This project addressed the Burnside Learning Community Cluster's (BLCC) key strategic goal of improving the achievement of priority learners through building ‘cultural responsiveness’ in the cluster centres and schools. The project inquired into the quality of transition between early childhood centres and schools, and aspired to raise culturally responsive practices for school leaders. A recently released publication from the Education Review Office entitled ‘Continuity of Learning: transitions from early childhood services’ supported BLCC’s assertion that effective transitions are about the school being ready for the child and not the other way around.
Burnside Learning Community Cluster
Project background
What we did
Our project was designed to address the national priority of improving this transition. The aforementioned publication, along with the work the BLCC had already undertaken, provided a foundation for us to run a collaborative inquiry between schools and early childhood providers in the cluster, aiming to:
-Build a growing working knowledge of Te Whāriki to support continuity of learning during the transition from early childhood to school.
-Facilitate full participation of the early childhood section of the BLCC in a cluster-wide project and;
-Build teacher capacity in qualitative research techniques in order to critically explore effectiveness and impact of initiatives and actions.
Outcome
As a result of the relationship with Ihi Research the teachers were supported to complete a cycle of inquiry and build internal capability in research and data analysis.
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