Our Practice
The Learning Support Delivery Model
Known contact points for family and whānau. Students, families and whānau know who to contact to get help with their learning support needs. Their known contact keeps them informed and provides faster, simpler access so they don't have to navigate a complex system on their own.
One plan. For children and young people needing individualised support, a single plan will set out the goals agreed with family and whānau, and provide joined up and tailored support to meet a student's individual needs.
Working together. Schools, kura, early learning services and kōhanga reo work together to identify what their community needs, and make decisions about the best use of available resources. By working together, they can work in new and different ways to support learners, identify those with similar needs, and address issues earlier.
Better facilitation. An agreed Ministry facilitator function brings together local schools and early learning services, and specialist supports and services. They support collaborative decision-making, broker supports, and make sure the right people are involved.
More flexibility. Flexible decisions can be made about support that meets local needs and priorities, rather than sticking to rigid criteria to access a fixed support. The cluster can work with Resource Teacher: Learning and Behaviour (RTLB) and other specialists on system-wide, targeted or individual support, and a range of earlier, simpler solutions.
Sharing data. Schools, kura, early childhood services and kōhanga reo share information and data so they can clearly understand and plan for the needs and priorities for children and young people in their area. All privacy rights will be upheld and the privacy and security of information protected.
He Urunga Tū
Working together to nurture and support the growth and wellbeing of mokopuna
Gifted to He Pikorua by Dr Wayne Ngata, Raukura – Chief Advisor Te Ao Maori (2019)
Te Tūāpapa o He Pikorua
● intervene early
● support developing universal, systemic responses within clusters, schools, kura and early learning services
● support developing individualised approaches within educational contexts, where a specific need has been identified
● use adaptation and differentiation for groups and individuals within settings.
with iwi around the country and developed by Ngā Pouwhirinakitanga, who are Māori RTLB working in schools and
kura throughout Aotearoa. The process was born out of a challenge for RTLB best practice to reflect the principles
of Te Tiriti o Waitangi, as well as create a safe working platform for RTLB to conduct themselves in a way where
they could be most inclusive and least intrusive for mokopuna, whānau and kura.
The framework emphasises the importance of:
● RTLB being welcomed into schools and homes as manuhiri (or visitors)
● those provided with support as tangata whenua being valued.
Using this framework RTLB may enable ākonga, kaiako, and whānau self-determination. RTLB are manuhiri
who are invited to facilitate, support, and nurture the child through their learning journey.
No matter who they are or where they are from
Core documents which guide our work...…..
