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

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. 

Parent Survey 2023 link to form

Here is the link to the Google Form I created for my parents: Parent Survey Editable Form

The questionnaire aimed to gather information about a child's transition to primary school. Respondents provided insights into their child's preferences, concerns, expectations, and the support they plan to provide. 

Here are the key findings:

Activities at home: The children enjoy a range of activities such as playing games, helping out, writing, drawing, exploring outside, arts and crafts, playing with siblings, imaginative role play games, puzzles, and reading.

Upsetting factors: The children may be upset by not getting their way, conflicts with other children, feeling put down, not being listened to or understood, someone ruining their work, and not keeping promises.

Response to transitioning: Most of the children responded positively, being excited and looking forward to starting school. One child engaged in role-playing school scenarios at home to prepare for the transition.

Desired learning outcomes: The parents expressed hopes for their child to acquire various skills, including academic skills (reading, writing, math), social-emotional skills (relating with others, making friends), life skills (practical skills, time management), and discovering personal interests and passions.

Parental support: The parents intend to support their child during the transition by being available, providing love, encouragement, and support, reminding them to have fun, be kind, and try their best. Most respondents felt their child was transitioning well, but one expressed concern about absences due to illness.

Awareness of school visits: Three-quarters of the respondents were aware of school visits before the child starts primary school, indicating potential engagement in those events.

Interest in home support information: Respondents were divided on whether they wanted information on how to assist their child at home, with an equal number expressing interest and disinterest.

Overall, the questionnaire shed light on children's interests, concerns, and parents' aspirations and support strategies during their transition to primary school.