The whānau, mokopuna and educator met to review the progress against the planned goals, and celebrate achievements. This meeting provided an opportunity for the team to revisit the work that each member had agreed to do, and record the impacts. The team agreed the educator and whānau had the confidence to continue with the plan and only seek further support if necessary.

A school team were supported in trialling assistive technology to support a mokopuna with of handwriting and processing sensory stimuli. The team had considered the learning goals and tasks of the mokopuna and the features of a tool to best help him to achieve his learning goals. This led to a brief trial of an iPad and a longer and more successful trial of a laptop with Clicker 7 software.

Post-trial data showed that when using assistive technology, the mokopuna went from finding forming letters or write a sentence with difficulty, to being able to write three to six sentences independently and up to nine sentences with intermittent support. Whānau and educators reflected on how the level of engagement and independence of their mokopuna had flourished over this time.

As part of the agreed information-gathering process, a practitioner used the Ages and Stages Questionnaire: SE2 with the parents of a mokopuna attending kindergarten. The information from the tool, alongside initial discussions, highlighted concerns about social behaviours and participation in the kindergarten. It also helped prioritise next steps, and the team put support in place for the parents and kaiako. The parents attended a local Incredible Years Parent programme, and the kaiako learnt how to promote pro-social and self-regulation behaviour strategies in the kindergarten.

When these supports were complete, the tool was revisited as part of the team’s reflective discussion. The team identified that positive progress had been made across all areas of social and emotional competence. The parents and kaiako also reported increased confidence in supporting their mokopuna with pro-social behaviours. The whanau had a better sense of well-being, and the relationship between home and kindergarten was improved.

The team met to review the plan. One particular intervention had been identified as extremely successful. The team discussed which aspects of the strategy the mokopuna responded to most positively, and decided to adapt this approach across settings. The team also agreed that they feel confident to use this intervention to support other mokopuna.