Flexible and integrated supports

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 newborn baby identified with a hearing loss.

A proactive approach that supports early intervention

Strengthening early intervention is a priority. 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, children and young people. 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 system 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 children 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, children and young people as they move between educational environments.

Transitions from early learning to school

Learning Support is designed as a flexible, tiered system of support across the whole education pathway. It helps facilitate smooth transitions and continuity of learning and wellbeing.

Practitioners work with whānau, early learning services, schools and kura to identify support needed across Te Matua, Te Kāhui and Te Arotahi.

From Term 1 2026, the Early Intervention Service will be expanded and continue until the end of Year 1 at school.

The Transition Toolkit Practice Guidance supports successful transitions as part of the expanded Early Intervention Service (EIS).

EIS Practice Guidance - Supporting wellbeing and success through transition - Guide - November 2025 [PDF, 1.7 MB]

Facilitating transitions for individuals

We can facilitate and support smooth transitions at times that mokopuna may find challenging, 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 transitions

Learning Support Coordinators work alongside whānau, educators, practitioners, other specialist providers. Together they identify the needs mokopuna, children and young people 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.

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, children and young people)
continuity (of social relationships and professional support)
choice (exploring a range of options for mokopuna, children and young people 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 across Te Matua, Te Kāhui and Te Arotahi, supporting educators to better understand why mokopuna may not be making expected progress. Sources could include:

educator assessment and knowledge of the mokopuna
data on the progress of mokopuna, their attainment and wellbeing
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.

Flexible and integrated supports

Overview of Te Tūāpapa

Te Tūāpapa enables practitioners to