Tania's Professional Learning Blog

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 ...

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 m...

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 jus...

  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 changi...

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. Gettin...

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 ...

🌟 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/Kindergar...

Laying the Groundwork: The Magic of Transition Surveys Because the journey to school starts long before the school bell rings Have said this many times but want to emphasise again that starting school is a huge milestone, not just for tamariki, but for their whānau too. There’s excitement, a few nerves, and a whole new world to step into. As teachers, we know our role in making that step smooth and welcoming is vital. That’s why our first focus in the Tools, Measures & Approaches plan is simple, powerful, and people-centered: Transition Surveys — our way of connecting with ECEs and whānau before that first school bag is zipped up. So… what is it exactly? It’s not a test. It’s not a checklist. It’s a kōrero in disguise — a way to gather authentic, rich insights from the two groups who know each child best: their ECE teachers and their whānau . These surveys help us learn about: Communication – Can they express themselves clearly? Do they follow instructions easily? ...

How I Plan to Create a Detailed and Accurate Profile of Students' Readiness for School. As part of my CoL inquiry — “What can I do to make sure the kids starting school will be ready?” — it’s crucial that I gather rich, accurate information about each learner's starting point. Having a clear, detailed profile of each child will allow me to design learning experiences that truly meet their needs and set them up for success from the very beginning. Here are the tools, measures, and approaches I plan to use, along with the reasons why I've chosen them: I will elaborate on each in the next blogpost and how each of these will benefit our tamariki. 

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 wo...

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 confide...

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?...