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Strengthening Transitions from ECE to Primary School: My 2025 Inquiry

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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

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