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Date
31 July 2025
Link
inclusive.tki.org.nz/guides/te-ara-ako-learning-pathways-in-times-of-change/establish-clear-communication-whakahitiwhiti-korero

Establish clear communication | Whakahitiwhiti kōrero

Invite whānau to participate in shared understandings about what effective communication looks like. Check in regularly to ensure these understandings and methods are meeting their needs.

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"Nāu te rourou, nāku te rourou ka ora te iwi"

Our skills and resources combined will ensure the wellbeing of everyone.

Why this matters | Te take

Why this matters | Te take

A coordinated approach between whānau, kaiako, kaitiaki, caregivers, teacher aides, specialists and community workers, helps empower everyone, fosters smoother adjustment, and ensures continuity in learning and social development.

MoE Inclusive Ed Transitions Illustrations 3

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

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Set up a safe space to communicate | He wāhi kōrero

Set up a safe space to communicate | He wāhi kōrero

Work with whānau to identify and establish ways to communicate.

Find out what types of communication best suit whānau. This could be:

  • face to face | kanohi ki te kanohi
  • email
  • phone
  • WhatsApp group
  • home-school diary (electronic or paper).

Check in and confirm the best times of the day to communicate.

  • Ensure that team members know who to contact for specific needs.
  • Identify who needs to be shared into ongoing communication and how best to disseminate that information. Whānau are often left out of important dialogue and decision-making.
  • Identify one person to oversee the transition process.
  • Identify an advocate who can educate adults and peers in the new setting about ākonga strengths, needs, interests, and ways of making sense of the world.

Engaging whānau in support plans | Te whai wāhitanga

Engaging whānau in support plans | Te whai wāhitanga

  • Ensure parents (and ākonga, where possible) are included in support plans before the transition. This may include Individual Education Plans (IEP).
  • Collaborate with whānau by asking for their vision of an ideal life for ākonga. Ask them to share “big picture” or future thinking during the planning and preparation phase of the move.
  • What power-sharing is happening during decision-making for ākonga and their whānau?

Share learning in real-time | Te ako ā-wātonu

Share learning in real-time | Te ako ā-wātonu

There are many constructive and dynamic online platforms for sharing ākonga learning in a timely way. Ensure parents know how to access these platforms and can engage in the success of their tamariki (for example, Seesaw, Classdojo).

7131 [Muritai-School-blog-post.png]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

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Connecting with staff contacts | Te hono ki ngā kaimahi ā-kura

Connecting with staff contacts | Te hono ki ngā kaimahi ā-kura

  • Make sure ākonga and whānau know who’s who and what they do in your setting.
  • Provide names, photos, and contact details of the team who will be working with the new student.
  • Ensure that team members know who to contact for specific needs.
  • Identify an advocate who can educate adults and peers in the new setting about ākonga strengths, needs, interests, and ways of making sense of the world.
  • Nominate someone in the new setting who will recognise and communicate professional learning areas where support is needed.

Review documents | Mōhiohio

Review documents | Mōhiohio

Become familiar with documents from therapists, such as support plans, therapy reports, and medical information, before the first visit to a new school.

  • Ensure that team members know who to contact for specific needs.

Allocate responsibility | Ngā haepapa

Allocate responsibility | Ngā haepapa

  • Identify an advocate who can educate adults and peers in the new setting about ākonga strengths, needs, interests, and ways of making sense of the world.

  • Identify someone in the new setting who will recognise and communicate professional learning areas where support is needed.

  • Identify one person to oversee the transition process.

  • Allocate a person to manage all funding-related administration for support and resources.

Useful resources | He rauemi

Useful resources | He rauemi

Website

Support plans and IEP Plans – Parent to Parent

In this episode of Parent to Parent's Neurodiversity Series, Frian Wadia talks about how to build strong collaborative plans that include: parent agency, dialogue, engagement, and relationships to support a child’s contributions and success across the school space.

Publisher: Parent to Parent

Visit website

Website

Collaborative planning

This Inclusive Education guide can help with engaging whānau in collaborative planning.

Visit website

Next steps

More suggestions for implementing the strategy “Nurture whānau partnerships | Whanaungatanga”:

Return to the guide “Te Ara Ako – Learning pathways in times of change”

Education pathways – planning for times of change

Te Ara Ako – Learning pathways in times of change

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How to use this site

Guide to Index of the guide: Te Ara Ako – Learning pathways in times of change

Understand:

Strategies for action:

Key resources:

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This is a Ministry of Education initiative​​​​​​​. We shape an education system that delivers equitable and excellent outcomes.

This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.

Information on the Inclusive Education website is regularly updated so we recommend you check the website version of this information to ensure it remains current.