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.

---

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

Laying the Groundwork: The Magic of Transition Surveys

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?

• Social Skills – Do they like playing with others? Are they good at sharing, turn-taking, initiating play?

• Early Literacy & Maths – Are they curious about books, numbers, patterns, or even writing their name?

• Self-Management – How independent are they with their belongings, following routines, managing big feelings?

• Passions & Needs – Dinosaurs? Drawing? Building? Are there any learning or health needs to know about?

This isn’t about ticking boxes — it’s about seeing the child as a whole, complex, amazing little human.

Why is it so important?

Picture this: You’re building a bridge between ECE and school. Transition surveys are the planks of that bridge — strong, sturdy, personal.

• ECE kaiako see children in action all day — in play, in conflict, in discovery. They notice the subtle stuff.

• Whānau know the child inside out — their routines, their quirks, their stories.

Put these perspectives together, and we’re not just preparing for a new student — we’re welcoming this specific child with open arms and a warm heart.

Making it Work – What You Can Do

For our ECE Friends:

• Keep it Structured, but Open – Use simple forms with key questions and space for stories or anecdotes. (We love a good “Let me tell you about the time…”)

• Offer Options – Paper copies, digital links, or a quick phone kōrero — whatever suits the whānau.

• Celebrate Strengths – Let us know what the child shines at. Where do they light up?

• Share Portfolios – Learning stories, drawings, photos (with permission, of course) are gold!

• Visit Together – If possible, organise a school visit where tamariki, kaiako and whānau explore the space together.

For Primary Schools:

• Be Proactive – Don’t wait until Day 1. Send welcome packs early — include info about the school and the survey.

• Appoint a Friendly Face – A transition liaison (maybe the NE teacher or DP or in. my case Acting DP) who becomes the go-to person for ECEs and new whānau.

• Actually Use the Info! – Read it, highlight key bits, use it when setting up the room or grouping learners.

• Keep It Confidential – Respect privacy and share only on a need-to-know basis, always with care.

• Host “Hello” Moments – Set up relaxed meet-the-teacher catch-ups before school starts — just a chat, a smile, and a “We can’t wait to have you here!”

What’s in it for the Tamariki?

This isn’t just helpful for us — it’s transformational for the kids:

• They Feel Seen – Imagine being greeted with, “Hey Isla, I heard you love painting rainbows!” That’s instant connection.

• They Feel Safe – When teachers already know a bit about them, that scary “first day” suddenly feels familiar.

• They Get What They Need, Sooner – Whether it’s a quiet space, a tricky speech sound, or a love of numbers — we can respond straight away.

• They Feel They Belong – Their stories, strengths, and backgrounds are part of the classroom from day one.

Final Thought

Transition surveys aren’t just paperwork — they’re part of our relationship-building superpower. By gathering and honouring these insights, we send a clear message:

You matter. We’re ready for you. Let’s begin this journey together.

Building Strong Foundations

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. 

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