Once applications open, schools can apply for Reading Recovery and Early Literacy Support through the RR&ELS app.
This replaces the previous application forms (Word document for North Island Schools and Survey Monkey for South Island Schools).
An RR&ELS application from a school must be made through the RR&ELS app.
Please refer to the user guide for schools before you start your application.
Schools can complete the data entry of the progress, achievement and final outcome annually for their Reading Recovery and Early Literacy Support learners through the RR&ELS app.
Watch the explanatory video and refer to the user guide on Reading Recovery and Early Literacy Support Applications website before you start the data entry.
RR&ELS applicants who are the Delegated Authoriser (DA) for their school's ESL account.
For other users, your school DA needs to assign the "Reading Recovery School User" role to you.
If you are having trouble logging in/viewing the application link, please check the following before you contact the Education Service Desk.
Further information about RR&ELS Application is on the Education Service website Reading Recovery and Early Literacy Support (RR&ELS) page.
Further guidance for school Delegated Authorisers is available at: Support for school Delegated Authorisers.
For Education Sector Logon (ESL) support, contact the Education Service Desk.
Further guidance for school users is available on the Education Sector Logon Self-Service page.
For support on the RR&ELS application, you can contact us at [email protected].
Following an evaluation in 2019, we are enhancing Reading Recovery. Now known as Reading Recovery and Early Literacy Support, the programme provides a three-tier approach to supporting early literacy in schools that will enable a broader range of ākonga to access literacy support.
As part of the integration of the Ready to Ready Phonics Plus texts the RR trainers and tutors will work with RR&ELS teachers to:
Tutors will also work with RR&ELS teachers to:
| Level of support | Reading Recovery and Early Literacy Support | Reading Recovery and Early Literacy Support | Reading Recovery and Early Literacy Support |
| Tier | Tier 1 | Tier 2 | Tier 3 |
| Type of support | Reading Recovery kaiako support kaiako in the classroom to provide effective early literacy approaches to all learners. Cross-school literacy strategies informed by Reading Recovery kaiako. | Reading Recovery kaiako work with ākonga in small groups, using Ready to Read Phonics Plus approaches and a co-teaching approach with classroom kaiako.
| Reading Recovery kaiako working 1:1 with ākonga. |
| Who it’s for | All ākonga within the school. | Ākonga not progressing in literacy after one term at school. | Ākonga not progressing in literacy after one year at school. |
Kaiako selected for training need to be experienced and successful in:
Initial training will focus on 1:1 support for ākonga. After the initial training, the RR&ELS ākonga role will include support for kaiako in the classroom and small groups, and a stronger contribution to cross-school approaches.
Classroom kaiako already on the staff of the school are the preferred candidates for training to ensure that ownership of the kaiako learning remains with the school.
Reading Recovery kaiako already working in schools receive professional support, so they can deliver the three-tier Reading Recovery and Early Literacy Support approach, and incorporate Ready to Read Phonics Plus approaches into their practice.
| Roles | Training | Responsibilities |
| Reading Recovery kaiako
| Receives one year, face to face group-based training, provides ongoing 1:1 teaching of ākonga incorporating Ready to Read Phonics Plus approaches
Receives ongoing tutor support with their continued teaching incorporating Ready to Read Phonics Plus approaches
| Support classroom kaiako to provide effective early literacy approaches to all ākonga and contribute to a cross-school literacy strategy incorporating Ready to Read Phonics Plus approaches.
Work alongside classroom kaiako to support small groups of ākonga to accelerate progress, incorporating Ready to Read Phonics Plus approaches.
Utilise the Ready to Read Phonics Plus series for 1:1 support for ākonga not progressing after one year at school, incorporating Ready to Read Phonics Plus approaches.
|
| Reading Recovery Trainers | Train tutors to support kaiako incorporating Ready to Read Phonics Plus approaches. | Initial training programme includes use of Ready to Read Phonics Plus approaches.
Transfers new knowledge into ongoing support for tutors. |
| Reading Recovery Tutor | Receives training from National Reading Recovery trainers incorporating Ready to Read Phonics Plus approaches. | Receive training extended to include the use of Ready to Read Phonics Plus approaches, working with small groups, supporting classroom kaiako and contributing to a cross-school literacy strategy.
Incorporate new knowledge into training kaiako and support for existing trained kaiako. Provide assistance for teaching ākonga with the most challenging literacy needs. |
The evaluation of Reading Recovery in 2019 identified that it is an effective intervention for ākonga who receive that support. However, it is not effective in developing literacy capability and culture within schools.
The development of the Literacy & Communication and Maths Strategy (LCM) has also highlighted the importance of clear expectations to guide effective teaching and learning practices.
As the direction of the LCM becomes clearer and the work on the Common Practice Model for Literacy and Communications and Maths (CPM) proceeds, all support funded by the Ministry will need to align with these.
The Ministry of Education provides staffing (271 FTTEs) to support the delivery of Reading Recovery nationally. The amount each region and school receives is based on roll size and learner need, using the equity index as an indicator of need.
Schools are expected to make a further contribution of FTTE.
It’s expected that Reading Recovery and Early Literacy Support kaiako will support learners across all three tiers, but it will be up to individual schools to determine the most effective balance to meet the needs of their ākonga.
Kaiako in initial Reading Recovery (and Early Literacy Support) training will focus on intensive 1:1 support. As they develop expertise, they will be trained to support small group teaching and contribute to across-school literacy leadership.
Schools can apply for Reading Recovery and Early Literacy Support using the new RR&ELS app. For more information, refer to the Reading Recovery and Early Literacy Support applications website.
RR&ELS kaiako undertake a one-year training course consisting of fortnightly training sessions of approximately two and a half hours each. They receive in-depth training in assessment, observation and teaching for literacy learning in the literacy acquisition stage. Ideally, these kaiako are classroom teachers in the school. This knowledge will therefore have a significant impact on their own wider classroom teaching and that of the school. When Reading Recovery kaiako, who are part of a school's literacy leadership team, communicate effectively with other classroom teachers, it helps everyone in the school better understand how to meet the needs of young literacy learners. This communication contributes to a cohesive approach to teaching literacy skills throughout the school, and helps ākonga along their learning journey.
During the training, kaiako must deliver instruction to a minimum of four learners daily. As they develop their skills and knowledge, they can make an increasing contribution to supporting other classroom teachers and the leadership of across-school literacy approaches.
Kaiako who have completed their training are expected to attend six sessions of ongoing professional support each year and work with the Reading Recovery Tutors throughout their time teaching Reading Recovery and engage with colleagues in Early Literacy Support.
Yes. Trained kaiako will receive guidance in using Ready to Read Phonics Plus approaches, providing greater support to small group teaching and contributing to cross-school literacy leadership.
Reading Recovery Tutors train full time for one year with practical and academic components. The training course is coordinated by the National Reading Recovery Trainer Team and is currently accredited by the University of Auckland. The National Reading Recovery Trainer Team is also responsible for ongoing contact and professional development of the Tutors. In 2023, tutors are employed by the Universities of Auckland, Waikato, Canterbury and Otago.
When schools fully implement Reading Recovery and Early Literacy Support, kaiako at all levels of the school are better able to meet the needs of learners at appropriate levels. Trained RR&ELS kaiako work alongside kaiako in the classroom to support the needs of small groups of ākonga through Early Literacy Support.
An effective home-school partnership established at the beginning of a learner's schooling can have positive, long-term impacts on family/whānau-school relationships and on a learner’s wellbeing and achievement.
Integration of Reading Recovery and Early Literacy Support into the literacy approach of schools includes the continuation of effective, learning-focused, home-school engagement from the time ākonga enter the school.
In the year of their initial RR&ELS kaiako training, each kaiako keeps detailed records of learner progress. Records are recorded by each school and monitored by the Reading Recovery Tutors.
Schools enter the Reading Recovery and Early Literacy Support Student Achievement data through the new RR&ELS app for the Ministry of Education which publishes an annual report. Tutors will provide support to do this. For more information, refer to the Reading Recovery and Early Literacy Support applications website.
The University of Auckland will work with the other three universities and their tutors to ensure that tutors are knowledgeable and experienced in literacy learning and teaching, and that their practice and guidance for teachers and schools reflect the Ministry’s evolving early literacy approach.
Schools need to ensure that:
The Ministry will:
Updated on: 11 Feb 2022
