an information-gathering task — it’s a trust-building opportunity.

Here is a draft version of the ECE teacher survey.

Survey