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Programmes for Students (PfS) – ALL, ALiM, MST

School-initiated supplementary supports

Programmes for Students (PfS). There are three supports available in PfS:

  • Accelerating Learning in Literacy (ALL)
  • Accelerating Learning in Mathematics (ALiM)
  • Mathematics Support Teacher (MST)

PfS are available in years 1–10 to:

  • accelerate the learning of students who have been identified as needing further support to experience learning success in literacy and numeracy across the curriculum.
  • challenge, scaffold and shift participating teachers’ practice and behaviour to deliver the right kind of learning to help students who need support to experience learning success.
  • help participating schools to integrate approaches into their overall school literacy strategies so that the impact of PfS is sustained over time.

How PfS works

PfS are provided as a supplement to effective classroom teaching and are designed to be provided within the students’ regular learning setting (with-cohort support).

PfS is a one-year programme, with rapid cycles of inquiry and support within a school. There is no limit to the number of teachers within a school, cluster or kāhui ako who can participate in the programmes. Teachers work in collaborative groups within or across schools with local and regional meetings to help to spread and sustain effective practice.

Teachers who participate in ALL, ALiM, or MST should be effective and culturally responsive literacy or numeracy teachers with good content and pedagogical knowledge, and the willingness to inquire into doing things differently.

The Ministry funds mentors to support:

  1. teachers to inquire into their practice in multiple rapid cycles, using lessons learned to adapt teaching practice and develop strategies to accelerate achievement. The teacher may work with the same students, different students or a mix across cycles of inquiry 
  2. teachers to share practice with other teachers and to work in partnership with parents, families and whānau 
  3. school leaders to build conditions to support sustained achievement gains
  4. school leaders in their school-wide monitoring and assessment through inquiry and knowledge building processes, underpinned by the concept of ongoing improvement.

Mentors also aggregate data to report to the Ministry across the schools they have worked in. Reports do not identify the individual students involved.

Please contact your local Education Advisor with any queries.

Recent changes to PfS to strengthen it

Over recent years PfS were strengthened to make them more effective for learners and create a more sustained impact change for the ongoing practice at the school, by:

  • requiring providers of PfS to work in partnership with school leaders and teachers to design and tailor interventions to respond to the unique identity of students within their local context. This is because school leadership is critical to the success and sustainability of change and improvement support 
  • reiterating that PfS are designed as with-cohort supports and should not be implemented as one-on-one interventions 
  • adding the requirement for providers of PfS to include a focus on developing learners’ key competencies. The key competencies are identified in The New Zealand Curriculum as thinking; using language, symbols, and texts; managing self; relating to others; and participating and contributing 
  • strengthening the requirement for providers of PfS to building coherence with other literacy and mathematics professionals within regional literacy and mathematics networks so that teachers can have strengthened local support networks.

Accelerating Learning in Literacy (ALL) and Accelerating Learning in Mathematics (ALiM)

The ALL or ALiM teacher provides extra support for a small group of 6–8 students who have been identified as needing some further support to experience learning success in literacy and numeracy.

The Ministry of Education funds schools $4,000 per ALL or AliM teacher (place) per year.

Mathematics Support Teacher

MST teachers provide extra support for a small group of students who have been identified as needing further support to experience learning success in numeracy.

The MST teacher is a classroom teacher – they are funded to spend time on MST outside their regular classroom teaching, and will run a series of supplementary interventions for different groups of students throughout the year. Costs are shared between the Ministry and the school, with the Ministry contribution paid through the school’s operations grant. The MST is initially expected to work with approx. 10 students for every 0.1FTTE pointage they have been funded for. Successful interventions are then to be integrated into classroom practice across the school.

The MST is also required to undertake a post-graduate paper each year, for which $1,000 will be paid by the Ministry towards the tuition fee on successful completion of the MST compulsory paper. It is expected that the Board of Trustees will commit to paying the balance, as part of building school capability in mathematics.

MST is a year long programme with workshops from February to November. 

We recommend that schools participating in MST have previously implemented Accelerating Learning in Mathematics (ALiM) in their school. Schools that have not previously participated in ALiM, must demonstrate a commitment to the intervention.

More information

Resourcing information for principals: School funding for Programmes for Students (PfS): ALL, ALiM and MST

For any queries please email: Foundational.Learning@education.govt.nz

Updated on: 13 Sep 2021

PLD is changing

Professional Learning And Development (PLD) is changing – What it is focused on, who delivers it, and how schools, kura and CoL can access it.

Initial changes are rolling out now.

Find the latest information about the new PLD system: Education Services – PLD

System of support

Identifying learning needs. Resource selector. Impact of changed practices. Designing learning for school context. Integrated system of support for students. Achievement information triggers response.