Royal Melbourne Institute of Technology

Dr Jayne White -    Nature and impacts of different kinds of transitions on young children as they move through early learning to school

Dr White has moved to RMIT, and hosting of this project is now at that institution.  The beneficiaries of the CET-funded component remain NZ children.The project is part of the Pedagogies of Educational Transitions (POET) project investigating children’s early learning transitions across the world: in Brazil, Finland, Scotland, Samoa, Australia and New Zealand.  The project includes conducting a video-informed study that takes account of the emotional and social experiences of very young children in their earliest encounters in formal educational settings outside of their home.  The project involves early childhood education services in a range of settings in Tauranga and Hamilton.
Contact: Dr Jayne White

Whanganui Learning Centre

Improving oral language skills

The Whanganui Learning Centre Trust has its roots in the Adult Reading and Learning Assistance (ARLA) movement that grew from a community need 40 years ago. WLCT has a history of successfully delivering Adult and Community Education, literacy, numeracy and technology programmes throughout the Whanganui community. It is a research-based organisation that is working collaboratively with a range of local and national providers to enhance the foundational skills and well-being of adults and their whanau—especially Māori  and Pasifika with low-or-no skills.

The CET grant is to improve oral language skills through better communication between hard-to-engage parents, their teachers and children. Activities include whanau groups joining with the Whanganui Regional Museum to run an interactive journey on “waka journeys and stories”. 

Contact: Gail Harrison  Manager

Havelock North Primary School

Engaging in learning and raising achievement  
of Māori boys 

Havelock Nth Primary has 552 students -58 (10%) Māori, with a cohort of Māori boys who are under achieving.
The project is linking with Havelock North Intermediate and the work Conrad Waitoa (Inspire in Education)  is doing with a similar group (funded by CET), with encouraging results.  The project is to engage with 6 boys and their whanau to build their self-esteem and advise staff on successful strategies to impact on all Māori learners.
This work will generate important data and professional development to share with the other 6 schools in the Community of Learning in the Havelock North area.
Contact:  Nick Reed Principal

Silverstream South School

Effective transition to primary school    

Silverstream South School is in Mosgiel on the southern boundary of Dunedin,  with  282 students, mainly low-income- 66% European, 25% Māori, 3% Pasifika, 3% Asian. In 2018 there were 63 new entrants from 10 early Learning Centres  and there will be  6-10 four year olds in each ELC, per term.

The project sets up a collaborative model between family/whanau, ELCs and Silverstream South School, to achieve a transition to school that is more supportive, better prepared, child- centred, and will reduce anxiety and disruptive behaviour; with a drop in RTLB referrals and disruptive behaviour in older children as they progress through the school.  The project will explore:

  • The barriers to transition
  • Early intervention for children with special needs
  • Play- based learning, learner agency and wrap around care
  • Resources that support whanau and children
  • Programmes the school can support, like digital learning, kapahaka, science, music or arts 

Contact: Greg Hurley Principal

Manurewa Community of Learning

AREA: Attendance, retention, engagement and achievement

The Manurewa Community of Learning (“CoL”), based in South Auckland, is the only CoL from ECE through to tertiary.
This CoL has identified the transitions (ECE to Year 1, Year 3 to 4, Year 6 to 7, and Year 8 to 9) as the most critical area of need in the Manurewa CoL, a situation compounded by a high degree of transience in the community. Ongoing National Standards data since 2011 identifies the transitions are the most critical from Year 6-7 and Year 8-9 as these children are at their most vulnerable developmental stage and they have to make two transitions in quick succession. Attendance, retention, engagement and performance rates decline during the transitions.

CET is supporting a 4-year project focusing on Years 6-9.  After  4 years’  the first cohort will transition to high school with foundational support and the formation of good behaviours.

The educators within the CoL will address the specific pedagogical and assessment elements, but their ability to positively influence students and whanua/families is greatly restricted outside school. The programme includes the engagement of a fulltime educator from within the community to serve as a community liaison with and between whanau and school personnel. This position is called “Arataki (“Pathway Guardian”) Coordinator”.

Contact: Iain Taylor Principal

Havelock Intermediate School

Inspire in Education programme

Havelock North Intermediate has six contributing schools and is a part of a CoL/ Kahui Ako.
The school is exploring the reasons for lower achievement amongst Māori boys. CET is funding a programme, run by Inspire in Education that mentors six students at a time, forming a bond between them, the mentor, the school, the whanau and community. The boys explore their backgrounds, complete pepeha, meet local community members, discuss issues and problems and set learning and behavioural goals - such as greater participation in school or community activities, specific goals around maths achievement. Wellbeing is at the centre of the programme: health, fitness, kindness to self and others, self-management, participations, restorative practice.

Contact: Julia Beaumont, Principal