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.

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.

Supporting Neurodiverse students

I recently attended a workshop at Somerville School about helping students with autism in regular classrooms. One important point was that 1 in every 5 students is neurodiverse, including conditions like ADHD, dyslexia, dyspraxia, and autism. This inspired me to find five simple ways to support these students in my classroom.

1. Offering Frequent Praise and Positive Reinforcement

I make it a priority to give regular, specific praise for the effort students put into their work. I try to encourage them during tasks instead of just praising the final result. This helps students, especially those with ADHD or anxiety, feel more confident and valued in their learning.

To support students with ADHD, I avoid negative labels and focus on building self-esteem by understanding the reasons behind their behaviours. I emphasise emotional regulation and self-control, use whole-class discussions to encourage understanding, and apply strategies that support both emotional and academic success.

2. Highlighting Students’ Strengths

Instead of only looking at what students find hard, I try to find their strengths, like creativity, problem-solving, or unique thinking. Recognising these strengths helps students feel more confident and ready to face challenges.

To help them succeed, I set clear deadlines and allow for breaks and movement to keep them focused.

3. Breaking Down Large Tasks into Small, Manageable Steps

I’ve started breaking tasks into smaller steps to make them easier in a whole class setting. Instead of having students do a big project all at once, we work on it step by step and use visual aids to help them. This makes it less overwhelming, especially for students with autism or challenges with executive functioning.

4. Creating a Sensory-Friendly Environment

After the autism workshop, I made some changes in the classroom to help reduce sensory overload. I took down extra decorations from the walls and created a quiet corner where students can go if they feel overwhelmed. These changes have really helped students who are sensitive to sensory input.

5. Collaborating with Support Teams

I’ve been in regular contact with parents and specialists who work with my students. I talk with special education teachers, occupational therapists, and speech therapists to better understand how to support each child. Working together like this has been really helpful in making sure we help our students succeed.

I would love to hear your strategies for supporting neurodivergent students! Please share your ideas so we can work together to help these students thrive. Your tips and experiences are greatly appreciated!

The ABCDE of Learner Needs framework

The ABCDE of Learner Needs framework, created by the Center for Inspired Teaching and influenced by William Glasser's work, focuses on five core student needs:

1. Autonomy: Students need to feel a sense of control over their learning and have opportunities to make choices.
2. Belonging: It's essential for students to feel connected to their peers and teachers, fostering a supportive community.
3. Competence: Students should feel capable and successful in their learning tasks, which builds confidence.
4. Doing: Active, hands-on learning experiences are crucial for engaging students and making learning meaningful.
5. Engagement: Lessons should be interesting and relevant to maintain students' attention and motivation.

This framework helps teachers create environments that meet these needs, promoting academic and social success for students​.

Here are some strategies I want to try in my classroom. It also links in with my school teachers inquiry - authentic learning.

1. Autonomy:

   • Choice: Provide children with choices in their activities. For example, offer different stations they can choose from, such as a reading corner, art station, or building blocks area.
   • Independence: Encourage self-directed learning by allowing students to select materials and start tasks on their own. This fosters a sense of control over their learning environment.

2. Belonging:

   • Community Building: Create a warm and inclusive classroom atmosphere. Use morning circles or group activities where each child can share something about themselves. Our MITEY program fits in well.
   • Positive Relationships: Foster strong relationships between students and between students and the teacher.

3. Competence:

   • Skill Development: Design activities that are age-appropriate and match the developmental stages of your students. Celebrate small achievements to build their confidence.
   • Feedback: Provide positive and constructive feedback that helps students understand their progress and areas for improvement.

4. Doing:

   • Hands-On Activities: Incorporate plenty of hands-on learning experiences. Activities like counting objects, sorting shapes, or engaging in simple science experiments can be very effective.
   • Active Participation: Ensure that children are actively involved in their learning by using interactive teaching methods such as storytelling, singing, and playing educational games.

5. Engagement:

   • Interactive Lessons: Keep lessons engaging by incorporating multimedia, storytelling, and interactive activities that capture their interest.
   • Relevance: Connect learning materials to the children's own lives and experiences. For example, if learning about animals, discuss pets they might have at home.

Practical Tips:

• Routine and Structure: Maintain a consistent daily routine to provide a sense of security, but include flexible periods for free play and exploration.
• Visual Aids: Use visual aids like charts, pictures, and videos to make learning more accessible and engaging for young learners.
• Play-Based Learning: Integrate play into the learning process. Play is a powerful tool for developing social skills, problem-solving abilities, and creativity.

Example Activities:

• Autonomy: 
• Create a "Choice Board" with different activity options for children to pick from during free time. 
• Personal Projects: Allow children to work on small projects of their choice, such as creating a mini-book about their favourite animal. 
• Class Jobs: Assign classroom responsibilities (line leader, snack helper, etc.) to give students a sense of ownership and responsibility.
• Learning Stations: Set up various learning stations (reading, art, science) and let children choose where they want to spend their time.
• Self-Portrait Art: Provide materials for children to create self-portraits, allowing them to choose how they represent themselves.
• Belonging: 
• Start the day with a "Morning Greeting" where each child can share something about their day or their feelings.
• Buddy System: Pair students up with a buddy for certain activities to promote friendship and cooperation.
• Classroom Quilt: Each student decorates a fabric square that is then sewn together to create a classroom quilt, symbolising unity.
• Group Games: Play cooperative games like “Parachute Play” where everyone works together to keep a ball bouncing on the parachute.
• Competence: 
• Set up a "Success Wall" where children's achievements, like artwork or completed tasks, are displayed.
• Skill Practice Centers: Set up different stations focused on specific skills (counting beads for math, sorting objects for classification, etc.).
• Achievement Certificates: Give out certificates or stickers for milestones reached, such as learning all the letters of the alphabet or tying their shoes.
• Math Manipulatives: Use objects like counting bears or linking cubes for hands-on math activities.
• Reading Buddies: Pair older students with younger ones for reading sessions to build confidence in both groups.
• Doing: 
• Organise a weekly "Science Exploration" where children can engage in simple experiments or nature walks.
• Gardening: Start a small garden where children can plant seeds, water plants, and watch them grow.
• Cooking: Simple cooking activities like making fruit salads or baking cookies. This can teach measurements and following instructions.
• Building Projects: Provide building materials like blocks or recycled materials for children to create structures.
• Engagement: 
• Use themed weeks (e.g., space, dinosaurs, seasons) to create excitement and context around learning activities.
• Storytelling with Props: Use puppets, costumes, or props to make storytelling more interactive and engaging.
• Themed Days: Organise themed days (like “Space Day” or “Pirate Day”) with related activities, crafts, and stories.
• Music and Movement: Incorporate songs and dance into daily routines to make learning more dynamic and fun.

Most of these are already included in my daily routine and lesson plans. 

Embracing Neurodiversity: Supporting Students Before They Begin School

How can early identification and tailored intervention strategies enhance the learning experiences and outcomes for neurodiverse students before they begin school, and what role does collaboration among educators, parents, and support professionals play in this process?

When supporting neurodiverse students before they start school, asking the right questions can help you gather essential information and insights. Here are some categories of questions to consider.

Questions for Parents

• Developmental History:
• Can you describe any significant milestones or delays in your child's development?
• Have you noticed any particular strengths or challenges your child has?
• Behaviour and Social Interaction:
• How does your child interact with peers and adults?
• Are there any specific behaviours or routines your child prefers?
• Sensory Preferences:
• Does your child have any sensitivities to noise, light, textures, or other sensory inputs?
• Are there any activities or environments that seem to calm or stimulate your child?
• Previous Support:
• Has your child received any early intervention services, such as speech therapy or occupational therapy?
• What strategies or supports have been effective for your child in the past?

Questions for Educators and Support Professionals

• Training and Awareness:
• What training have you received regarding neurodiversity and supporting neurodiverse students?
• What additional resources or training do you think would be beneficial?
• Classroom Environment:
• How do you adapt the classroom environment to accommodate sensory needs
• What strategies do you use to support diverse learning styles?
• Collaboration and Communication:
• How do you collaborate with parents and other professionals to support neurodiverse students?
• What methods do you use to monitor and communicate student progress?

Questions for the Multi-Disciplinary Team

• Assessment and Identification:
• What assessment tools do you use to identify neurodiverse traits in young children?
• How do you ensure assessments are culturally and linguistically appropriate?
• Intervention Strategies:
• What early intervention strategies do you recommend for specific challenges (e.g., communication, social skills, sensory processing)?
• How do you tailor interventions to meet individual needs?
• Goal Setting and Progress Monitoring:
• How do you set realistic and achievable goals for neurodiverse students?
• What methods do you use to track and evaluate progress?

Questions for the School Administration

• Policy and Support:
• What policies are in place to support neurodiverse students before they start school?
• How do you allocate resources for early intervention and support services?
• Creating an Inclusive Culture:
• What initiatives are in place to promote understanding and acceptance of neurodiversity within the school community?
• How do you engage parents and the wider community in supporting neurodiverse students?

Questions for the Students

• Interests and Preferences:
• What activities do you enjoy the most?
• Are there any activities or situations that make you feel uncomfortable or upset?
• Learning Style:
• How do you like to learn new things? (e.g., through pictures, stories, hands-on activities)
• What helps you concentrate and stay focused?

Neurodiversity is a term that recognises and celebrates the unique strengths and perspectives of individuals with diverse neurological differences. It is crucial to capture and support neurodiverse students before they even start school to ensure they have the best possible foundation for success. 

One of the key benefits of identifying and embracing neurodiversity early on is the opportunity to provide tailored support and accommodations that meet the specific needs of each student. 

By understanding and addressing these needs from the beginning, educators can create an inclusive learning environment where all students can thrive. Supporting neurodiverse students from the start also helps in fostering a sense of belonging and acceptance. When students feel understood and supported, they are more likely to engage actively in their learning and build confidence in their abilities. This, in turn, can lead to improved academic performance and overall well-being. 

There are several ways to help neurodiverse students before they start school. 

First and foremost, it is essential to create awareness and promote understanding of neurodiversity among educators, parents, and peers. Encouraging empathy and acceptance can help create a more inclusive school community where all students feel valued. 

Additionally, providing early intervention and access to support services such as occupational therapy, speech therapy, or behavioural interventions can address specific challenges that neurodiverse students may face. Individualised education plans (IEPs) can also be developed to outline personalised goals and accommodations to support their learning and development. Creating a supportive and inclusive school environment for neurodiverse students requires collaboration and partnership among educators, parents, and support professionals. By working together to recognise and embrace neurodiversity, we can ensure that all students have the opportunity to learn, grow, and succeed to their fullest potential. 

Early Identification and Assessment

• Screening and Assessments: Conduct early screenings to identify neurodiverse traits. This can involve working with paediatricians, psychologists, and other specialists.
• Parental Input: Encourage parents to share observations and concerns about their child's development. Parents often notice differences early on and can provide valuable insights.

Educator Training and Awareness

• Professional Development: Provide training for educators on neurodiversity, its various manifestations, and effective teaching strategies.
• Awareness Campaigns: Implement school-wide initiatives to promote understanding and acceptance of neurodiversity among all staff and students.

Tailored Early Intervention Programs

• Therapeutic Services: Offer access to occupational therapy, speech therapy, and behavioural therapy. Early intervention can address developmental delays and improve skills.
• Individualised Support Plans: Develop individualised plans(IEP) that outline specific goals, strategies, and accommodations for each child.

Family Support and Engagement

• Parent Workshops: Organise workshops to educate parents about neurodiversity, early signs, and available support services.
• Support Groups: Create support groups for parents to share experiences, resources, and strategies.

Collaborative Approach

• Multi-Disciplinary Teams: Form teams of educators, therapists, and specialists to work together in creating comprehensive support plans.
• Regular Communication: Maintain open lines of communication between parents, teachers, and support professionals to ensure consistency and collaboration.

Building a Culture of Inclusion

• Empathy Education: Teach empathy and social skills to all students to foster a culture of acceptance and inclusion.
• Celebrating Differences: Celebrate neurodiversity through events, stories, and activities that highlight the strengths and contributions of neurodiverse individuals.

Monitoring and Evaluation

• Ongoing Assessment: Continuously monitor the progress of neurodiverse students and adjust support plans as needed.
• Feedback Mechanisms: Implement feedback systems to gather input from parents, students, and educators on the effectiveness of support strategies.

What can I do?

Professional Development and Awareness
Educate Yourself and Colleagues:

• Attend workshops, webinars, and training sessions on neurodiversity and inclusive education.

• Share your knowledge with colleagues through professional learning communities or staff meetings.

Stay Updated:

• Keep abreast of the latest research, strategies, and best practices in supporting neurodiverse students.

Early Identification and Intervention

Observe and Assess:

• Conduct regular observations and assessments to identify early signs of neurodiverse traits.

• Use developmentally appropriate assessment tools to gather information about each child’s strengths and challenges.

Collaborate with Specialists:

• Work with psychologists, speech therapists, occupational therapists, and other specialists to develop comprehensive support plans.

• Refer students for further evaluation and services when necessary.

Creating an Inclusive Environment
Adapt the Learning Environment:

• Design classrooms that accommodate various sensory needs, such as quiet spaces, sensory tools, and flexible seating arrangements.

• Use visual aids, schedules, and routines to provide structure and predictability.

Differentiated Instruction:

• Tailor your teaching methods to accommodate different learning styles and needs.

• Provide multiple means of engagement, representation, and expression to ensure all students can access and participate in learning activities.

Building Relationships
Foster Positive Relationships:

• Build trusting relationships with students and their families by showing empathy, understanding, and respect.

• Create a welcoming and inclusive classroom culture where all students feel valued and supported.

Parent Engagement:

• Maintain open communication with parents to understand their child’s needs and share progress.

• Encourage parents to participate in school activities and decision-making processes.

Early Support Services
Early Intervention Programs:

• Advocate for and implement early intervention programs within the school setting.

• Ensure that students have access to necessary support services, such as speech therapy, occupational therapy, and behavioural interventions.

Individualised Support Plans:

• Develop and implement individualised education plans (IEPs) or individualised family service plans (IFSPs) that outline personalised goals and accommodations.

• Monitor and adjust these plans regularly based on the child’s progress and changing needs.

Promoting Social-Emotional Learning
Social Skills Training:

• Provide opportunities for social skills training and peer interaction.

• Use role-playing, social stories, and cooperative learning activities to teach and reinforce positive social behaviours.

Emotional Support:

• Teach and model self-regulation and coping strategies.

• Create a safe space for students to express their feelings and seek help when needed.

Advocacy and Policy
Advocate for Resources:

• Advocate for the allocation of resources and funding to support neurodiverse students.

• Work with school leadership to ensure that policies and practices are inclusive and supportive of neurodiversity.

Promote a Culture of Inclusion:

• Lead by example in promoting empathy, acceptance, and understanding of neurodiversity within the school community.

• Organise events, workshops, and activities that celebrate neurodiversity and educate the school community.

Strategies to make learning FUN!!

Resources and links:

Journals:

Neurodiversity: A strengths-based approach to teaching diverse learners

Supporting Neurodiverse Students

Early Intervention for Children with Autism Spectrum Disorders: ‘Guidelines for Good Practice’ 2012

Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children’s Socio-dramatic Play

Online Resources

1. The National Center for Learning Disabilities (NCLD)

   • The NCLD offers a wealth of resources, including articles, webinars, and toolkits, to help educators and parents support neurodiverse students. NCLD Website

2. The Child Mind Institute

   • The Child Mind Institute provides resources and research-based strategies for supporting children with various neurodevelopmental differences. Child Mind Institute

3. The Autism Society

   • The Autism Society offers comprehensive resources on early identification, intervention, and support for children with autism. Autism Society

Challenge board for Year 1

I've introduced a challenge board for my class during Maths and Literacy sessions. The goal is to empower my little learners to take charge of their own learning and develop independence. This approach should reduce the need for constant guidance, allowing them to progress at their own pace. The activities will change weekly. Take a look at the digital version and let me know what you think! Open to hear any feedback!!

Implementing a challenge board during Maths and Literacy sessions can offer numerous advantages:

• Fostering Independence: Encourages students to take initiative and responsibility for their learning, promoting independence and self-reliance.
• Empowering Students: Gives students a sense of control over their learning journey, enhancing their confidence and motivation to tackle tasks.
• Minimising Teacher Interruptions: Reduces the need for constant teacher direction, allowing educators to focus on facilitating deeper learning experiences and providing targeted support where needed.
• Customised Learning: Enables students to select challenges that align with their interests, abilities, and learning preferences, supporting personalised learning experiences.
• Developing Problem-Solving Skills: Challenges students to think critically and creatively as they work through tasks independently, fostering the development of essential problem-solving skills.
• Building Resilience: Encourages students to persist in the face of challenges and setbacks, promoting resilience and a growth mindset.
• Encouraging Collaboration: Provides opportunities for peer collaboration and cooperation as students work together to solve challenges, fostering a sense of community and teamwork.

A challenge board can create a dynamic and engaging learning environment that promotes student agency, skill development, and academic success.

Meet Room 7's Reading buddies

During our Literacy time we met our new reading buddies for 2024.

We all sat together and discussed how their different personalities might be and each got a special name.

The students were so excited to build a relationship with their reading buddies. 

Let's meet them:

Frankie - the pepper frankenstein: he loves to listen to stories and can be a bit playful sometimes.

Love Heart - the pink elephant: she has a heart full of love and think her reading buddy is the best reader and writer in the world.

Sparkles is our kind-hearted dog: he will make sure nobody disturbs you when you are reading.

Simba - strong willed lion: he will read along with you to make sure you are on the right track.

Isabella - our trying turtle: she will motivate and encourage you until you are confident.

Last but definitely not the least - Mr Crabs, the lobster: he can see everything anywhere in the class, he will make sure you show integrity.

                                                           Sparkles is reading with Susana.

Avee and Simba has a strong connection.

                                             Love Heart is teaching Carter, Mr Crabs and Isabella the digraph /sh/.

Can't wait how our buddies will assist our learners in their learning.

Writing - there's more to it than meets the eye

Many teachers don't realise how hard writing is, especially for kids. I was one of those teachers and thought with enough practice every day, they will eventually 'get' it.

I learned a lot about in my journey with the Science of Reading, structured literacy and BSLA approach as well as workshops with Liz Kane how we learn and teach, especially in writing.

After reading this blogpost it is all making sense and I will change my practice to assist my young learners in their literacy journey.

As a teacher, I'd show the students how to write, they'd try, and we'd move on. I didn't realise how much they need to learn before they can write well. Students would draw and scribble letters, and I'd praise their efforts. But I didn't think much about what they really needed to learn. I should have spent more time teaching them the basics of writing, instead of squeezing it in with everything else. Now I know better, and I'll focus more on helping them build a strong foundation for writing.

Looking back on my teaching practice, I can see that some students thrived with the way I taught writing. They caught on quickly and became confident writers. But there were others who struggled. They seemed confused by the whole writing process, finding it hard to come up with their own ideas. Still, I kept at it, thinking that if we just kept practicing, they would improve. I included language experiences to make it more engaging but although that increased some of the writing there were still students who didn't.

Motivation

I will break it down into smaller steps throughout the day instead of just one big writing session. This way, kids can practice writing little by little, making it easier for them. When they write on their own, I'll still guide them, but not necessarily in the same way as before.

1)Working memory

I believe the key to helping children hold onto their ideas long enough to write them down is to reduce the other tasks that may be distracting them.

2) Formation

I knew handwriting was important, but I didn't realise how much it mattered for writing. Now I see that handwriting sessions are vital and should happen every day, I am excited that our school has decided to focus on handwriting as well.

3) Fine Motor and Gross Motor Skills

This is related to forming letters. If holding a pencil or sitting properly is hard, learning to shape letters becomes very tough.

The Key Strengths & physical skills needed for handwriting:
Gross Motor Skills (Posture Base)
Gross Motor Skills (Bilateral Coordination)
Fine Motor Skills (Sensory Perception)
Fine Motor Skills (Hand and Finger Muscles)
Eye Tracking Ability.
Spatial Awareness.
Motor Memory.
Visual Memory.

4) Encoding (spelling)

I believe this is one of the most overlooked aspects of literacy. Tools and skills to encoding, including elements of structured literacy, is now the main focus in our literacy sessions.

5) Irregular Words - heart words

Spelling tricky or as we call them 'heart' words like "the," "my," "was," and "saw" helps us write smoothly. If we don't have to think too hard about spelling these words, it leaves more brainpower for writing. Tricky words become easier once we learn them, just like regular ones. The Code spelling program will aid all our students in this.

6) Oral Language and Vocabulary

Good oral language skills are crucial for writing. Lately, I've seen a decline in students' ability to talk well, and it's a growing problem.
If a student can't speak in full sentences, how can they write one? We need to give them lots of chances to practice speaking clearly and expose them to rich language through stories and poems. This helps them become better writers. Shared Reading also plays a big part here. A rich exposure help students learn more words and ideas, which helps with both reading and writing. the shared reading time will not only benefit younger students but I believe older students will definitely benefit from being read to in class as well.

7) Sentence Construction

Teaching students what a complete sentence is should be a key part of writing lessons. They need to learn about the different parts of a sentence and understand syntax and word structure. For my younger students I begin with Oral language - Colourful semantics. This way they build their knowledge first orally and then by writing it down.

8) Idea Generation and Knowledge Development

If it's hard to think of an idea, writing is tough. And if we don't understand our world well, writing becomes even harder. We can help kids by teaching them how to come up with ideas using pictures, songs, poems, and videos.


How will this reading help me?

I will change my practice and reflect how to make it more engaging but also teaching my students the tools and skills they need to excel in their learning.

So What?

My reading buddies will have more focus in class 
'Sam the snake' will appear this week and help students with their ideas
Challenge wall set up and going through the growing pains of what works and what not, teaching students independence
Colourful semantics, handwriting and reading(with decodable sentences) must take place everyday
Shared reading must happen everyday
Will assess by the end of term and reflect how to change and tweak.

I will post an update on how my challenge wall is going. 

Link - Blogpost by Leslee Allen(Number Agents)

The Primary Issue: Have students got the skills they need to start school?

I am back and more determined to find ways to engage more ECE and kindergarten teachers to help their tamariki fill those foundational skills before they starts school. My focus this year will be on the transition from ECE to Primary school. Finding creative and engaging ways to help teachers boost the students' readiness for school and with confidence.

I will also focus on Literacy specifically writing and how I can make it more engaging for the tamariki who lacks foundational skills and Oral Language. I will be developing resources and activities to build those skills and share with other colleagues in the cluster as well as the ECEs.

Creating a website with all the useful resources will be one of my tools I would like to create. 

What is happening: 

• The Government is pouring extra dollars a year into early childhood education without pausing to measure whether the increase is helping improve children's development. But no data has been collected.
• Primary school principals say despite a huge surge in pre-school participation, they are not seeing better early literacy and numeracy skills among 5-year-olds, with some worried it was getting worse.
• Critics say the variable quality within the early childhood sector is one of the reasons children arrive at school without the skills they need to make the most of formal learning, meaning they are at risk of lagging behind.
• "You don't want children at early childhood education to be sitting on the mat and sitting up straight. You want lots of developmental play. You want the opportunity to use rich language," said principal of May Road School in Mt Roskill, Lynda Stuart.
• "But you need qualified teachers to provide quality learning environments. And we're not putting money into quality ECE."
• Frances Nelson, principal at Fairburn School, said they had been concerned for a long time at students' literacy and numeracy skills as new entrants, particularly in oral language.
• "If anything we would be thinking it's deteriorating. We certainly get lots of kids with learning difficulties that aren't being picked up at preschool, so they're not getting the early intervention they need."
• Significant Covid19 impact: Parents surveyed spoke about challenges at home, including financial and time pressures, which limit the time they are able to spend with their children. 
• Teachers identified the following reasons why children aren’t school ready (listed from most impacting): 
• Parents spending more time on electronic devices than with children 
• Less time spent at kindergartens due to lockdown restrictions. 
• Parents not reading to children. 
• Children spending more time at home, with less access to interaction with other children. 
• Parents don’t know what ‘school ready’ looks like. 
• Parents don’t care or think it is their job to prepare their child for Reception Lack of targeted state support for parents (e.g. health visitors) 
• Lack of peer or community support for parents (e.g. parent and baby groups) 
• Variable quality of ECE and kindergarten education 
• Rising cost of childcare.
• The impact of Covid-19 on the level of school readiness is still a factor, albeit of decreasing importance. Of critical interest to us at Kids Matter is that teachers cite ‘lack of state, community and peer support for parents’ as key factors impacting the capacity of parents to prepare their children for school.

We are seeing more children starting school well below the expected level including behaviour challenges.

Additionally, I'm interested in exploring collaborative teaching and its recognised effectiveness as a modern approach to teaching and learning across various subjects. Furthermore, I'm eager to apply the insights and expertise I've acquired while collaborating with teachers from my school, as well as those from neighbouring schools and early childhood education centres.

This is definitely an ongoing battle. 

My objective is to connect with children at the earliest opportunity, ensuring they begin primary school with a solid foundation and the resources they need to thrive academically and personally. By intervening early, I aim to equip them with essential skills and support, setting them on a path toward success and excellence throughout their educational journey.

SO WHAT? "Why My Transition Inquiry Matters and Measurable Impact: Transforming ECE to Primary School Transitions"

I was fortunate enough to serve as an across-school leader during the latter part of this year. I reached out to our Manaiakalani cluster schools and specifically connected with the new entrant teachers to gain insights into the challenges they face when students start school. The form I created, which asked questions about the challenges and how teachers overcome them, has revealed to me that our schools share similar challenges. I strongly feel that we can possess skills and ideas on how to overcome them. I strongly believe that with our combined skills and collaboration, we can formulate a plan to overcome them. Being stronger together makes us stronger.

The key aspects and strategies for enhancing the transition from ECE to primary school I have focussed on in 2023:

Engaging Kindergartens:

I actively involve kindergartens in our transition plan. We collaborated with local ECEs and kindergartens to create a joint strategy. The goal is to ensure that students starting school have essential foundational skills, such as writing their name, recognising letters, and counting to 10. The data clearly shows the positive impact of this collaboration. Students in the transition plan have a 73% more letter knowledge and a 57% more in letter-to-sound knowledge, compared to students without the plan. 
We've also strengthened connections by having kindergartens perform at our Culture and Matariki Festivals. Additionally, my principal and I hosted an open evening at a kindergarten to introduce our school and its offerings, resulting in new student enrolments. This collaborative approach fosters successful transitions and sets students up for success and accelerated learning. Looking at the High Leverage Practices and keeping them in mind for their literacy I reckon we are well on our way.

SO WHAT? What is my intend for next year?

Data Collection and Analysis:

Analyse the data collected from your Google Forms survey sent out to teachers to gain insights into the specific challenges teachers face during students' transitions. This data can guide my interventions and improvements for the year. A common thread that teachers mention with the trail group of teachers was that students start school with very little letter to sound knowledge, and basic managing themselves skills. 

• My intention is to capture ALL junior teachers from our cluster and gain insight through the Google form. 
• Collaborate with junior teachers and create a group that can work together with ECE and kindergartens to come up with a feasible plan for us all to use to make sure the transition into school are much smoother. Create progressions for literacy and numeracy as well as the key competencies.
• Maintain open, transparent, and consistent communication with all teachers. Regularly update them on the progress and impact of our transition initiatives. Address concerns and feedback promptly, and create channels for ongoing discussions

Structured Literacy:

School wide we are improving our literacy matrices. My intention is for next year to share our thoughts with kindergartens and ECE to collaborate on what they think can be achieved before the students start school. 

• Ensure that the matrices for structured literacy aligns with the specific needs and challenges identified during the transition process and filling the gaps within my class and provide strategies and work collaboratively with other teachers in their classes within our cluster.
• Continuously adapt and refine the literacy curriculum to suit the unique needs of transitioning students
• Gain some insight from Naomi and research team of Manaiakalani on where we might be heading for structured literacy.
• Trailing and implementing a standardised testing for structured literacy in our school and could potentially be used in the cluster until we have word from the ministry
• DIBELS, Sunshine decodable
  

Collaboration with Other Schools:

• Establish a transition committee(I have 3 people that are interested so far) that includes teachers from various schools within the Manaiakalani cluster. This committee can regularly meet to share insights, experiences, and effective strategies for student transitions and in their first year of school.
• Create a shared website or platform where schools can document their best practices and resources for smoother transitions. This can serve as a valuable reference for all involved.
• Share template of booklet that schools can create and make their own to be shared with students that will start school soon at their kindy or ECE.
• Work with teachers, pre school as well as primary, to design a transition plan that includes academic, social, and emotional aspects. Ensure the plan is well-documented and shared.
• Identify key milestones/progressions for students in the transition process. These could include assessments, readiness for school indicators, and targeted interventions to address challenges.
• Establish a system for regular assessment and evaluation of the transition plan's effectiveness. This can involve collecting feedback from teachers, students, and parents through surveys and meetings.
  Use assessment data to make data-driven improvements to the transition plan.

Training and Support for Teachers:

• Offer professional development opportunities for teachers and support staff focused on best practices for easing the transition process. Encourage diverse perspectives and ideas. These workshops might cover classroom management, pedagogical approaches, and strategies for building students' confidence and resilience and issues or challenges can be openly discussed and solved collaboratively. Teachers can provide their needs through a survey and I will source PD available
• Encourage mentorship programs where experienced teachers can guide and support newcomers, sharing their knowledge of what works best in the transition period.
• Organising joint meetings between ECE, kindergartens, and primary schools to discuss alignment of curriculum and expectations. 

Parent and Caregiver Involvement:

• Organise orientation sessions and information events for parents and caregivers to help them understand what to expect during the transition.
• Provide resources for parents to support their child's development at home and encourage active involvement in their child's education.

Well-being Focus:

Well-being programs that incorporate social-emotional learning and mental health support will be provided on the website. These can include activities to help students manage stress and anxiety.

Celebrate Successes:

Recognise and celebrate the successes and improvements in the transition process. Acknowledge the hard work of teachers, students, and everyone involved.
Organise events and acknowledgments that highlight positive outcomes and reinforce the importance of your collective efforts.

Reflection on Teacher Questionnaire - What are the main challenges and how can we overcome them?

Let's look at what our teachers are saying -  this will determine the direction we will pursue to make transitions easier on our children. 

Next step - collaboration meeting - WHAT CAN WE DO?

What are some common challenges you've seen in students who are just starting school?

• Inconsistent transition to school from ECE centers is a challenge.
• Lack of a clear guide for children and their families regarding what to expect when starting school.
• Pre-visits to the classroom, meeting teachers, and understanding the school environment are not consistently provided.
• Building familiarity and relationships with teachers and peers is crucial for a positive school start.
• Establishing connections with families during visits helps set children up for success.
• Insights from these visits can be used to support children and remove potential barriers.
• Going out to play in a large school environment can be daunting, even when with friends.
• Children may lack basic skills like using a pencil, dressing themselves, or following instructions.
• Some children may exhibit a self-centered focus and speech difficulties.

What are the biggest academic challenges that students face when they start primary school?

• Major academic challenges observed include low vocabulary and phonological awareness.
• Significant difficulty in writing, with some children still struggling to write a basic sentence even after two terms.
• Writing and fine motor skills are lacking in many tamariki.
• Limited exposure to reading; some children have not been read to or have not engaged with books, leading to difficulties in turning pages and discussing books.
• Lack of perseverance in completing tasks is also a notable challenge.

What are some social and emotional challenges that students may face when starting primary school?

• Increased instances of tamariki arriving at school not yet fully toilet trained due to toileting anxiety.
• Many children are in the process of learning to regulate their emotions, which is developmentally typical at the age of 5.
• Some children start school at the age of 6 with no prior ECE experience.
• Challenges related to separation anxiety from their whanau.
• Issues with not taking care of their belongings.
• A lack of independence..
• Difficulties during playtimes, especially when around older or bigger children.

How do you help them overcome these challenges?

• Implement socio-emotional coaching throughout the day to support children's emotional development.
• Seek guidance or resources to assist whanau with toileting and enrollment challenges for 6-year-old children.
• Foster a free play environment in and out of the classroom, encouraging exploration and peer interactions.
• Use a "magic table" or designated learning time to structure activities, balancing free play with focused learning.
• Establish a buddy system within the classroom and on the playground to encourage peer support and inclusivity.
• Communicate with parents about the importance of fostering independence in their children.
• Offer praise and positive reinforcement to encourage children to take responsibility for their belongings and self-care.

What do you do to assess student entry levels?

• Conduct formal assessments such as the Clay Observational survey and BSLA baseline assessment at school entry.
• Informally observe children in various areas, including play, fine and gross motor skills, and social and emotional development.
• Use a SEA checklist to assess students within their first 6 weeks of school.
• Entry-level test around the 6-week mark to gauge their progress and development.

What are some of the most important skills or knowledge that students should have when they start school?

• Foster curiosity and determination in students to promote learning and growth.
• Teach self-help skills to enable children to independently manage their belongings, toileting, and hygiene.
• Focus on developing fine motor skills to ensure children can hold a pencil and perform writing tasks.
• Emphasise basic life skills, such as putting on shoes, as part of their overall development.

What advice would you give parents to help their child have a successful transition to school?

• Establish a strong relationship with your child's teacher for effective communication and support.
• Ensure your child's regular attendance at school to maintain a consistent learning routine.
• Advocate for your child's needs and well-being, addressing any concerns promptly and asking questions when necessary.
• Consistently prepare your child for school through visits and positive conversations about the enjoyable school experience.
• Use pre-visits to the school to familiarise your child with the environment and create a smooth transition to formal education.

How can teachers help students who may be struggling with the transition to school?

• Teachers should prioritise building positive relationships with tamariki and their whanau
• Allow children time to explore their new environment before imposing strict class routines.
• Maintain open and regular communication with parents to stay informed about the child's needs and progress.
• Praise and encourage the child, and consider using incentives to motivate and reward positive behaviours.
• Establish buddy systems to foster peer support and a sense of belonging among students.

What are some strategies you use to build a positive classroom environment and help students feel comfortable in the classroom?

• Establish a predictable routine to provide structure and stability for students.
• Cultivate a calm and supportive learning environment.
• Offer students opportunities for making choices, promoting autonomy within limits.
• Build and maintain positive relationships with students to enhance their well-being and engagement.
• Incorporate games, singing, and free play to create a fun and enjoyable learning experience.
• Ensure that a portion of the day is dedicated to activities that prioritize student happiness, safety, and a sense of value.
• Foster a sense of whanau within the classroom, promoting a supportive and inclusive atmosphere.
• Act as a role model for positive behavior and encourage students to follow suit.
• Use praise and encouragement to motivate and reinforce desired behaviours.
• Utilise a class mascot to create a sense of identity and community within the classroom.

How do you ensure that students with different learning styles and needs are supported and included in the classroom?

• Collaborate with learners to plan and design customized learning experiences that align with their interests, needs, and abilities.
• Provide additional support and accommodations for students who require it, ensuring an inclusive approach to learning.
• Group students based on their abilities, with some curricula fostering mixed-ability discussions, such as in Math.
• Develop a deep understanding of each student's unique characteristics and learning preferences.
• Prioritise one-on-one interactions with each student to establish a strong teacher-student relationship and address individual needs.

How do you encourage students to develop a love of learning and stay engaged in the classroom?

• Demonstrating a genuine love for learning as a teacher is essential to maintain students' interest and enthusiasm for learning.
• Use words of praise, show enthusiasm, and be a positive role model to make learning enjoyable for tamariki.
• Foster a positive classroom environment by modeling positive behavior and setting a constructive tone.
• Establish high expectations for students and maintain consistency in your teaching approach.
• Implement effective classroom routines that provide structure and predictability for students.

What resources or support systems are available for students who may need additional help or support?

• Utilise SENCO (Special Educational Needs Coordinator) for coordinating and managing special education support in the school.
• Provide in-class support from a Teaching Assistant (TA) when available.
• Allocate a Learning Assistant to work with an emergent group, providing one-on-one support.
• Access the expertise of Resource Teachers of Learning and Behaviour (RTLBs) to assist in addressing specific learning and behaviour needs.
• Employ Teacher Aids to support the teacher and provide additional help to students with diverse learning requirements.

How do you balance academic expectations with the need for play and socialisation in primary school?

• Implement "forced choice" strategies, allowing children to select from options tailored to their interests and needs during independent time.
• Create a balance between play provocation and academic tasks to give children the freedom to choose how they spend their time.
• Group students into core curriculums, with some working directly with the teacher and others exploring different stations.
• Establish a structured routine for rotating students between activities to maximise learning opportunities
• Incorporate developmental play sessions into the weekly schedule to support holistic child development.