A new way of delivering learning support has been developed in response to feedback from parents and whānau, and groups in the disability and education sectors. It draws on international best practice, including Finland, Australia, USA, Scotland, England and Singapore.
This model is being phased in with the Ministry’s regional offices working with groups of early learning services, schools, providers and communities to strengthen inclusion and modernise how learning support is delivered.
The new model has six key elements:
Read more about the Learning Support Delivery Model.
This is a function currently funded by the Ministry of Education and carried out by existing staff as part of the Learning Support Delivery Model.
Working across a group of schools and early learning services or a Community of Learning | Kāhui Ako, the Learning Support Facilitator connects disability and learning support services and other government agencies in the community to tailor support for individual students. They also work with providers and services to share data and identify patterns of need across groups of early learning services and schools, Kāhui Ako and communities.
We propose to build on this approach by introducing a school-based learning support coordinator role. This role will work closely with the Learning Support Facilitator. They will simplify the system and make it easier for families and whānau to access services, and build skills in schools and early learning services.
The Learning Support Coordinator (previously known as a Special Education Needs Coordinator or SENCO) will be the primary contact for parents and whānau and support them to work with their school.
Based in a school or kura, the Learning Support Coordinator will be responsible for supporting the school or kura to build capability and knowledge amongst teachers.
They will connect with early learning services to smooth the move from early learning to primary school. They will also lead and coordinate support for students.
We are consulting on the nature and responsibilities of the role, taking into account school settings in urban and rural environments.