School Resource
He Pikorua Learning Partnership Pathway
Working together for learning, belonging and wellbeing
A simple guide to what teachers, whānau and learners can expect when working with RTLB. We take time to listen, understand, plan together and support differentiated learning needs.
Teachers are our first connect.
We build relational trust first.
We listen to learner, teacher and whānau voice.
We use rich learning dialogue to co-design support.
A partnership
RTLB work alongside kaiako, whānau, kura and ākonga. The aim is to understand what is happening for the learner and what support might help them participate, belong and thrive.
The process is relational, strengths-based and reflective. Support is shaped with the people who know the learner best.
Our process is relational, strengths-based and reflective - informed by listening, collaboration and a shared commitment to positive outcomes.
He Pikorua in Action
He Pikorua in Action is an inquiry approach. It provides a collaborative process to help identify and plan for the needs of ākonga who may require extra support for their learning. He Pikorua in Action can be used to plan for supports within a school and kura.
While He Pikorua in Action is represented as a series of distinct elements, it is not intended that each element is completed in isolation before moving to the next. Effective practice is iterative and responsive, with each element informing and strengthening the others as understanding develops throughout the inquiry process.
Each phase below provides an example of the kinds of engagement, interactions and simple conversation prompts you might hear along the way.
CONVERSATION
PROMPTS
“What feels most important right now?”
“What would a good outcome look like?”
“What would whānau want us to understand?”
“Who else should be part of this kōrero?”
1
Building Connections
First engagement, partnership building and shared purpose.
Whakawhanaungatanga
WHAT HAPPENS
RTLB connect with the teacher, whānau and learner where appropriate. The focus is on listening, trust, strengths and what matters most.
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Warm, respectful first conversations
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Whānau voice included early
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Strengths, identity and culture affirmed
2
Gathering information
Understanding the learner, classroom, whānau context and environment.
Kohikohi
WHAT HAPPENS
We gather information with curiosity, not judgement. This may include observations, learner voice, whānau stories, teacher knowledge and existing supports.
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Looking for patterns and successful moments
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Considering environment, relationships and regulation
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Checking evidence before assumptions
CONVERSATION
PROMPTS
“When does this go better?”
“What have you already tried?”
“What might the learner be communicating?”
“What evidence do we have?”
3
Making sense together
Slowing down to understand before deciding what to do.
Āta Whakaaro
WHAT HAPPENS
The team reflects on what the information may mean. This helps us avoid deficit thinking, blame or moving too quickly to a solution.
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Exploring more than one explanation
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Reframing behaviour as communication skills to be developed
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Noticing barriers, bias or system pressures
CONVERSATION
PROMPTS
“What might this feel like for the learner?”
“What might we be missing?”
“Could there be another explanation?”
“What evidence are we basing that on?”
4
Planning together
Co-designing practical supports within everyday classrooms.
Tātai
WHAT HAPPENS
RTLB, teachers, whānau and the learner where appropriate agree on practical supports. The plan reduces barriers and builds on strengths.
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Small, achievable next steps
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Clear roles and shared ownership
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Inclusive and flexible classroom strategies
CONVERSATION
PROMPTS
“What would feel manageable to try first?”
“What strengths can we build from?”
“How can we make learning more accessible?”
“What would success look like in class?”
5
Taking action
Trying supports, modelling practice and learning together.
Whakamahi
WHAT HAPPENS
Agreed supports are trialled in everyday learning settings. RTLB may model, coach, observe, provide resources or support reflective practice.
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Calm, responsive adult support
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Co-regulation and relational practice
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Flexible learning options and scaffolds
CONVERSATION
PROMPTS
“Can we try one small change first?”
“What support does the learner need right now?”
“How will we know this is helping?”
“Would it help if I modelled this?”
6
Reflecting together
Reviewing progress, learning and next steps.
Whai Whakaaro
WHAT HAPPENS
The team reviews what has changed for the learner, adults and learning environment. Evidence and voice guide any adjustments.
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Celebrating growth and strengths
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Adapting without blame
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Using whānau and learner feedback
CONVERSATION
PROMPTS
“What changed for the learner?”
“What changed for the adults?”
“What should we keep, adapt or stop?”
“What has whānau noticed?”
7
Growing independence
Sustaining capability, confidence and shared ownership.
Mana Motuhake
WHAT HAPPENS
The focus is on leaving the learner, whānau, teacher and school stronger. Inclusive practice becomes part of everyday classroom culture.
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Teachers using strategies confidently
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Whānau continuing as partners
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Learners experiencing belonging and success
CONVERSATION
PROMPTS
“What do you feel more confident about now?”
“What practices will continue?”
“How has learner voice been strengthened?”
“What would help this continue long-term?”
Our shared commitment
At every stage, we aim to create learning partnerships where people feel heard, respected, safe and hopeful. Together, we support differentiated learning so every ākonga can participate, belong and thrive.
