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.