Raising achievement through enhanced transitions
Through strong community bonds, shared understanding and trust, transitions between schools and educational levels will be successful for our learners.
Our Theory of Improvement:
Learners will benefit from more effective communication between teachers, leaders, whānau and students about all learners before, during and after transition to new schools and beyond. This will be most effective when it is embedded in shared knowledge, systems, processes, a connected, continuous and appropriately challenging curriculum and shared events.
The communication between teachers, leaders, whānau and students about all learners before, during and after transition will be improved. There will be shared knowledge of systems, assessment, structures and events through each sector of our community. There is an agreed methodology for collecting data. Shared data is used and trusted to facilitate a smooth transition. Data is used to inform and reflect on kura practice.
|Identify an agreed methodology for collecting information, including pastoral, learning support and achievement data. To be able to use and trust shared data.||Consistently use agreed methodology for collecting data. Shared data is used and trusted to facilitate a smooth transition.||There is an agreed methodology for collecting data. Shared data is used and trusted to facilitate a smooth transition. Data is used to inform|
|Establish and refine agreed way of communicating information about ākonga.||Embed an agreed way of communicating information about ākonga. Openly share agreed information about ākonga.||Fidelity to the agreed way of communicating information about ākonga, openly communicate agreed information about students and review effectiveness.|
|Through regular hui, share systems and practices that would support ākonga to transition well, remain in school and achieve well.||Through regular hui, identify systems and practices that would support ākonga to transition well, remain in school and achieve well.||Through regular hui, embed systems and practices that would support ākonga to transition well, remain in school and achieve well.|
|To develop an understanding of how different kura approach Learning Areas.||To develop a shared language across kura as it relates to each learning area. Share best practice across kura.||Co-construct local curriculum resources.|
- All schools have the a wide range of information prior to ākonga transitioning to a new school, including agreements from ECE parents re sharing with schools in the transition process
- Systems are streamlined when students move from ECE to Primary, and from Primary to Secondary to ensure there is consistency in the process
- Partnerships with Learning Support Coordinators and RTLB have strengthened to assist in the transition process with targeted ākonga
- Ākonga and whānau feel supported in their transition to their next school
- Kura and Kaiako feel ready and well prepared for new ākonga at all levels of transition, including those new to the area
- All Kāhui Ako members have a shared understanding of transition processes and expectations for our Kāhui Ako
- Data transfer is seamless and systems are in place to maintain confidentiality and transparency
- Kura confidently share information between schools that is used ethically and without judgement
- Kāhui Ako reviews held twice per year will demonstrate progress against the Kāhui Ako Domain Maps
- Transition partnerships between ECE, Primary and Secondary have strengthened across the Kāhui Ako as determined by Domain 4 of the Kāhui Ako Development Maps A guide to support the development of a collaborative practice in Communities of Learning | Kāhui Ako (education.govt.nz)