Flexible, tailored model of support

Practices and systems organised across a continuum

Practitioners can offer value and expertise at all levels within Te Tūāpapa across the continuum of supports. This ranges from building universal supports within learning environments, to targeted and intensive interventions developed from specific assessments and planning for an individual mokopuna.

Practitioners work with the adults (eg, teaching teams), mokopuna and whānau to identify practices that will strengthen the participation and progress of all learners. How this works in practice will vary depending on the context. For example, RTLB work primarily with educators in the school setting, and may work with whānau directly, or indirectly through the educators. RTLB may also work with early learning educators to support transition to school. An Advisor On Deaf Children will work closely with the whānau of a new born baby identified with a hearing loss.

A proactive approach that supports early intervention

Strengthening early intervention is a priority for the Learning Support Action Plan. Intervening early, in ways that are whānau-centred and embedded into the daily life of mokopuna, will reduce the negative impact on learning and, for some, the need for more intensive intervention later. Te Tūāpapa offers ways to support the needs of mokopuna. These include preventative approaches like Incredible Years programmes, and other parent and educator initiatives that strengthen adult capability.

Proactive practitioner roles and services within the Learning Support Delivery Model and pathway of support

Learning support practitioners can provide many roles and services, including:

providing informal advice and guidance
developing and promoting collaboration between early learning services, schools, Māori medium kura, colleges and external agencies
providing training and professional development opportunities
supporting and streamlining effective information-sharing practices, including sharing good practice between settings
supporting early learning services, schools, Māori medium kura, colleges and external agencies to engage mokopuna in transition processes.

Supporting smooth transitions

A transition can be moving from one education setting to another, moving from one learning space to another within an educational setting, or experiencing a change of educators, agencies or specialists. Mokopuna can also experience transitions in their home life, such as moving houses, whānau separations, or a new sibling.

Transitions in the lives of mokopuna can have a significant impact on learning and well-being. They can find it challenging to build new relationship with peers and educators, learn about new routines and environments, and find a sense of belonging. At the same time, such transitions provide opportunities for teams to collectively support progress and well-being.

Specialist staff working within He Pikorua understand the importance of supporting mokopuna as they move between educational environments.

Transitions within the Learning Support Delivery Model

The Learning Support Delivery Model is designed as a flexible, tiered system of support across the whole education pathway. It helps facilitate smooth transitions and continuity of learning. Practitioners work with early learning services, schools, Māori medium kura, and whānau to identify universal, targeted and individualised areas for support.

Collaborating during transitions

Practitioners can offer coordinated and meaningful support through collaborative and facilitated partnerships with clusters of early learning services, schools and Māori medium kura enables. This support benefits many adults and mokopuna within the community and highlights opportunities for further growth and development.

Within this pathway of support, some mokopuna may still need specialist support. Learning support practitioners recognise that these needs will vary along the education pathway . ‘Point in time’ support needs the flexibility to enable mokopuna and the teams around them to check in and out as needs arise. For example, greater support may be needed during transitions between and within early learning services, schools and Māori medium kura.

Facilitating transitions for individuals

We can facilitate and support smooth transitions at times that mokopuna may find challenging and emotional, such as when their established routines, relationships and supports may be changing. Transition should encompass a holistic and individualised approach, and be achieved through collaborative planning. Research into transition planning has found that proactively engaging parents to advocate for the needs and aspirations of children and young people helps to deliver successful outcomes. (Gillan & Coughlan, 2010).

The role of Learning Support Coordinators in early intervention and transition

Learning Support Coordinators (LSCs) can facilitate early intervention and smoother transitions for mokopuna. LSCs work alongside educators, practitioners, other specialist providers and whānau. Together they identify the needs the mokopuna may have for support on their education pathway, and develop ways to respond to those needs. Support includes providing access to tools, resources and guidance. LSCs help to strengthen educators’ capabilities to meet the diverse learning needs of mokopuna, and support educators so they don’t have to do this work on their own. LSCs may use a variety of screening tools and a standard learning support register to contribute to collaborative decision-making across a cluster.

Learning Support Coordinators – Education Conversation | Kōrero Mātauranga website

Other key facilitators of successful transitions include:

communication (open and effective information-sharing practices)
coordination (effective inter-agency work practices)
comprehensiveness (effective planning for all mokopuna)
continuity (of social relationships and professional support)
choice (exploring a range of options for mokopuna with additional needs, and facilitating their involvement in decision-making).

(Adapted from: Heslop et al, 2002)

Decision-making informed by data

Te Tūāpapa draws on many sources of information at each tier, supporting educators to better understand why a mokopuna may not be making expected progress. Sources could include:

educator assessment and knowledge of the mokopuna
data on the progress of the mokopuna, their attainment, well-being and behaviour
how the mokopuna is tracking against expected development
the views and experience of whānau
the views of the mokopuna
advice and guidance from learning support services, such as RTLB and Ministry learning support practitioners.

Example from practice of decision making informed by data

A local school engaged with a Speech and Language Therapist (SLT) and Special Education Adviser (SEA). The school staff were concerned with how they were managing the needs of all learners, with a number of mokopuna with communication, behaviour and other complex needs. The SLT, SEA and school worked together to use an inquiry approach to identify needs and priorities within the school – looking at both the needs of mokopuna and the educator’s knowledge and skills. The team identified behaviour and oral language and as a priority. The SLT became the lead worker for the project, supported by the SEA and others in team.

The inquiry led to a range of supports being provided to the school. PB4L School-wide practice was strengthened. All staff were upskilled to understand and recognise typical speech, language and communication development (Tier 1 of the support model). The school was given advice and guidance on specific strategies for an individual mokopuna when needed, to build on the knowledge and skills the teachers had already gained – for example, modelling strategies for a specific speech sound (Tier 3).

He Pikorua Table Talker for print April 2022 v2 (pdf 1.8 MB)