WestREAP Integrated Investment Plan 2016-18 · WestREAP ïs area extends from Punakaiki and Totara Flat in Grey District in the north to Haast and Jackson Bay in the south of Westland

WestREAP Integrated Investment Plan 2016-18 For Funding Streams contracted through REAPANZ:

1. Early Childhood Education and Schools Support, Ministry of Education …page 30 2. SKIP, Ministry of Social Development …page 44 3. Appendix: WestREAP’s ACE in Communities Funding application to the Tertiary Education

Commission, submitted May 2015 …page 45

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Plan overview:

Part A – Strategic Intent A.1 Performance Story A.2 Stakeholder Story A.3 Government Priorities

Part B - Activity Summary B.1 Early Childhood Education Sector Activity B.2 Schools Sector Activity B.3 SKIP Embedded Activity

Part C- Appendix- WestREAP’s ACE in Communities Funding Application as submitted to the Tertiary Education Commission in May 2015

PART A.1: Strategic Intent – Performance Story Who we are: WestREAP’s area is the Grey and Westland districts of the West Coast Region. WestREAP’s mission is to provide pathways to learning through a connected system of learning in a network of vibrant communities. WestREAP’s vision is to support education and community development. Visionary Values Provide high quality educational opportunities to those who are hard to reach, geographically, socially and economically Provide inspiring learning environments Develop and sustain partnerships and collaborative networks, and influence leadership through strong relationships with others Be responsive and flexible in meeting community needs Strategic Goals Facilitation – Making and strengthening connections in communities. Foster sustainable communities through support and advocacy Connection – Expanding and strengthening the provider network system. Contribute to Government Priorities for education and social development Capability – Maintaining a disciplined, capable and self-sufficient organisation

WestREAP’s distinctive role is to:

Identify gaps in the provision of education, of all types and for all ages, and develop strategies to fill the gaps, either through its own programmes or in

collaboration with other providers. WestREAP supports early childhood, schools, tertiary, and adult community education and transitions between these levels.

Its particular focus is on gaps resulting from rural isolation, whether this is isolation of the WestREAP area from metropolitan and urban services, isolation of its

small communities spread over long distances from the regional service centres of Greymouth and Hokitika, or isolation related to age, disability, ethnicity,

language or other factors.

Promote community development, integrating education and provision of information with activities in other sectors including health, social services,

community organisations, Poutini Ngāi Tahu hapu and rūnanga and local government. WestREAP can act as the independent initiator and facilitator of

collaborative efforts.

Overall Network of Provision

WestREAP’s area extends from Punakaiki and Totara Flat in Grey District in the north to Haast and Jackson Bay in the south of Westland District; a distance of 400 kilometres. Regional services, including tertiary education, are centred on Greymouth and Hokitika.

The overall network of education provision comprises:

(a) Early Childhood – 7 early childhood education centres, 3 kindergartens, 5 playcentres, 8 play groups, 1 kōhanga reo and 2 home based providers. The rural areas outside Greymouth and Hokitika are served mainly by rural groups run by parents.

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(b) Schools – 17 year 1-8 primary schools including 1 satellite school, 4 year 1-6 primary schools, 1 year 7-13 secondary school, 2 year 9 to 13 secondary schools, 1 year 1-13 area school, 2 private schools. The secondary schools and 8 of the primary schools are in Greymouth and Hokitika. Thirteen of the primary schools and the area school are in small rural settlements.

(c) Tertiary and ACE– one polytechnic, one adult and community education provider (recent sale to a private training establishment has been confirmed) and WestREAP’s ACE programmes. All except WestREAP are based in Greymouth.

WestREAP exercises its distinctive role by: 1) Identifying gaps in education provision and addressing these either by linking up services or by planning for new service delivery. 2) Tailoring its provision to address the needs of the small and remote rural areas (especially in South Westland) as well as the main towns of its area. 3) Being the only education provider in Grey and Westland operating across early childhood, schools and adult and community levels. 4) Supporting education and training transitions from early childhood to schools to tertiary and /or employment, between work and further education, and to

retirement and old age. 5) Staircasing the learner which includes encouraging families and whānau to embrace a culture of learning in the home and community. 6) To support young people and adults who have not had previous educational success to experience a cycle of achievement and develop a future learning plan

that will enable them to contribute to the region’s economy and social well-being. 7) Being flexible in its operations so that it can quickly address changes in need and demand. 8) Using its Ministry of Education and Tertiary Education Commission funding to leverage funds from other sources. 9) Promoting community development through education and information provision. 10) Promoting community development through supporting communities to identify opportunities needs, projects, leadership, partners and resources, and to develop and mobilise implementation.

Where we are headed: WestREAP seeks the following outcomes for its communities:

1. Communities will be better equipped to deal with issues of isolation, small populations, large distances, limited resources and lack of economies of scale which cause gaps in their education provision. Why? : The WestREAP area is isolated from the South Island’s main centres and communities within this area, especially the Grey Valley, Coast Road, and

South Westland are isolated from the area’s main towns of Greymouth and Hokitika. Small populations, large distances, and the absence of economies of scale mean that resources available to communities (including education opportunities) are limited. Government priorities, programmes and population based funding systems often fail to recognise these challenges facing isolated small communities.

2. Barriers to increased participation in quality early childhood education will be reduced; participation in all communities and ethnicities

increased to 98% or above, and frequency of participation is increased for all communities. Why? : A Government priority. The Grey District has a higher than national rate of prior participation in early childhood education before attending school

(2015 – 98.2, up from 95.3% in 2014), while Westland District has a lower rate (2015-96.4%, down from 98.2% in 2014) The small and remote South Westland and Grey Valley communities are served by rural playgroups which operate without professional staff. All rural playgroups have identified a decrease in numbers. The frequency of participation varies considerably between children.

3. More children will arrive at school able to meet expectations of the classroom.

Why? : A Government priority. WestREAP area schools have reported concerns about school readiness of children upon entry to school.

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4. Family / whānau will be more engaged in their child’s education. Why? : WestREAP recognises that student achievement and success in education in the Grey and Westland Districts is fundamentally linked to level of whānau engagement in their child’s education

5. Education will be better supported by communities and students will experience greater support for and celebration of their educational

success from communities and families and a greater input to community decisions affecting them. Why? : There is a need to raise the positive profile of education on the West Coast. Students are confronted with negative community attitudes towards their

schools and West Coast education in general. This feeling that their learning or the educational environment is not valued by their community has a detrimental effect on students’ attitudes toward learning and their motivation to succeed in education. There is a need for youth in the Westland District to feel a sense of belonging in their community. Young people in the Westland District report that they do not have a place or a voice in their community. They feel that their futures are predetermined by the geography and isolation of the West Coast and this isolation means there are few opportunities, particularly local, available to them.

6. Achievement in literacy and numeracy at or above the National Standard levels will be lifted by 5% in primary schools

Why? : A Government priority to reach 85% by 2017. 2014 achievement levels, compared with 2013 levels, were: Grey District : Reading – 77.3%, down from 79.5%, Maths –73.8%, up from 72.3%, Writing –67.1%, down from 68.7%

Westland District : Reading – 76.0%, down from 77.3%, Maths – 75.6%, down from76.8%, Writing –66.3%, up from 65.4%

New Zealand : Reading – 78.0%, up from 77.9%, Maths – 75.2%, up from 74.6%, Writing – 71.1%, up from 70.6%

7. 85% of 18 year olds will have achieved NCEA level 2 or equivalent by 2017

Why? : A Government priority. 2014 achievement levels, compared with 2013 levels, were: Grey Distric t : 77.3%, up from 70.2% Westland District : 88.1%, up from 70.6% New Zealand : 81.2%, up from 78.62% Secondary School Leavers with NZCEA Level 2 or above in 2014, compared with 2013, were: Grey Distric t : 73.6%, up from 65.4% Westland District : 81.3%, up from 75.3% New Zealand : 77.1%, up from 74.2%

8. People and communities throughout the WestREAP area will have access to learning activities that enable their participation in their communities, the region’s economies, and further education to achieve qualifications at level 4 and beyond, and to reduce social, educational and professional isolation.

Why? : A Government priority. Of the people aged 15 years and over stating qualifications in the 2013 Census 33.1% of Grey District people and 37.2% of Westland people had certificates , diplomas or degrees (Level 4 NZQF and above) (New Zealand 45.7 %) In 2013 40.8% of West Coast people aged 25-34 had advanced trade, diplomas or degrees (Level 4 NZQF and above) (New Zealand 52.4 %).(Ministry of Business, Innovation and Employment, Regional Economic Activity Report 2014)

Highest Qualification of Usually Resident Population Aged 15 Years and Over – % of People Stating Qualifications -2013 Census

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No Qualification

Level 1 Certificate

Level 2 Certificate

Level 3 Certificate

Level 4 Certificate

Overseas Secondary School Qualification

Level 5 and Level 6 Diploma

Bachelor Degree & Level 7

Post-graduate & Honours Degree

Masters Degree

Doctorate Degree

Grey District

31.1% 17.4% 12.1% 6.5% 12.7% 2.4% 8.5% 6.5% 1.8% 1.0% 0.2%

Westland District

27.0% 16.7% 12.0% 7.1% 12.2% 3.5% 9.2% 8.2% 2.2% 1.5% 0.4%

WESTREAP AREA

29.5% 17.1% 12.1% 6.7% 12.5% 2.8% 8.8% 7.2% 1.9% 1.2% 0.3%

New Zealand

20.9% 13.0% 10.7% 9.6% 9.7% 6.7% 9.3% 13.6% 2.9% 2.8% 0.7%

These levels of qualification reflect the availability of employment in the WestREAP Area requiring the qualifications.

9. Communities and people will be enabled to improve their sustainability and resilience and remain responsive to the changing employment

conditions in industries within the context of the work and family lives. Local employers will have access to a work force with increased skills. Workers made redundant in industries, such as coal, gold and cement, will be equipped with skills that enable them to transition to emerging employment opportunities in other sectors. Why? : A Government priority. The “Ministry of Business, Innovation and Employment Regional Economic Activity Report 2014” also states “Economic

development opportunities for the West Coast region rest on further developing and leveraging its natural resources and existing strengths to develop higher value added businesses. Building the skills of its young people should also be a priority for the region to ensure that human resources are available for businesses to grow and diversify”. Significant unemployment has been, and continues to be caused, by the closure of the coal and gold mining and cement industries in Buller and Grey (850 jobs lost 2010-2012( Pike River and Solid Energy coal mines, Grey River gold dredge); 185 jobs lost 2014 and 151 in 2015 (Solid Energy coal mines); 300 jobs lost in industries closing in 2016 (Oceana Gold Mine, Holcim Cement). The Buller job losses also affect the WestREAP area. However, there are other employment opportunities developing. These opportunities include:

Dairy industry expansion both in increased farm numbers and production levels of dairy farms in Westland, Grey and Buller and in milk

processing at Westland Milk Products (WMP). WMP’s supply volumes increase from 5% to 10% per annum, with a new processing plant ($ 100

million+ capital development and 50 jobs per expansion) added to the Hokitika factories at about four-yearly intervals.

Fishing industry expansion at Greymouth, with additional catching capacity and a new fish processing plant ($12 million capital development,

50-80 jobs).

A recovery of the visitor / hospitality industry after the downturn that followed the Christchurch earthquakes and global financial crisis. This

improvement is region-wide but is the most noticeable in South Westland and Hokitika.

Other opportunities for employment include:

Construction of a new regional base hospital at Greymouth ($ 67 million) and integrated family health centre at Westport ($ 7 million).

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Construction of a new road / cycling / pedestrian bridge across the Taramakau River ($ 10-15 million).

Earthquake strengthening of many buildings on the West Coast, and the relocation of the Franz Josef business area from the Alpine Fault Rupture

Avoidance Zone.

Opportunities for underemployed members of the West Coast community to take up the initiative of moving to Christchurch to help with the rebuild.

Development of new coal and gold mines when international market conditions improve.

A temporary and small scale increase in logging and processing indigenous timber blown down by Cyclone Ita in 2014 .

There is a need to support prospective employees to undertake the learning, training and experience necessary to prepare for this employment

10. Second chance learners (including those aged over 65) will have acquired foundation skills that allow them to participate in society and

economic life. More adults will self-refer for adult foundation learning programmes. 25 % more local employers, businesses and industries, schools, local authorities and community organisations will refer and support students for one to one adult literacy, language, numeracy and digital literacy delivery services Why? : A Government priority.

In 2013 40.8% of West Coast people aged 25-34 had advanced trade, diplomas or degrees (Level 4 NZQF and above) (New Zealand 52.4 %).Those over 65 are also targeted because the WestREAP area population is older than the national average and the proportion of West Coast people aged 65 years and over is expected to increase at least 50% by 2020. (Ministry of Business, Innovation and Employment, Regional Economic Activity Report 2014) Grey District: 2013 Census The median age is 41.9 years (NZ = 38.0 years) 16.0% of people are aged 65 years or more (NZ=14.3%) Westland District: 2013 Census The median age is 42.6 years (NZ: 38.0 Years) 15.5 % of people are aged 65 years or more. (NZ=14.3%)

11. Migrant workers and families in WestREAP communities will be better able to speak English.

Why ?: The 2013 Census shows the WestREAP area had a usually resident population of Pacific Island, Asian and MELAA peoples of 756 (402 in Grey District, 354 in Westland District), 3.6% of the responses compared with 22.3 % for New Zealand. From 2006 to 2013 the WestREAP area has become more ethnically diverse (Pacific up 7%, Asian up 66%, MELAA up 86%), particularly in regard to Pacific and Asian peoples. New international migrants can be found in the dairy farming, forest management, visitor hospitality, and health industries. About 50 nationalities are present in recent immigrants from overseas. Many of these ethnic communities are very small and some members (particularly unemployed partners of workers) are isolated from social and employment opportunities by their limited ability to speak English.

12. At risk youth (under 25) will have increased support transitioning into careers. One on one Language, Literacy and Numeracy support will be

increased for young people who wish to improve their competencies in areas focused on improving their employment, education or training potential. This includes Drivers’ Education, CV and Employment application, Digital literacy. One on one and small group initiatives will be available for young people who need to improve their competencies in life-skill areas, in order to improve their home environment to enable success in work or education based achievement. This includes: food and nutrition, exercise, healthy life choices, budgeting, study and work habits, self-care skills. Why? : A Government priority. In March 2014 10.2% of Nelson-Marlborough- West Coast youth aged 15-24 were not in employment, education or training

(New Zealand 11.7%).(Ministry of Business, Innovation and Employment, Regional Economic Activity Report 2014)

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13. Māori will have greater opportunities for success as Māori and their education achievement levels will be boosted at early childhood, schools and adult levels. Māori students and their communities will have greater opportunities to participate in determining and celebrating their educational achievements. Why? : A Government priority. The 2013 Census shows the WestREAP area had a usually resident Māori population of 2205 (1,155 in Grey District, 1.050 in

Westland District), 10.2% of the responses compared with 14.9% for New Zealand. The West Coast is the region with the lowest percentage of its population Māori, but the Māori population has increased significantly since the 1980s (WestREAP area up 4.4% from 2006 to 2013).

The 2013 Census shows that in the WestREAP area the proportion of the Māori population able to hold a conversation about a lot of everyday things in Te Reo was 16% compared with 21% for New Zealand.

The early childhood education participation rate of Māori children starting school was 100% in Grey District in 2015 (up from 76% in 2014) and 95.8% in Westland District in 2013 (2014 and 2015 data not available). The New Zealand rate was 93.8% in 2015, up from 93.0% in 2014. The Primary School achievement levels at or above National Standards for Māori students in 2014, compared with 2013, were:

Grey District: Reading – 70.1%, down from 74.0%, Maths –70.1%, up from 69.6%, Writing – 64.9%, up from 63.7%

Westland District : Reading – 79.0%, up from 76.3%, Maths – 71.3%, down from 71.4%, Writing – 62.6%, up from 59.4%

New Zealand : Reading – 68.6%, down from 68.7%, Maths –65%, up from 64.6%, Writing – 61.2%, up from 60.9%

The number of 18 year old Māori who had achieved NCEA level 2 or equivalent in 2014, compared with 2013, was: Grey Distric t : 57.8%, down from 62.5% Westland District : 75%, up from 64% New Zealand : 67.7%, up from 63.3%

Mana whenua over the West Coast is held by the two Poutini Ngāi Tahu hapū: Ngāti Waewae in the north and Ngāti Mahaki ki Makaawhio in the south. Poutini Ngāi Tahu comprise about 60% of the Māori population. The remaining 40% are members of iwi from throughout New Zealand. The small population means only limited resources are available for tikanga Māori education; there is a lack of qualified teachers. There is only one kōhanga reo, at Arahura in Westland District Three primary schools and two secondary schools have bilingual units. There are no kura kaupapa Māori. Achievement levels for many Māori school students are below that of their European/Pakeha peers. Needs have been identified for Māori students to be supported and mentored in their education as Māori for celebration of Māori educational achievement in schools and the wider community and to work with schools and the Māori community to find appropriate ways to celebrate the Māoritanga of students in schools. Schools need support in celebrating the Māoritanga of their students; Māori students often do not feel valued as Māori, or that they have a voice as part of their school and community. School and community attitudes and assumptions about Māori have a serious impact on students’ engagement and motivation in the educational environment

14. The small communities of Pacific Island peoples will have greater opportunities for success within their own cultures and their education

achievement levels will be boosted at early childhood, schools and adult levels. Why? : A Government priority. The 2013 Census shows the WestREAP area had a usually resident Pacific Island population of 231 (141 in Grey District, 90 in

Westland District), 1.1% compared with 11.8% for New Zealand. These small groups are isolated from other Pacific peoples and need improved access to education resources appropriate to their cultures.

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Primary School achievement levels at or above National Standards for Pacific students in 2014, compared with 2013, were:

Grey District : Reading –68.8%, up from 64.7%, Maths – 59.4%, up from 52.9%, Writing – 62.5%,down from 67.6 %

Westland District -not available (because of low numbers)

New Zealand : Reading – 65.1%, up from 64.1 %, Maths –62.0%, up from 60.8%, Writing –59.6%, up from 57.6%

Early childhood and secondary education achievement data for 2014 and 2015 were not available because of low numbers.

What is your REAP going to do and produce (i.e. activities and outputs) over the coming three years in order to achieve those outcomes,

and why those are the right things to do and produce given the REAPs operating environment, government priorities, the needs of its

stakeholders, and evidence about what works:

a) Early Childhood:

WestREAP will provide a variety of quality early learning opportunities and programmes for children under 5 and their families in all communities to

promote the value and increase the participation of early learning experiences in all communities and engage hard to reach families WestREAP will

provide professional development opportunities for Early Childhood teachers including network meetings, courses and programmes to enhance their

teaching and learning development. As well as our parenting courses; Incredible Years and SPACE, we will also provide information for parents through

short courses to increase development and promote the value of early learning experiences. We will provide opportunities for early childhood teachers,

children and parents in rural communities to enhance their Te Reo and Tikanga practices in their settings through short courses and offering the support

of an experienced Tikanga Tutor for Early Childhood Centres.

b) Schools:

WestREAP recognises that student achievement and success in education in the Grey and Westland districts is fundamentally linked to level of whānau

engagement in each student’s education. We aim to account for an overall increase in whānau engagement in education over the coming three years.

Primary Schools:

WestREAP will provide quality programmes and activities that support literacy and numeracy in Primary Schools in the Grey and Westland Districts.

These programmes will support schools, teachers, students and parents in lifting achievement at or above the National Standard level. Where possible,

these programmes and activities will aim to draw in whānau and the wider community, including:

o Leadership Programmes o Professional development opportunities o Programmes that support the Māori Education Strategy Ka Hikitia such as the West Coast Schools Kapa Haka Festival and Kapa Haka Tutors for

schools o Extension Education Programmes

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Secondary Schools:

WestREAP will provide quality programmes and activities that support achievement at NCEA level 2 in secondary schools in the Grey and Westland

districts. These programmes will support schools, teachers, students and parents in lifting achievement to reach and exceed the government’s goal of

85% of 18 year olds achieving NCEA level 2 by 2017. Where possible, these programmes and activities will aim to draw in whānau and the wider

community, including:

o Community and Schools based programmes celebrating educational success of Māori students o Providing Youth Mentoring in the Westland District, targeting students most at risk o Extension Education Programmes

c) ACE

WestREAP will continue to facilitate teaching and learning for adults and whānau in the communities across our region that will enable both individual and

collective participation in: the community, the region’s industry and economy, further education to achieve qualifications at level 4 and beyond and to

reduce social, educational and professional isolation.

This is to enable sustainability and resilience in the communities as the people remain responsive to the changing economic priorities in the primary

production industries in the region within the context of their work and family lives.

WestREAP will remain responsive to the changing learning needs of new labour communities in its region where there will be legislative changes to

Immigration policy for the South Island to support regional development. Details of the change will not be released until early 2016, we know that the

policy intends to support migrant workers and business operators to gain quicker access to residency status. Consequently, WestREAP will be well

positioned to offer support for more new residents for whom English is a second language.

The ongoing development of WestREAP’s Adult Foundation Learning strategies; their interaction with a range of partnerships, and our relationships with

multiple agencies and service providers across the social sector enables WestREAP to offer learning opportunities, relevant to learners who have not fully

enjoyed success and/or participated in education or employment in the past.

The Foundation Learning team is able to forge strong relationships with priority Adult Language, Literacy and Numeracy (ESOL and Digital Literacy)

learners. This group is relatively small in number but reflects a higher than average percentage of our population. Our work with those groups has

consistently measured a high level of completion and achievement for individual and family learning. Using intensive teaching and support strategies for

individuals and small groups has proven to be effective over shorter periods of time so that learners are able to move on as we staircase them to further

learning, new and enhanced employment opportunities and the creation of their own productive niche on the West Coast.

In line with our partner tertiary providers increase in capacity to respond to the formal learning needs of growing migrant communities on the West Coast,

WestREAP has also developed its capacity to support their tertiary learning with intensive Adult Literacy Language and Numeracy and ESOL tuition. We

have increased our team of tutors and volunteers and two practitioners have completed NCALNE-Voc (National Certificate in Adult Literacy and Numeracy

Education for Vocational study). Industries on the West Coast are in ‘holding’ at this time as they await global industry and economic direction, however we

are prepared to consider the need that emerges in 2016 and beyond.


How will your REAP measure progress in achieving the above outcomes (i.e. what indicators of success will you use)? WestREAP aims to receive feedback from stakeholders in a number of ways: Written and verbal evaluations of events and programmes with direct questions on outcomes Stakeholder good news stories and ongoing developments Video clips and photographs of programmes and participants engagement Parent/whānau/teacher and children’s voices Newspaper and newsletters/reports/stories from early childhood providers Anecdotal evidence including regular anecdotal conversations with stakeholders Statistics from Education Counts and the Stuff Schools Report Stats NZ, BERL, Annual Social Report, ACE Outcomes project Measuring our progress against meeting our community goals by building robust relationships with our learners in which we maintain close

communication about their goals, their learning journey and their aspirations. Documenting evaluations at multiple milestone points along the pathway; beginning, as the learning is taking place, and on completion in some

programmes we ask that learners remain in contact for extended periods of time as we track their outcomes and meet them in the future to support their further learning.

WestREAP has developed a range of tools, including ACE Foundation Learning Progressions Snapshots, and resources developed through NCALNE- Voc training, to accurately measure learner progress including survey monkey online surveys, individual learner and group evaluations, ACE Learner Outcome tools measuring confidence and participation.

WestREAP will participate in REAPANZ planning and professional development strategies in 2015/16 to support the development of robust tools, resources and infrastructure for Adult Language Literacy and Numeracy teaching and learning as these will form a basis for consistent quality of delivery throughout the REAPANZ member organisations.

The most effective measure of our progress remains the stories our learners tell, the ongoing relationships we have with local employers and industries around supporting their employees with their professional learning, our schools around the engagement of our families and our learners who tell their friends and whānau and keep our ‘marketing’ budget to a minimum.

Indicators specific to each sector are detailed in the respective sections.

How we look after quality: Provide a brief statement on how your REAP performed against the commitments it made in its last Integrated

Investment Plan (2015);

A three year funding application to DIA’s Community Development Scheme for the South Westland Communities Development Project was successful and the project commenced in October 2014.

A video on capacity building a remote EC playgroup was made and presented at the 2013 REAP national conference; it is available on You Tube. https://www.youtube.com/watch?v=Sg40gJF9hEo

Foundation learning and embedded literacy continues to be a high priority with an increase in demand for adult literacy services from local employers. Two qualified Adult Literacy Practitioners completed further professional development and gained a National Certificate in Adult Literacy and Numeracy

Education – Vocational (NCALNE-Voc) in 2015 and work to build capacity for delivery in both the Greymouth and Westland Districts. Although there were some excellent initiatives delivered in the area of supporting Māori, for example the Kapa Haka festival, there remains a gap in

provision to support demand from ECEs and Schools for Te Reo and Tikanga Māori. Locating suitable and reliable tutors is problematic. However, the latest NCEA results for 2014 show an improvement in the educational achievement of Māori in Westland.

https://www.youtube.com/watch?v=Sg40gJF9hEo


WestREAP ACE is working in partnership with mana whenua (Ngati Waewae me Ngati Makāwhio) and mata waka Māori who attended the 2015 Hui/Fono in Otautahi from the West Coast. The Kaiawhina within the Rōpu are actively developing a strategic professional development resource for Māori on the West Coast to support the delivery of quality education in Te Reo me ōna Tikanga Māori in schools, Marae and in the wider community.

Staff participated in a variety of professional development activities during the year and several staff members hold positions on various Boards and Committees and REAPANZ sector Reference Groups.

In 2014, the WestREAP Board recruited Governance training specialists, Westlake Consultancy Ltd (www.westlakegovernance.com) to provide comprehensive training in Governance and Management in response to several new Boards members being elected during the past two years. It was recommended by Westlake that they return after one year to see how things are going. This year (2015) the WestREAP Board has implemented a Finance, Audit and Risk committee, building on its existing finance committee. This is a signficant development for the organisation and will assist the Board in taking a higher level strategic approach to risk and quality assurance.

Describe findings of any quality assurance reviews (e.g. self, peer, or external review processes) Self Review – Details of results and outcomes as well as arising future developments are contained in the full self review report. These include continuing to

focus delivery with alignment to the priorities for education and relevant Better Public Service Goals, developing strategies to respond to demand for better facilitation of transitions from ECE to school and to tertiary, increasing access to budget advisory services, and identifying suitable tutors for the provision of Te Reo and Tikanga Māori in ECEs and schools.

Peer Review – WestREAP was peer reviewed in 2014. “There were no issues identified that gave the reviewers any concern for the future of the organisation, so it is expected that it will continue to serve its diverse communities with the best possible intentions.” (2014 Peer Review Report). Alongside the general peer review standardise framework, the WestREAP Manager requested the Peer Reviewers also consider the following :

Marketing/Communications – creating a strategy to increase the organisation’s profile It was suggested that the organisation carry out a communications audit and consideration be given to contracting someone with the required expertise to assist WestREAP with implementing the strategy. This is currently being processed and budgeted accordingly. The recent purchase of a high quality camera has helped improve images of our provision when creating good news stories.

Facilities - consider possible new signage at the premises and on the building and consider changing the layout of how people enter the building/reception. The Board has approved the scoping of both and a commitment to capital expenditure.

ACE Priority Learners – identification and engagement. Internally leveraging clients from other WestREAP service provision could be beneficial to increasing uptake as well as scanning potential partner providers whose clients would benefit from involvement in ACE courses that fit with the TES priorities.

ACE Courses – how to improve uptake. We have created a “Tell us what you want to learn” flyer and this is distributed via all staff during the course of their day to day work, is available at workshops, reception, online and by survey monkey. Consideration is being given to creating a small course organising role to get this happening and supporting the sector delivery team in general with the basic delivery functions.

Implementing a senior management role. To be fully scoped by the Manager. WestREAP is financially audited by an approved agent of the Office of the Auditor General and there were no items requiring action arising from the annual audit.


Key changes your REAP is making that is likely to have a significant impact on its educational performance or other outcomes:

As outlined above following the 2014 Peer Review.

How does your REAP maintain its ACE quality assurance arrangements, including any organisation and staff competency and capability building,

particularly where supported by ACE Professional Development funding;

Evaluation and assessment templates and systems continue to be monitored and improved in line with ACE professional standards and REAPANZ requirements.

Staff professional development including NCALNE-Voc training and subsequent volunteer and tutor support activity assists in tracking evidence of learner benefit.

The development and introduction of an Activity Planning and Implementation system for all contractual outputs (core and non-core) to improve and streamline processes has been very successful and continues to be fine-tuned to improve information flows between the Sector Coordinators and the administration team. This new system also has a self-review component that focuses on ‘our learnings’ after each deliverable.

The Self Review process continues to be embedded across all areas of the organisation as an ongoing reflective practice mechanism. As part of our commitment to staff development, and as a part of the wider REAPANZ ACE Sector, WestREAP will participate in the development of training,

tools and resources for Adult Literacy Practitioners within the REAP collective in 2015/16. In early 2015, the WestREAP Manager was appointed to ACE Aotearoa’s Quality Assurance Working Group to oversee the review of the QA framework and arrangements for all ACE providers. This work has almost been completed with workshops planned to be rolled out around New Zealand prior to year end.

Any key new activities your REAP is considering undertaking in the next three years?

As outlined in the quality assurance section above, a key priority in WestREAP’s 2015/6 annual plan is to develop and implement a communications strategy that assists in further building the organisation’s profile and to enhance stakeholder engagement. The organisation will be engaging appropriate expertise to assist with this goal. The terms of reference for this work is currently being developed by the Manager.

The website has undergone a significant upgrade which will improve the organisation’s profile and increase stakeholder engagement as well as making the site more interactive and engaging including, for example, a Facebook feed.

A refocus and realignment of sector delivery planning and funding will strengthen how we respond to identified needs for ECE, Schools and ACE. WestREAP recognises that student achievement and success in education in the Grey and Westland Districts is fundamentally linked to level of whānau

engagement in each student’s education. We aim to account for an overall increase in whānau engagement in education over the coming three years.


PART A.2: Strategic Intent – Stakeholder Story Our stakeholders and their needs:

WestREAP’s area extends from Punakaiki and Totara Flat in Grey District in the north to Haast and Jackson Bay in the south of Westland District; a distance of 400 kilometres. There are two main service towns: Greymouth and Hokitika. Numerous small settlements are located the length and breadth of this area. Road travel time to a major city (Christchurch, Dunedin, or Nelson) ranges from 3 to 6 hours. There is no same day return public transport from outlying communities to Greymouth or Hokitika.

Grey District’s basic economy is dominated by agriculture, coal mining, meat processing, fishing and fish processing, forestry and wood processing, and visitor services. The rural settlements are all within 60 kilometres of Greymouth. Greymouth is the main health and social service provider for the West Coast. Volatility in demand and prices for coal and gold has led to rapid changes in employment, with a growth period from 2006 to 2010 followed by rapid decline in these industries in the wake of the Pike River mine disaster and closure of Solid Energy mines and the Grey River gold dredge.

Westland District’s basic economy is dominated by agriculture, milk and meat processing, visitor services, forestry and wood processing. The agriculture, milk and meat processing industries are expanding and have further growth potential (although current international dairy export prices are low), and the visitor industry is now recovering from a decline following the 2010-11 Christchurch earthquakes and the global financial crisis. Hokitika is the main service centre and there is a string of small settlements along the 330 km coastal strip from Hokitika to Jackson Bay and 80 km north east to Kumara and Otira.

WestREAP Area Population

Usually Resident Population

2006 Census 7 March

2013 Census 5 March

2013 30 June Revised

2014 30 June Estimated

Census Night Population

2006 Census

2013 Census

Grey District 13,221 13,371 13, 700 13,600 Grey District 14,052 13,947 Westland District 8,403

8,307 8,570 8,640 Westland District 11,202

11,136

WestREAP AREA 21,624

21,678 22,270 22,240 WestREAP AREA 25,254 25,083

Department of Statistics – 2013 Census and Revised Resident Population, 2014 Estimated Resident Population

The effect of the significant decline in the Grey district economy since its 2010 peak (which was higher than in 2006) is only just beginning to show in the 2013 Census data and revised estimate and the 2014 estimate (higher than 2006 but lower than 2010).

The Estimated Resident Population is more accurate than the Census count because it includes New Zealand residents temporarily overseas at the time of the census, and allowances for residents missed or counted more than once by the census and for population change between census night and the date of the estimate.

The Census Night population includes visitors and temporary residents (many of whom are seasonal workers in the visitor / hospitality and agricultural industries, but are users of local services), but excludes usual residents elsewhere on census night.


Prior to 2010 the tourism and visitor industries brought in an extra 2500 people per day on average (both visitors and support staff) into the WestREAP area, peaking at about 7000 people per day in the November-March period. These numbers have reduced since 2010, but are beginning to increase again. The largest peak populations are in the small South Westland communities of Franz Josef and Fox Glacier.

The WestREAP area is less ethnically diverse than New Zealand as a whole:

WESTREAP AREA-ETHNICITY- 2013 CENSUS- USUALLY RESIDENT POPULATION

European Ethnic

Groups

Māori Ethnic

Groups

Pacific Peoples’

Ethnic Groups

Asian Ethnic

Groups

Middle Eastern,

Latin American,

African Ethnic

Groups

Other Ethnic

Groups including

New Zealanders

Total responses

(1)

Not elsewhere

included

Total

Population

Grey District 11,490 1,155 141 222 39 315 13,362 969 13,371

Westland

District

6,912 1,050 90 225 39 258 8,574 489 8,307

WESTREAP

Area

18,402 2,205 231 447 78 573 21,936 1,458 21,678

WESTREAP

Area

84.9% 10.2% 1.1% 2.1% 0.4% 2.6% 101.3%

New Zealand

TOTAL

74.0% 14.9% 11.8% 9.2% 1.2% 1.7% 111.0%

Notes: (1) Total responses differ from Total population because many people responded that they belonged to more than one ethnic group and 1,458 did not respond, or their response was unclear.

Source: Department of Statistics, 2013 Census

The West Coast is the region with the lowest percentage of Māori population, but the Māori population has increased significantly since the 1980s (WestREAP area is up 4.4% from 2006 to 2013). Mana whenua over the West Coast is held by the two Poutini Ngāi Tahu hapu: Ngāti Waewae in the north and Ngāti Mahaki ki Makaawhio in the south. Poutini Ngāi Tahu comprises about 60% of the Māori population. The remaining 40% are members of iwi from throughout New Zealand. The small population means limited resources are available for tikanga Māori education. From 2006 to 2013 the WestREAP area has become more ethnically diverse (Pacific up 7%, Asian up 66%, MELAA up 86%), but is not at the New Zealand level of diversity, particularly in regard to Pacific and Asian peoples. New international migrants can be found particularly in the dairy farming, forest management, visitor hospitality, and health industries, and, until 2012, the coal industry. Over 50 nationalities are present in recent immigrants from overseas.


Age Structure: 2013 Census Grey District The median age is 41.9 years (NZ = 38.0 years) 21.6 % of people are aged under 15 years (NZ= 20.4%) 16.0 % of people are aged 65 years or more (NZ=14.3%)

Westland District The median age is 42.6 years (NZ; 38.0 Years) 18.5 % of people are aged under 15 years (NZ= 20.4%) 15.5 % of people are aged 65 years or more. (NZ=14.3%)

Whilst the West Coast population is likely to remain static or decline in the short term, the proportion of people aged 65 years and over is expected to increase at least 50% by 2020. Economy

The WestREAP Area economy is driven by farming (mainly dairying, but also beef and deer) and milk and meat processing, coal mining in Grey, tourism and visitor serving, gold mining, forestry and wood processing, fish and fish processing. The associated businesses and health, education and social services are also major employers mainly located in Hokitika and Greymouth; local communities have schools, rural health and police services. The tourism and visitor industries are seasonal. The educational needs and priorities of the WestREAP area, which this plan addresses, can be summarised as:

Isolation from the South Island’s main centres, communities within the catchment from the area’s main towns, small populations, large distances, lack of

economies of scale, and limited resources for communities, including for education.

The volatility of the area’s basic industries and their vulnerability to international markets and access to resources, leading to fluctuations in employment and population and education, training and social service needs.

The decline since 2010 in the Grey District’s economy and community health caused by declines in the markets for the coal industry, and the need for

community development plans (including education) to rebuild the economy.

The increasing employment opportunities emerging in the dairy industry, the recovering visitor industry, fishing and fish processing, and construction, and the needs for training for prospective employees.

Lower than New Zealand rate of prior participation in early childhood education before attending school apparent in some communities.

The lower than New Zealand rates, but improving, percentages of school leavers with a level 2 or above NCEA, and of 18 year olds achieving NCEA level 2 or

equivalent in Grey District.

The current lack of tertiary and alternative to schools education provision south of Greymouth.

The low, but growing Māori population, and the shortage of teachers and resources for tikanga Māori education.


The ageing of the population.

The increasing number of migrants with needs for training in English language.

Needs of key stakeholders in WestREAP’s community:

a) Early Childhood

In 2013, WestREAP completed a full needs analysis of the early childhood community in our geographical area from Punakaiki to Haast. These included

interviews with early childhood teachers, parents, playgroups, school principals and the Ministry of Education. These needs are ongoing and have also been

reported in evaluations including survey monkey questionnaires and direct feedback.

Needs identified by the early childhood and school communities included:

A need for Te Reo and Tikanga development for teachers, parents, and playgroups in the area.

Schools reported on the concern of school readiness of children upon entry to school.

A need for support in rural playgroups in parenting and curriculum ideas, especially Te Reo and preparation for school strategies.

The need for more professional development for early childhood educators and new entrant teachers in the region.

Raising awareness of early learning importance especially among playgroups and playcentres, in which all rural playgroups had identified a decrease in

numbers.

b) Youth (under the age of 25) learners or prospective learners:

Schools:

The need for Youth in the Westland district to have a voice in their community:

o Young people in the Westland district feel they do not have a place or a voice in their community. They feel their futures are predetermined by the

geography and isolation of the West Coast, and that as a result of this isolation there are few opportunities, particularly local, available to them.

The need to raise the positive profile of education on the West Coast:

o Students are confronted with negative community attitudes towards their schools and West Coast education in general. This has a detrimental effect

on students’ attitudes toward learning and motivation to succeed in education. Students do not feel that their learning or the educational

environment is valued by their community.

ACE:

There is a need in the community to support transition from school to employment, from work to work and from work to active retirement. Further

education and training by working alongside parents, whānau, education professionals and employers as well as Senior support organisations to facilitate


community discussion, to open new possibilities for young people, adults as well as older people to support existing transitions education in the formal

sector. WestREAP ACE will replicate current ‘Careers Conversations’ amongst adult groups who are also making transitions in and out of employment

throughout their adult lives. For adults this will take the form of regular workshops, community discussions with employers, Tertiary Providers and

workers from which will emerge ACE teaching and learning opportunities.

There is a gap in the delivery of Level 1-3 NZQA in Hokitika and South Westland. While there are ITO and CPIT opportunities for some industry training

(Retail, BCITO, AgITO and MITO – one or two spaces), WestREAP has identified a shortfall in the number of places available for working adults who wish

to improve their employment.

c) Māori or Pasifika learners or prospective learners:

Schools:

The need to find ways to support the Māori community to lift educational achievement in schools:

Achievement levels for many Māori students are significantly below that of their European/Pakeha peers.

The need for Māori students to be supported and mentored in their education as Māori including, the need to celebrate Māori educational

achievement in schools and the wider community and to work with schools and the Māori community to find appropriate ways to celebrate the

Māoritanga of students in schools.

While schools try to celebrate the Māoritanga of their students, Māori students often do not feel valued as Māori, or that they have a voice as part of

their school and community. Schools and community attitudes and assumptions about Māori have a serious impact on students’ engagement and

motivation in the educational environment.

ACE:

The need identified in the community, to provide professional development for educators, community leaders, health and social service providers, to

improve their skills in Te Reo me nga Tikanga Māori is ongoing. This has intensified as the new Tuhuru Marae at Arahura has been established. Schools,

organisations, public service providers as well as wider community are building relationships with mana whenua in the inclusive environment of the

Marae WestREAP has a role in partnership with mana whenua to support learning for Māori and others within the community as this is led by mana

whenua.

Adult learners or prospective learners with low levels of literacy, language and/or numeracy:

WestREAP engages at least 40 students every year who require one to one support during transitional points in their lives; school to work, work to work,

school to training, career advancement through tertiary study or training. The figure is based on our capacity to deliver one to one and small group service

over a 12 month period. Going into 2016, WestREAP has doubled that capacity in preparation to meet the potential growth in need as outlined in earlier

sections. There are no clear needs analysis statistics available as the communities, particularly in the outreach communities are highly transient. Literacy

language and numeracy, in our communities must include ESOL and Digital Literacy as we have high numbers of migrant workers based in our agriculture

and hospitality industries for six months of the year, every year.


Research has shown that upwards of 40% of the population in communities throughout New Zealand has low levels of literacy language and/numeracy

(“Adult literacy and numeracy in New Zealand- a regional analysis Perspectives from the Adult Literacy and Life Skills Survey,” Lane (2010) for the

Ministry of Education, pp. 23-42) This is consistent with WestREAP’s experience of the baseline need in our communities. WestREAP has established

further links to the rural based agricultural communities through its South Westland project with the Westland District Council and its work with New

Coasters and our Adult and Family Literacy Practitioners.

Through those connections and with the increase in professional development opportunities for both professional and volunteer educators, WestREAP is

well positioned to increase its capacity in all aspects of Family Literacy including; transition to school, support for dyslexia and other learning challenges,

vocational training and ESOL.

WestREAP operates a Computers in Homes programme. Using this programme as a base, we are able to deliver foundation digital literacy training for

adults. This programme includes three new mobile learning pods that are active in three district libraries, including a partnership with Buller REAP in the

delivery of basic Digital Literacy from Karamea to Haast. WestREAP is also currently engaged with the 2020 Communications Trust and its partners in

developing a second mobile digital classroom (bus) for the South Island regions which will increase our capacity to deliver quality adult education

throughout the West Coast by taking learning to the learner. Our Adult and Family Literacy Practitioners are a strategic part of these programmes to

support learners who also identify with language, literacy and numeracy learning needs.

The gap in delivery of Levels 1-3 NZQA delivery south of Greymouth is magnified in the Hokitika and South Westland communities for people in the age

range of 45-60, particularly those workers who have limited experience and skills in the primary and hospitality industries. Work is primarily heavy, often

outdoor and remote and for those over 35 it is apparent that people need to retrain in the use of technology, or gain qualifications that will enable them to

undertake work that is less physically demanding as people are increasingly in the workforce for longer. Referrals to our adult language and literacyand

our digital literacy programmes from Work and Income and other employment agencies include people of advancing years who have a need to continue

working, yet can no longer sustain heavy physical work.

Employers, businesses or industries relevant to your REAPs areas of delivery:

Although significant unemployment has and is being caused by the closure of the coal and gold mining and cement industries in Buller and Grey there are

other employment opportunities developing, as detailed in Part A.1 (2). There is a need to support prospective employees to undertake the learning,

training and experience necessary to prepare for this employment.

WestREAP works alongside employers and businesses in the Westland and Grey communities providing literacy support for (particularly young) people

engaged in work based training or study to improve their skills or employment prospects. The need is one to one and targets specific ITO training, or

apprenticeship programmes.

Again, the gap in provision in the more southern West Coast areas impacts on the ability for underemployed people to access education or training to take

up the employment. There is a specific need for formal tertiary provision of certificated training in the remote South Westland and Hokitika areas for the

visitor / hospitality and agriculture industries. These industries need training seasonal training provided to fit in with the industries’ off-seasons.

WestREAP will work with TEOs to support their delivery of certificated courses more effectively, broker the training, and organise promotion, co-

ordination, timing and venues that suit the seasonal needs of the industries. The TEOs could then concentrate on providing the teaching.


Our approach to needs analysis and stakeholder accountability:

2) Describe how your REAP responds to the needs of key stakeholders (i.e. how does your REAP do needs analysis and follow through on relevant response):

The WestREAP Board of Governance comprises representatives of the Grey, Hokitika and South Westland communities, Poutini Ngāi Tahu rūnanga, early

childhood, schools and adult and community education sectors, and legal and financial expertise. Board members provide inputs on the needs of the

communities and sectors they represent.

WestREAP works closely with all stakeholders and regularly communicates with early childhood centres, playgroups, early childhood services, parents and

communities via visits, phone calls, emails and network groups. WestREAP identifies gaps in each community and provides programmes and activities that

address these to our capability and that align with the government priorities. WestREAP is capable of meeting most of the early childhood community identified

needs. The demand for curriculum support in rural playgroups will be discussed in depth with the Ministry of Education in our region as this had been

previously provided by the MoE Early Childhood Advisor. In order to reach the government priority of increasing participation in ‘quality’ early childhood

participation, these findings indicate the need for WestREAP to ensure this is provided in our rural playgroups, where this may be the only means of early

childhood education, by working collaboratively with stakeholders alongside the Ministry of Education

WestREAP conducted a needs analysis with all schools in 2013 which resulted in significant shifts in delivery emphasis and methods. WestREAP is in regular

contact with its schools stakeholders to ensure that we are working with the most up to date information and prioritising our delivery effectively.

The WestREAP ACE Coordinator and/or Foundation Learning team practitioners (Adult, Family and Digital Literacy) regularly attend meetings and hui with key

stakeholders in the community, Tertiary providers, employers, agency and industry networks. We work with those groups to define the education needs they

prioritise that they are currently unable to meet through formal or other existing structures. WestREAP will respond by accessing appropriate and relevant

delivery mechanisms and then the skilled personnel to meet those needs. We will either design and deliver the education or determine the best alternative

provider and work with both to enable programme delivery and learner access to it.

South Westland Communities Development Project Funded by Department of Internal Affairs and WestREAP and managed by WestREAP, involves supporting South Westland communities from Ross to Jackson Bay to be innovative, to generate their own solutions to local issues, and to become more self-reliant and resilient. It will support community-driven projects that enable people to come together, build trust and work to achieve community outcomes. It provides a full time Community Development Facilitator to work with communities and service providers to identify opportunities, issues and problems, identify projects, leaders, partners and resources, facilitate collaboration and develop plans for each community. This project will assist identifying needs and opportunities for education.

Community Networker WestREAP employs, on a limited basis, a Community Networker to promote community development by: (a) Developing networks within WestREAP’s communities to identify community needs and advise on ways of meeting them. (b) Working with a wide variety of service providers, agencies and organisations to identify joint ventures and to inform providers of community needs and developments.


(c) Working with WestREAP staff to promote and profile West REAP’s services and keep WestREAP informed of community needs and other providers’ services.

(d) Developing relationships with provider organisations and government agencies servicing the West Coast. Issues and potential partnerships identified for WestREAP are reported to the WestREAP Manager and Sector Coordinators who assess them for implementation, if viable. Community matters are also referred directly to other organisations and organisations’ services are referred directly to communities and individuals. The Community Networker role is a form of information exchange and education based on recognising opportunities for linkages and community development – listening to people’s stories, telling the stories to someone else, and creating links and synergies in the process. In South Westland the Community Networker role is largely carried out by the South Westland Communities Development Facilitator.

Provide details on how your REAP will report to its key stakeholders on progress towards meeting their needs:

The WestREAP Board publishes an audited Annual Report, presented to its Annual General Meeting which is open to the public, and makes it available on the

WestREAP website.

The Early Childhood sector responds to the stakeholders needs by arranging the programme activity for the group or, if it does not fit within REAPs capability, arranging for another services to respond to the need. WestREAP also provide a termly panui which outline the responses, reports and happenings in the early childhood community and upcoming events. Our termly network meetings with stakeholders also provide the opportunity to report and advise our stakeholders on the progress in meeting their identified needs.

The Schools Sector reports regularly to stakeholders though newsletters each term to both primary and secondary schools, through regular phone calls with principals and annual face to face meetings where possible. Schools are emailed regularly with opportunities and updates on activities and programme WestREAP is planning. Evaluation in formation of programmes in included in panui and in the organisation’s annual report. Where appropriate, the local media is informed and invited to cover events and activities WestREAP is planning. In addition, WestREAP regularly consults on future planning with schools and other key stakeholders.

The ACE Coordinator and/or Foundation Learning team practitioners (Adult, Family and Digital Literacy regularly attend meetings and hui with key stakeholders and community where presentations are delivered that identify learner stories, where appropriate we have the learner come and tell their story. Accountability reporting is structured around the outcomes expected by the stakeholder and agreed to by REAP and the learner. Most reporting requires a comprehensive assessment on commencement, as well as fortnightly or monthly progress reports and finally a completion or competence report at the conclusion of the delivery. The final report may recommend further referral or offer continuation of service if appropriate. Regular communication with all stakeholders is key to enabling ongoing development of all adult programmes and courses.

The structures around measurement of quality and evaluation of outcomes will undergo rigorous review and development in 2016 in line with REAPANZ’s proposed professional development for REAP management and relevant staff.

Provide a brief statement on how your REAP has performed against the stakeholder commitments it made in its last Plan (for 2015):

ECE:

In 2015 WestREAP’s Early Childhood sector delivered a number of programmes and activities which met the identified needs of the stakeholders. We continued to employ ‘community champions’ and provided opportunities for children and their whānau in the rural communities. We engaged with all early childhood centres, playgroups and providers through regular contact and the publication of the termly newsletter. Alongside the Ministry of Education’s Early Learning Taskforce, we initiated Play Days and Community Action Groups in 2014 in three rural communities and continued these in 2015. These initiatives enabled us


to identify needs of stakeholders in our rural communities. Early Childhood centres and services reported on having a stronger relationships with REAP and valued the quality of the professional development offered.

Schools:

The schools sector delivered a number of programmes and activities which met the identified needs of the stakeholders. We moved some delivery successfully into prioritising the needs of secondary schools as identified by our needs analysis. Our new programmes were well received by schools and all schools noted an improvement in communication with WestREAP. Programmes delivered were of good quality and readily accepted by schools.

ACE:

WestREAP continues to offer professional training, support and delivery in the three main discliplines of priority need: ESOL, Budget Advisory and Language,

Literacy and Numeracy across the whole of the West Coast (in partnership with Buller REAP and ACE organisations).

Community Partnerships that WestREAP currently engage in, include:

Picking up challenges around the delivery of a budgeting service, development of Lifeskills education programme (Department of Corrections) 2020 Communications Trust and the Buller, Grey and Westland District Library Services for the delivery of Digital Literacy programmes in libraries Engagement with MoE, MSD (W&I, FACs), in target specific programme development to meet identified priority needs. Engagement with Community Link, (Social Service Providers), the Te Rito Family Violence network partners and Education West Coast (currently under

review) as platforms for collaboration and improvement of social and education service delivery to the West Coast communities.

Describe the findings of any quality assurance reviews relevant to your REAP’s stakeholders: This has been addressed under A.1. See above: How We Look After Quality.


Our collaborators and partners:

Involvement with other providers and sector partners in Early Childhood Education:

WestREAP collaborates with all 26 early childhood services (including 10 playgroups, 5 playcentres, 4 kindergartens, 7 early childhood centres, 1 Kōhanga reo

and 2 home-based providers) in the region. We also work collaboratively with health, social and community agencies who work with families with children

under the age of 5. We also collaborate with Schools, especially in transition to school programmes and professional development with teachers. We also work

closely with the Ministry of Education and the Ministry of Education ECE Taskforce in our combined work of meeting the government’s target of reaching 98%

of children participating in early childhood education by 2016. WestREAP also works alongside parents and whānau in the community by providing parenting

programmes and courses and supporting them in their important role as parents. We work alongside local iwi to ensure their needs are met in education

services and to liaise with Te Reo and Tikanga Māori practices in our programmes.

Involvement with other providers and sector partners in Schools:

All 26 schools within the Grey and Westland districts, particularly: Principals of all schools, teachers, especially those in secondary schools School support staff, especially office workers and Principal’s PAs Students, especially youth within secondary schools, whānau

Local Rūnanga and Rūnanga representatives Westland and Grey District Councils, West Coast Regional Council Careers advisors and youth workers Alternative and Gateway education providers (local and national) Ministry of Education, Ministry of Social Development, Ministry of Youth Development Department of Conservation (local) Careers NZ Other REAPs affiliated to REAPANZ Community and Public Health and the West Coast District Health Board Police, local professionals including employers, artists, education providers

Give a summary of any involvement your REAP has with other providers and sector partners in ACE: Identified in ‘other’ contracts (B3). New Zealand Federation of Family Budgeting Service; delivery of Budget Advisory Training, English Language Partners; delivery of ESOL tutor training, Literacy Aotearoa; delivery of Adult Teacher and Learner Training Level 5. CALT (Certificate in Adult Teaching and Learning) and NCALNE-Voc; 2020 Communications Trust; delivery of digital literacy programmes.

Community Corrections: Developing programme for engaging young offenders and potential/recidivist offenders in a range of life skills courses to support their

capacity for: healthy lifestyle choices, improving their educational achievement, (including language literacy and numeracy) enhancing their employment

prospects, (for example CV preparation, communication around presentation and interview) budgeting, goal setting, parenting and mental health needs.


PART A.3: Strategic Intent – Government Priorities

Early Childhood Provision Alignment:

1. 1) ‘Supporting Vulnerable Children’ through Better Public Services Result Area 2 1) Increase participation in quality early childhood education 2) Target: In 2016, 98% of children starting school will have participated in quality early childhood education

Your REAP’s statements on progressing outcomes for this priority area: WestREAP actively networks with all communities, reaching as many rural communities in our region as possible by providing quality early learning opportunities where there is no provision or is minimal, including music and movement sessions, play gym, swim fun and play days. We collaborate with all agencies and community groups to promote early learning opportunities and to identify and engage with non-participating families. We will also provide professional development programmes and courses, providing opportunities for early childhood teachers to extend their knowledge and skills. We will continue to provide our popular parenting programmes, Incredible Years and SPACE while also offering shorter and inspirational workshops for parents and whānau to promote the importance of early learning opportunities.

2. 2) Supporting Successful Transitions into Schooling (Focus from MoE’s Early Learning Taskforce) Increase the number of children arriving at school able to meet expectations of the classroom

Your REAP’s statements on progressing outcomes for this priority area: WestREAP actively collaborates with the Early Childhood and Primary sectors to enhance relationships between the sectors in order to achieve smooth transition to school for children and their families. This is achieved by providing termly opportunities for networking and professional development in Hokitika and Greymouth. A Tikanga tutor for early childhood centres will provide regular support to children, teachers and whānau to enhance bicultural practices. Te Reo and Tikanga support will be provided for teachers in early childhood centres and parents and whānau, especially those in playgroups to increase their confidence in using Te Reo with the children and whānau. This will help children in their development prior to starting school and give them fundamental skills to grow and become confident and competent beings as they begin their schooling years. Fostering Foundations for early learning workshops for families- parents of children due to start school within six months. These workshops allow parents/caregivers to build relationships with school, and to ask questions and develop strategies for actively supporting children learning at school.


Schools Provision Alignment:

3. 3) ‘Boosting Skills and Employment’ through Better Public Services Result Area 5 Increase the proportion of 18-year-olds with NCEA Level 2 or an equivalent qualification Target: In 2017, 85% of 18-year-olds will have achieved NCEA Level 2 or an equivalent qualification

Your REAP’s statements on progressing outcomes for this priority area: WestREAP is committed to supporting schools within the region to realise the Government target of 85% of 18 year olds achieving NCEA Level 2 by 2017. WestREAP will support schools in this by: 1. promoting strong connections and communication between education providers, parents, families, whānau, iwi; 2. targeting support to lift educational achievement:

a. at secondary school level; b. among the most vulnerable students in the region;

3. seeking opportunities to improve the skills of students and providing greater opportunities for vocational education; 4. helping create tools and an environment for lifting educational achievement; 5. supporting schools and teachers to lift achievement. 6. encouraging students to take control of their education and make positive decisions.

4) Supporting Primary School Literacy Increased number of primary and intermediate students achieving literacy and numeracy standards

Your REAP’s statements on progressing outcomes for this priority area: WestREAP’s school sector programme will support primary schools in increasing achievement levels in National Standards by providing: 1. programmes and activities that support and enhance the curriculum, 2. opportunities to rural schools that are more readily available in urban settings, 3. professional development opportunities for primary school teachers and Board of Trustees that awareness and understanding of educational goals,

targets and priorities that increase confidence and skill in teaching using new methods and strategies, 4. support to schools in raising the achievement level of Māori students and celebrating their Māoritanga


ACE in Communities Provision Alignment: 5) ‘Boosting Skills and Employment’ through Better Public Services Result Area 6

Increase the proportion of 25- to 34-year-olds with advanced trade qualifications, diplomas and degrees (at level 4 or above) Target In 2017, 55% of 25- to 34-year-olds will have a qualification at level 4 or above on the New Zealand Qualifications Framework

WestREAP’s statements on progressing outcomes for this priority area: By continuing to meet foundation learning needs for adults aged 25-34 (and older) who are out of school to return to education, employment based training as they staircase into higher learning or improve their employment. WestREAP will deliver: 1. One to one and small group language, literacy and numeracy support for employees undertaking work based training under apprenticeship, ITO

and/or site initiated training schemes 2. One to one and small group Adult Language Literacy and Numeracy tutor service that enable adult foundation learner achievement and support to

step up for Adults who have low levels of literacy in the context of their employment but are not formally engaged in training or apprenticeship (or employment aspirations)

3. Targeted support for Adults with low levels of literacy to work one to one with a tutor to learn the skills necessary to gain employment 4. Digital Literacy programmes for Adults to increase uptake in technology for adults who have not engaged in Information Technology

6) ‘Delivering Skills for Industry’ through Tertiary Strategy Priority Area 1 a) Increased number of second-chance learners able to build and transfer foundation skills into work and new contexts

WestREAP’s statements on progressing outcomes for this priority area: By continuing to meet the Foundation Learning needs for Adults who are resistant to education to increase their resilience and enable them to meet the changing demands of business and industry on the West Coast. WestREAP’s Foundation Learning Practitioner and volunteer tutors will: 1. Work with individual adult learners to support their entry back into education as they learn the basic skills they need to enable them to take on new challenges in their work, family and community lives. 2. Support second chance learners to experience success and achievement at foundation level as they develop confidence in their ability to stair-case to higher educational challenges 3. Work alongside employers and training providers to support the foundation learning of workers in stair-casing learners toward higher qualifications.


7) ‘Getting At-risk Youth Into Careers’ through Tertiary Strategy Priority Area 2 b) Increased number of young people (under 25) staying at school and taking up appropriate pathways into further learning and careers

West REAP’s statements on progressing outcomes for this priority area: By leading a functional network including Schools, Young people (up to the age of 24) and their Families, Tertiary Providers and Careers Services to provide meaningful initiatives for the West Coast that will support young people and their families navigate successful transition from school to further learning and/or career pathways. WestREAP will deliver: A targeted and relevant experience determined by a collaborative engagement between stakeholders that enables school students, their schools

tertiary education and training providers to meet and explore options and pathways for young people. Support for families of young people and (younger children in transition to Secondary School) to support and guide young people in making

decisions about their goals and study options that will enable them to achieve critical milestones and move through a successful transition to work, higher education

8) ‘Boosting Achievement for Māori and Pasifika’ through Tertiary Strategy Priority Area 3

c) Increased progression of Māori and Pasifika learners learning relevant skills to find work and effectively participate in society and the community WestREAP’s statements on progressing outcomes for this priority area: Māori and Pacific Island communities know best how to progress Māori and Pacific Island people’s participation, success and contribution to the community, WestREAP role for adult and community education is to support the hapu/fono to reduce barriers, first in creating the environments for that learning in the community and second to individuals and whānau/family engagement WestREAP will work with communities to ensure that: Māori and Pacific Island community leadership have wider community support to enable the establishment of Community whare wananga/fale ako

initiatives for the Greymouth and Westland Districts. Māori and Pacific Island community adult foundation learners have access to relevant one to one and small group learning opportunities that will

enable them to achieve success in language, (including ESOL and/or Te Reo Māori) literacy, numeracy and digital literacy as they staircase to higher education, or employment based training to improve their skills and ultimately the success of whānau/family.

9) ‘Improving Adult Literacy & Numeracy’ through Tertiary Strategy Priority Area 4 d) Increased number of second-chance learners building skills essential to participate fully in the modern world WestREAP’s statements on progressing outcomes for this priority area: By continuing to meet foundation learning needs for adults who are second chance learners, have low language, literacy and numeracy skills and learning needs in ESOL, Te Reo Māori, Sign Language and Digital Literacy, WestREAP will continue with one to one and targeted small group tutor services for second chance learners supporting their language, literacy, numeracy, communication, ESOL and digital literacy learning including:

adults who have not yet made their employment, training or higher level education choices – to encourage their confidence and capacity to do so those adults who have reached the time of their lives where they may no longer have a need to consider their own employment but want to be of value in supporting younger whānau to make better choices – to break cycles of underachievement in the communities and create a culture of learning in the homes of our whānau.

adults who have care of children for significant periods of time (grandparent’s parenting and/or caregiving, non-custodial parents) are able to keep pace with technology and employment based education and training – to ensure that children are consistently exposed to positive achievement and confidence in participation in education, employment and community activity.


Strategies for Kids and Information for Parents (SKIP) Provision Alignment, Ministry of Social Development: SKIP’s aims are for all children to be safe and nurtured, and grow into happy, capable adults by developing parents to build positive relationships with their children. Please provide brief outcome statements of how your REAP’s planned SKIP activity will contribute to:

3) The increased spread and consistency of positive parenting messages; 4) The development and delivery of innovative approaches to positive parenting, with a particular focus on reaching priority families in our communities; 5) The growth in understanding of the SKIP approach and core messages at a community level and a deepening sense of community ownership of SKIP.

WestREAP’s statements on progressing outcomes for this priority area: WestREAP is committed to promote the SKIP messages across all our programmes and activities ensuring that we reach our rural communities and families. Holding rural play and information days, would allow parents/whānau with limited access to early childhood information to find out more about the

importance of play, while gaining some significant positive parenting messages and resources. The annual Children’s Day celebration allows for more exposure for the SKIP messages and resources to reach a large number of families.


PART B: Summary of Activity

B.1 Early Childhood Education ECE ACTIVITY PLAN ECE:

Early Childhood Priority Provision Area 1: Increased Participation in Quality ECE

Target Group: Students, teachers and whānau at pre-school level not participating in quality ECE environments.

The WestREAP Early Childhood sector will provide a variety of quality early learning opportunities in as many of the rural communities, giving whānau choice in early learning opportunities including:

Weekly, fortnightly and monthly Melody Makers sessions for 12 rural communities for 0-5 year olds, targeting all children and their families in all areas to provide quality early learning experiences not easily accessible. The Melody Makers programme will also be offered to Early Childhood Centres, who need extra support in their music curriculum.

Play gym sessions in Hokitika and rural communities for 2-5 year olds to increase participation for children and their families in quality early learning experiences..

Swim fun sessions for 1-5 year olds targeting families with children under five to increase children and parents water confidence and skills.

WestREAP’ s Early Childhood sector will maintain strong networks with all Early childhood services in the region and provide support and professional development to ensure the quality in these services are sustained. Professional development for teachers will be planned termly, providing quality courses and activities to meet the needs of all Early Childhood teachers’ professional development.

WestREAP will provide support for parents and whānau to promote the importance of early learning participation and the impact on lifetime learning. Information and courses for parent education, to engage parents/caregivers and whānau in courses and activities to empower their parenting skills and abilities.

Greymouth Childrens Day, the SPACE (Supporting Parents alongside Childrens Education) programmes will be provided through a 50/50 contribution from the MoE core funding and SKIP funding to sustain these programmes. The Greymouth Childrens day will be provided for parents, children and families to enjoy fun activities and to promote the importance of engaging with children in quality early learning opportunities. The SPACE programme will provide new parents with practical information and support over a 30 week programme.

A parent support group will begin in Hokitika in 2016, which will provide a range of opportunities for parents to develop confidence in their parenting role as well as a range of early learning opportunities such as storytelling, activities, walks, excursions, health information. This will be a 50/50 contribution from MoE core and SKIP funding.


Contracted Volume

How much did we do?

Performance Measures How well did we do it?

Change Stories What difference did we make?

Partners Who helped make it happen?

Melody Makers 250 hours 150 learners Play Gym (30 weeks * 8 learners) 30 hours 30 learners Swim fun (3 x 4 week half hour * 6 learners) 6 delivery hours delivery 18 learners

Melody Makers, play gym, swim fun: 90% of parents/caregivers/ECE centres will report on the increase in confidence, language, social and physical skills after attending regular music and movement sessions. 90% reported context relevant to the learner (particularly cultural). 90% reported confidence increase in social, learning or professional setting.

Our information will be gathered through good news stories, video clips of sessions, newspaper/newsletter articles, Parent and child evaluations, both verbal and written We will notice an: -Increase in participation in quality early learning experiences -Increase in percentage of children attending Early Childhood Education – Statistics from Education counts

Rural Playgroups Music, play gym and swim tutors Early Childhood Centres Primary Schools Parents/whānau/children

Professional development for teachers (2 hours per term * 10 learners/term) 8 hours 40 learners Information and courses for parents 6 hours 20 learners

90% of teachers/parents will report on an increase in knowledge and skills in early learning and teaching. 90% of teachers/parents will report on the relevance of the context. 90% will report confidence increase in social, learning or professional setting.

Teachers/parents will report that they have implemented new knowledge and skills with their children/groups There will be an increase in newsletters and reports of professional development successes from centers An increased engagement in professional development opportunities from teachers/parents

Early Childhood Teachers Early Childhood trainee teachers Professionals Parents/whānau Primary School New entrant teacher

Rural Play Days 8 hours 100 learners

90% of participants will report on being more aware of the importance of early learning experiences.

100% of participants will report on the relevance of the context of the Play Days.

90% will report confidence increase in social, learning or professional setting.

Through good news stories, video clips, photographs, whānau evaluations, we will notice an: -Increase in participation in Early Learning opportunities -Increase in parent knowledge of early learning opportunities -Increase in participation in rural Play Days

Rural playgroups Primary Schools Early childhood providers Parents/whānau Community members


Greymouth Childrens Day 4 hours 100 learners SPACE parenting programme 30 hours 12 learners

90% of participants will report on being more aware of the importance of early learning experiences. 100% of participants will report on the relevance of the context of the Children’s Day activities and SPACE parenting programme. 90% will report confidence increase in social, learning or professional setting.

Through good news stories, video clips, photographs, written and verbal feedback, we will notice an -Increase in knowledge and importance of early learning opportunities. -Increase in parenting skills and abilities. -Increase in participation in Early Childhood Education.

Children Parents Whānau Early Childhood providers and agencies Community members

Parent support group for parents with babies and toddlers (Hokitika) 30 hours 12 learners

90% of participants will report on being more aware of parenting skills and strategies 100% of participants will report on the relevance of the network group. 90% will report on the increase in confidence in parenting strategies and skills.

Through regular meetings, the group will form a strong bond and become confident in their parenting role. This will be measured through good news stories, video clips, photographs, written and verbal feedback and a regular attendance record.

Children Parents Health and social service agencies Early childhood providers and agencies

Total ECE Area 1: 372 hours

482 learners

Early Childhood Priority Provision Area 2: Increased Successful Transitions into Schooling

Target Group: Students, teachers and whānau at pre-school level at risk of arriving to school without previous ECE engagement.

WestREAP will collaborate with all schools and ECE services to ensure smooth transitions to school are practiced, giving teachers in both sectors opportunities to work together and for both sectors to network and learn from each other. Transition to school network meetings will be held termly in Hokitika and Greymouth, targeting teachers from the Early Childhood and New Entrants teachers to maintain working relationships to establish strategies for ensuring a smooth transition to school process for children and their families.

Early childhood provider network meetings will be held termly alternating between Hokitika and Greymouth, involving all early childhood providers in the education, health and social services to create a strong network to collaborate and learn together.

A Te Reo and Tikanga tutor will be employed to enhance children, whānau and teachers’ skills in Te Reo and Tikanga in early childhood centres and playgroups which children will develop prior to starting school. This will be offered to centres and playgroups who wish to increase their Te Reo and Tikanga practices for their children, whānau and teachers.

WestREAP will provide community events and support to target all families and promote community cohesion among school, early childhood and whānau. Play Days will be held in rural communities, twice yearly, targeting isolated families who are not fully engaged in early learning opportunities and to provide a network with other parents.

Rural playgroups will be supported by providing ongoing curriculum support, giving professional development to ensure their programme offers early learning skills necessary prior to starting school. Early learning support for rural playgroups and their curriculum will take place termly to provide much needed support with curriculum ideas to engage children in learning opportunities prior to starting school.

WestREAP will ensure the success of regular support in Te Reo and Tikanga for EC centres, playgroups and providers to enhance biculturalism practice in early childhood education. Ongoing support will be provided for teachers, parents and whānau in Te Reo and Tikanga, targeting all teachers, parents and whānau who wish to increase their confidence and skills in using Te Reo Māori with their children and whānau.


Contracted Volume

How much did we do?




Transition to School Network meetings (2 x 1 hour meetings per term) 8 hours 72 learners Early Childhood Providers network meetings (1x 1 hour meeting per term) 4 hours 24 learners

Transition to School network meetings (2 meetings per term) 90% of Primary and Early Childhood teachers will report on their increased skills in networking with each sector and understanding transition processes. 90% of teachers will report that the context of the network groups is relevant to each sector. 90% reported confidence increase in social, learning or professional setting

Through evaluations and anecdotal observations, we will notice: Increased number of participants attending network meetings Stronger relationships developed between the Early childhood and Schools sectors Schools reporting on the increase of children being better prepared for school

Early Childhood Teachers and providers New entrant teachers and principals Education, health and social service agencies Guest speakers – specialised professionals

ECE Te Reo and Tikanga Tutor (1 x hour per month x 10 months x 6 ECEs/playgroups) 40 hours 100 learners

90% of Early Childhood Centres will report on the increase of children’s skills and knowledge in Te Reo and Tikanga Māori 100% of early childhood centres receiving support in Te Reo and Tikanga will report that the context is relevant to the early childhood setting 90% will report confidence increase in social, learning or professional setting

Through regular video clips of the programme in action, photographs, learning stories from Early childhood centres, childrens, teachers and parents voices we will notice: An increase in Te Reo and Tikanga practices in Early childhood centres An awareness of Te Reo and Tikanga practices within the community. Confident and capable children and teachers in Te Reo and Tikanga A need for the programmes to continue.

Early Childhood Centres Parents/whānau Teachers Children Tikanga tutors Local iwi


Early Learning support – 8 hours 40 learners

90% of parents/whānau will report on their increase in knowledge of early learning experiences and the early childhood curriculum – Te Whariki 100% of parents/whānau will report that the context was relevant for their playgroup and children 90% will report confidence increase in social, learning or professional setting

Through good news stories, parents’ and children’s voices, photographs, we will notice: Increased participation in Early Learning opportunities. Clearer understanding of the Early childhood curriculum in playgroups from playgroup leaders and parents.

Quality and sustainable programmes in Playgroups Increased participation in professional development opportunities by Playgroup leaders and parents

Rural Playgroups Parents Children Early Childhood providers Local Primary Schools Community groups

Total ECE Area 2: 60 hours

236 Learners

Total ECE Delivery (Areas 1 and 2)

Hours 432 Learners 718


Other contracts held which may have an impact on MOE-funded ECE activity:

Contract Name Contract Provider Expected Impact Comments Incredible Years Parenting programme

Ministry of Education

Targeting priority parents/whānau to promote positive parenting skills.

Delivering up to two programmes per year targeting over 30 parents/caregivers. WestREAP is able to engage participants in our other activities and programmes.

Engaging Priority Families


This programme is fundamental in our communities to meet the participation goal. The service provides opportunities to support families in early learning opportunities and provides support for transitioning into Early Childhood Education and school.

This programme targets priority families not already participating in Early Childhood Education in the Grey district.

Incredible Years Teacher programme


This 6 month programme targets Early Childhood trained teachers to develop and enrich their teaching practices in positive behaviour management practices.

WestREAP has two trained group leaders. This programme will enhance our relationship with Early childhood services in the region and provide an intensive professional development programme.


B.2 Compulsory Schools

Schools Priority Provision Area 1: Increased Early Years Literacy

Target Group: Students, teachers and whānau at primary level at risk of low literacy/numeracy attainment for future success.

WestREAP will provide quality

programmes and activities that contribute

to literacy and numeracy achievement in

Primary Schools in the Grey and

Westland Districts.

Specified activities WestREAP has planned that will target a particular learner group that contributes to a factor related to increased early years literacy. WestREAP will support students, teachers and whānau at primary level at risk of low literacy/numeracy attainment by:

providing opportunities and activities for students that complement and extend the learning within schools and homes;

provide alternative learning environments for students to explore and develop their core skills, sense of identity and belonging;

support teachers and Boards of Trustees to develop their skills and understand of core education principals such as Ka Hikitia;

Provide opportunities tailored to support and engage whānau in education; Support primary and early childhood teachers, parents and tamariki in the tricky transition from early childhood to

primary school education. 1. Leadership Programme: for years 6-8, targets students who demonstrate natural leadership ability within

schools. The programme provides a great opportunity for students to learn and develop problem-solving and teamwork skills. Participants achieve personal growth through meeting and overcoming challenges; and to develop teamwork and co-operative group problem solving skills. By taking the students into a new and exciting learning environment, exposing them to different voices and then facilitating the opportunity for them to come up with their own ideas, whilst having a lot of fun, we ensure the message and the experience is engraved in their memory. Following the leadership camp experience, we expect participants to be able to identify and develop leadership attributes and skills, and apply them in their own school and home environments; to be empowered by aspiring leaders and peers.

2. Professional Development: Ka Hikitia workshops for school Boards of Trustees - understanding the principles of Ka Hikitia and why they are important, identifying how they are addressed within the school and what the Board can do to support further development.

3. Ka Hikitia: West Coast Schools’ Kapa Haka Festival 2016: Targeting years 1-13, targeting Māori students, whole school groups and the wider West Coast community. Students will take part in an event that celebrates Māori Culture, shares the talents and experience of all schools on the West Coast and celebrates their success with the whole community.

4. Extension Education: for year 1 to 8 students, targeting boys writing in 2015 as an identified area that needs extension to supporting schools in the Grey and Westland Districts.

5. Transitions: Supporting schools and teachers to network with the early childhood sector to better prepare students transitioning from early childhood education to primary school education.

6. Whānau Support & Engagement: Parenting Classes for parents of 5 to 12 year olds using the Parenting Toolbox Programme.


Contracted Volume How much did we do?




Professional Development ● Ka Hikitia workshops for school

Boards of Trustees - understanding the principles of Ka Hikitia and why they are important, identifying how they are addressed within the school and what the Board can do to support further development.

4 delivery hours 15 learners Whānau Support & Engagement Parenting classes for parents of 5-12 year olds using the Parenting Toolbox Programme. 24 hours 20 learners Ka Hikitia ● West Coast Schools Kapa Haka

Festival 1.5 hours 400 learners Extension Education ● Young Writers’ workshops with a

focus on contributing to an increase in achievement in boys’ writing. 10 hours 80 learners

Leadership Programme ● 3 leadership camps in Term 1 (max

16/camp)

● Good news Stories

● Stakeholder stories

● Evaluations of activities and events

● Anecdotal evidence

● Statistics from Education Counts

and the Stuff Schools Report

● Look for a decrease in evidence of negative stories including those about bullying, self-harm, violence and disengagement, through regular discussions and active engagement with teachers, support staff, schools, parents and students and participation in Education West Coast quarterly forums.

● Teachers in the region feel supported and their on-going professional development valued (evaluations and discussions with teachers and schools).

● Participants, schools and tutors evaluations of specific activities and events.

● Greater uptake of programmes and

activities on offer for schools

● More quality engagement with

schools, teachers, parents and the

wider community

● Anecdotal evidence of more

parental involvement in students

education, particularly at

secondary school level

● A 5% increase in the reported

achievement levels (at or above the

National Standards) for Primary

School students in Grey and

Westland Districts towards the

governments’ goal of 85% of

students achieving at or above

National Standards by 2017. 2013

achievement levels:

o Grey District: Reading –

77.3%, Maths – 73.8%,

Writing – 67.1%

o Westland District: Reading –

76%, Maths – 75.6%, Writing

– 68.3%

● All 26 schools within the Grey and Westland Districts, particularly: o Principals of all schools o Teachers, especially those in

secondary schools o School support staff, especially

office workers and Principals’ PAs

o Students, especially youth within secondary schools

● Whānau ● Local Rūnanga and Rūnanga

representatives ● Westland and Grey District

Councils ● West Coast Regional Council ● Careers advisors and youth

workers ● Alternative and Gateway education

providers (local and national) ● Ministry of Education ● Ministry of Social Development ● Department of Conservation (local) ● Ministry of Youth Development ● Careers NZ ● Other REAPs around the country ● Community and Public Health and

the West Coast District Health Board

● Police ● Local professionals including

employers, artists, education providers


94.5 hours 48 learners ● 3 leadership follow-up days in

Term 3 (max 18 students/ day)

15 hours 48 learners Transitions Supporting schools and teachers to network with the early childhood sector to better prepare students transitioning from early childhood education to primary school education. 4 hours 8 learners Total: 153 hours 619 learners

Total Schools Area 1: 153 delivery hours

619 learners


Schools Priority Provision Area 2: Increased NCEA Level 2 Achievement

Target Group: Students, teachers and whānau at secondary level at risk of disengagement or non-achievement of NCEA Level 2.

WestREAP will develop a safe and supportive environment for youth that fosters educational achievement at secondary school level, while operating in the broader context of seeing our young people making positive choices about their futures. Working toward the national target of 85% of 18 year olds achieving NCEA level 2 by 2017.

Specified activities WestREAP has planned that will target a particular learner group that contributes to a factor related to

increased NCEA Level 2 achievement.

Contribution to NCEA level 2 achievement in the Grey and Westland Districts: WestREAP will contribute to an increase in

achievement at NCEA level 2 in our rohi by supporting young people to develop intentional decision making skills, make positive

decisions about their wellbeing and connect well to their schools, hapu, whānau and community. We will do this through targeted

leadership development programmes for young people, youth mentoring of individuals and groups, supporting youth workers to

achieve their potential and develop their skills. We will also work on the tricky transitions between primary and secondary school;

and secondary and tertiary education working holistically with the students, whānau, schools, tertiary institutions and employers.

Finally we will provide support to parents to develop their parenting skills to build their confidence in parenting their teenagers.

1. Youth Leadership:

Rangatahi Māori Leadership Development Programme: for years 9-13, targeting Māori, vulnerable and at risk students in

the Grey and Westland Districts. Running 5 wananga using the TUIA kaupapa for senior Māori students across the whole

West Coast. The wānanga will be focused around building a sense of self-worth and identity as young Māori by exploring

what it means to be connected to whakapapa, whenua and community. The hope is to transform the way these young

people see themselves and, as we journey through the process together, learn how important the decisions we make are to

be who we are meant to be.

Secondary School Leadership Development

2. Youth Mentoring in Westland:

Individual Youth mentoring: Supporting Youth leaders with weekly one on one mentoring. For years 9-13, targeting

Māori and at risk students in the Westland Districts.

Youth Group Mentoring: for years 9-13, targeting Māori and at risk students in the Westland Districts. Providing young

people in Westland with support and backing to communicate their dreams and ideas for their community. Supporting and

encouraging them directly to make good decisions and explore their humanity. This initiative will help develop an

environment that actively promotes educational achievement for youth in the Westland District.

3. Youth Worker Support: Mentoring and supporting groups of young people wanting to undertake youth-led activities within

the Westland Community that build connection between young people and the community and develop the capability and

capacity of young people involved.

4. Transitions

Supporting primary and secondary schools and teachers to network together to better prepare students and whānau

transitioning from primary school to secondary school education.

Tertiary Pathways and Careers: Supporting secondary school students and their whānau to transition from secondary

school into tertiary pathways and plan for their futures.

5. Whānau Support & Engagement: Parenting Classes for parents of 12 to 18 year olds using the Parenting Toolbox

Programme.


Contracted Volume

How much did we do? Performance Measures How well did we do it?



Youth Leadership West Coast Rangatahi Māori Leadership Development Programme Celebrating educational success as Māori (Secondary Schools)

● 5 wananga per annum each of 25 hours duration

125 hours 20 learners

● Student engagement (workshops before each wananga)


● Whānau Engagement (two whānau workshops per annum)


● PD for teachers (2 one hour workshops throughout wananga)

10 hours 5 learners

Secondary School Leadership Development A leadership programme targeting year 9 to 13 students as future leaders within secondary schools. Focus on development of positive attitudes and being positive role models to peers. Learning centred on the value and potential in intentional decision making. building healthy and positive relationships and contributing well to the community. 10 hours 5 learners

Total Youth Leadership: 285 Hours 80 Learners

● Good news & Stakeholder stories ● Evaluations of activities and events ● Anecdotal evidence ● Statistics from Education Counts

and the Stuff Schools Report

● Close monitoring of the annual number of the region’s students achieving NCEA level 2 and above (Statistics NZ, Ministry of Education and regular contact with secondary schools).

● Monitoring of the region’s overall achievement levels in secondary schools with particular focus on the achievement levels of Māori and Pasifika students (Statistics NZ, Ministry of Education and close contact with schools, the Trades Academy and Tai Poutini Polytechnic).

● Greater uptake of programmes and

activities on offer for schools

● More quality engagement with

schools, teachers, parents and the

wider community

● Anecdotal evidence of more

parental involvement in students

education, particularly at

secondary school level

● A 5% increase in the reported

achievement levels (NCEA level 2

or equivalent) for Secondary

School students in Grey and

Westland Districts towards the

government’s goal of 85% of

students achieving NCEA level 2 by

2017.

● 2014 achievement levels:

Grey District: 77.3% of students achieving NCEA level 2 (including 57.7% of Māori students achieving NCEA level 2). Westland District: 88.1% of students achieving NCEA level 2 (including 75% of Māori students achieving NCEA level 2

● All 26 schools within the Grey and Westland Districts

● Principals of all schools, teachers, especially those in secondary schools

● Office workers and Principals’ PAs ● Students, especially youth within

secondary schools ● Whānau ● Local hapu, Rūnanga

representatives ● Westland and Grey District

Councils ● West Coast Regional Council ● Careers advisors and youth

workers ● Alternative and Gateway education

providers (local and national) ● Ministry of Education ● Ministry of Social Development ● Department of Conservation (local) ● Ministry of Youth Development ● Careers NZ ● Other REAPs around the country ● Community and Public Health and

the West Coast District Health Board

● TUIA


Youth Mentoring in Westland Supporting youth within the Westland community as individuals and groups seeking support for specific projects enhancing youth contribution in the community and building capability and capacity of young people. Individual Youth Mentoring Supporting Youth leaders with weekly one on one mentoring. 20 hours 2 learners Youth Group Mentoring Mentoring and supporting groups of young people wanting to undertake youth led activities within the Westland Community that build connection between young people and the community and develop the capability and capacity of young people involved. 20 hours 5 learners Total Youth Mentoring: 40 Hours 7 Learners Supporting Youth Workers in Grey and Westland Districts Facilitate better connection of Youth Workers in the Grey and Westland Districts to build communication, share knowledge and experience, better connect young people across the districts and provide local professional development opportunities that better address local needs. 15 hours 6 learners


Transitions Supporting primary and secondary schools and teachers to network together to better prepare students and whānau transitioning from primary school to secondary school education. 4 hours 8 learners Tertiary Pathways and Careers Supporting secondary school students and their whānau to transition from secondary school into tertiary pathways and plan for their futures. 10 hours 400 learners

Whānau Engagement Parenting classes for parents of 12-18 year olds using the Parenting Toolbox Programme. 24 hours 20 learners Total: 378 Hours 521 Learners

Total Schools Area 2: 378 hours

521 learners

Total Schools Delivery Areas 1 and 2 Hours 531 Learners 1140


Other contracts held which may have an impact on MOE-funded Schools activity:

Contract Name Contract Provider Expected Impact Comments Youth Services (NEET)

Ministry of Social Development (Work

and Income)

Young people not engaged in Education,

Employment or Training are supported to

find their niche within the context of

achieving a minimum Level 2

Qualification (and beyond) toward

sustainable employment

Young people are aged between 16 and

18 and are out of school or at risk of

leaving school before achieving Level 2

NCEA. The service works alongside

young people to encourage them to stay

engaged in education or training until

Level 2 achievement is reached or they

turn 18.5 and have not presented to Work

and Income within 6 months.

B.3 Strategies for Kids and Information for Parents (SKIP)

ACTIVITY PLAN SKIP:

As notified by REAPANZ, the SKIP strategy is moving to a parent-centred approach where parent-led groups will have access to SKIP funding.More specific details of how this will be implemented and the capabilities to be developed will be made available following a workshop to be led by MSD/SKIP for all REAPs in Wellington in October 2015. Details include:

1. REAPANZ is shifting the SKIP grant from supporting embedded provision and promulgation of SKIP messages and resources to active development of parent centred design (back to grass roots community development model).

2. Recognising this change, REAPANZ has secured funds to bring REAP staff/SKIP champions together for training/practice development in parent led design.

3. All REAPs will be funded equally for the initial 'exploration - finding out' phase, with $5000 allocation. REAPs and the identified parent led group can then apply to access further SKIP funding at levels determined by each to do the projects. The intention is the $5000 will be part of REAPs’ 2016 contract with REAPANZ.


Appendix: ACE in Communities

Other contracts held which may have an impact on TEC-funded ACE in Communities activity:

Contract Name Contract Provider Expected Impact Comments Foundations for Learning


20 families will engage with an Early Literacy tutor in their home as they learn the skills to support their child in their developing language, literacy and numeracy skills through the transition to school.

Programme targets Hokitika and South Westland. Shift in focus to prioritise those families not engaged in ECE.

Incredible Years Teacher Programme for Early Childhood Education


Teachers in Early Childhood Education Settings will learn the practice of Positive Behaviour for Learning techniques through a programme of professional development, mentor and supervision strategies

WestREAP ECE and ACE sector team will work in partnership to deliver Professional Development to ECE staff in the Greymouth and Westland districts (Unchanged from 2015)

Budget Advisors’ Introductory Course

New Zealand Federation of Family Budgeting Services

Suitable candidates to attain Budget Advisor qualifications will complete an Introductory Course and a planned supervision process to achieve qualifications necessary to take referred Budget Advice clients in the Grey and Westland Districts

Course in plan for advisors beginning 2016. Ongoing plan to develop the structure in Hokitika rather than rely on Buller satellite structure

Computers in Homes

2020 Communications Trust

Parents in families who have children at school and do not have a computer or internet access at home and meet the MoE criteria for target provision will receive a minimum of 20 hours IT instruction including safety and security for families online. They will receive a computer for their home and supported internet access for 12 months. Sustained access to tutor, and technical support in the context of children’s learning for the 12 months will embed the use of Information technology in the home

50 families will have engaged with computer courses and take a computer home for the family to use. These may include members of the family who do not have full guardianship of children but have primary care of the children for significant periods of time (ie: Childcare after school and holidays, non-custodial parent) Computers in Homes is made up of three programmes: CiH, Stepping Up and Kiwiskills – each is comprised of modules of IT learning designed to staircase the learner to Level 2 equivalent proficiency (Unchanged from 2015)


REAPs GUIDE & DISCUSSION POINTS – CONFIDENTIAL INTERNAL ONLY 13 MAY

Westreap Iip 2016 CONFIDENTIAL REAPS INTERNAL ONLY 47

As submited to the REAPANZ EO [email protected] 27 May 2015.

ACE in Communities open funding 2016 funding: Application

Part One – Organisation’s Administrative Information

Organisation

Name WestREAP

Postal address PO Box 264

Physical address 72 Tudor Street

EDUMIS (if known)1 6130

Provider type - community organisation, REAP provider, or registered private training establishment (PTE) A community organisation must attach (as an appendix) documentation evidencing its status as a legal entity.

REAP provider

Most recent external evaluation and review (EER) category To be completed by registered PTEs only.

Category Month Year

Chief Executive/General Manager

Contact person/s

Name/s This person/s must have a good understanding of the organisation and the proposed courses/activities. This person, or another contact person named, needs to be able to be contacted by the TEC for a period of at least 8 weeks from the application’s submission date.

Role or position within the organisation

Phone

Mobile

Email

1 All recipients of government tertiary education funds must have an EDUMIS number. If your organisation does not have

an EDUMIS at the time of applying, you may defer obtaining this until the outcome of your application is known. This

number can be obtained by making an application to the Ministry of Education. Call 0800 422 599 or email

[email protected].

mailto:[email protected]




Part Two – Declaration and Authorisation This part must be signed by the organisation’s Chief Executive/General Manager or a designated authority on their behalf. I declare that to the best of my knowledge the information given in all sections of this application is true and correct.

Signature: Date:

Name:

Role or position:

(completed by REAPANZ)

Appendix to WestREAP IIP 2016

WESTREAP IIP 2016(ACE) CONFIDENTIAL REAPS INTERNAL ONLY 49

Part Three – Organisation’s Background and Contribution to Government Priorities For Yes / No / Not applicable answers, delete as required. For written answers, please provide your answer in the space provided, which will expand accordingly. All answers should be clear, concise, and to the point.

3.1 Overview of organisation

Provide an overview of the organisation, including a general description of its involvement in

formal or informal community education.

Whilst it may help you to fill in the entire application, the sections we agree are REAP individual priority

focus have “REAP INDIVIDUALLY” marked in them and these should be your focus.

The sections marked CNWGAG will be the primary focus of the REAPANZ Contract Negotiating Working

Group ACE action group to ensure a robust national point of view, and as such require less of your focus.

3.1 CNWGAG

3.2 Current TEC funding

The organisation is being funded in 2015 by the TEC for ACE or other funds.

CNWGAG

Yes / No

3.3 Previous TEC funding

Only organisations not currently funded by the TEC for ACE or other funds should answer this section.

If the organisation has been funded in previous years, list the fund/s and the year/s they

were received.

If the organisation has not been funded in previous years, enter “TEC funding has not been

previously received”.

CNWGAG

3.4 Financial viability

Evidence of financial viability has been provided as an appendix.

CNWGAG

Yes / Not applicable

3.5 History of providing community education

Only organisations not currently ACE-funded by the TEC should answer this section, providing as much relevant detail as

possible.

Describe the organisation’s history of providing either formal or informal community education.

Include details such as:

Which specific years the organisation was/has been involved in community education

The types of courses/activities delivered

Who the targeted learners were.

CNWGAG

3.6 Quality assurance process

Only community organisations and REAP providers should answer this section, providing as much relevant detail as possible.

Clearly describe the organisation’s quality assurance process and its use.

CNWGAG



3.7 Student management system

Describe how the organisation will administer its student management system (SMS) to manage

enrolments and record-keeping.

REAP INDIVIDUALLY

Excel spreadsheets (Programme based, student based and overview) REAPIT data base (Coming, not yet with us) ACE foundation learning enrolment, lesson planning, evaluation/review and exit surveys



3.8 Literacy and numeracy

Describe the organisation’s approach to meeting the literacy and numeracy needs of learners. For

example, this could include the use that will be made of the Learning Progressions.

REAP INDIVIDUALLY

Literacy and Numeracy support is delivered by all of the ACE tutor team: 1. Adult Literacy Practitioner (ALP); One to one language literacy and numeracy support for individuals.

They may self-refer, be referred by ITO training providers, employers or other agencies (eg: Work and Income or Corrections). Support ranges from Driver Ed, through CV, to support for ITO training or further education, support for IELT (ESOL), dyslexia and dyspraxia. The ALP provides consultation for all other members of the ACE tutor team around delivery of Adult Language Literacy and Numeracy in the context of their respective learning priority. Learning progressions are used in initial assessment and in determining language, literacy and numeracy priorities. Learners are also entered into the ACE Outcomes tool and, in the case of ESOL learning, we use the English Language Partners process for assessment, evaluation and planning. Tutors receive ESOL training and have access to Adult Literacy tutor training annually. ALP is qualified overseas in Literacy Education and in Adult Teaching and Learning Lv 5 (Moderation and Assessment) - she is currently undertaking NCALNE training.

2. Early Literacy Tutors (ELT): The tutors run small group Transition to School workshops for parents to

understand literacy learning and teaching so that they can support their children. Early Literacy Tutors use pre and post assessment tools to assess; reading concepts, phonemic awareness and pre – numeracy skills, the tutors assess use of books, pencils and drawing as well as measuring the level of literacy in the home; Use of books, educational qualifications of the adults and any specific learning disabilities. Tutors have Level 7 qualifications in Teaching, Linguistics and Literacy.

3. Digital Literacy: Tutor/Trainer works with individuals to improve digital literacy for work, home and

further study. A range of digital learning modules from ‘turning on the computer’ through to level 2 equivalent modules covering 16 programmes, or applications within a range of contexts. Learners are adults who have never used a computer, and those who need to learn isolated modules for work or home and those who need to learn to use new devices.

4. ACE team inter-refer learners or work together in consultation around individual learner needs to

support Language, Literacy, Numeracy, Digital and Communication literacy (Adults/Family and child)– so that learners in all programmes have access to expertise in all 5 Literacy disciplines.

http://www.literacyandnumeracyforadults.com/resources/354426



Sections 3.9 to 3.11 relate to establishing the strength of the organisation’s knowledge of, and links with, its community.

Questions related to how the actual courses/activities proposed meet community needs are in Part 4 of this application form.

3.9 Links with other organisations

Describe how the organisation links with other regional organisations to:

Ensure that proposed courses/activities are complementary across organisations

Facilitate learners’ progression opportunities.

REAP INDIVIDUALLY

Tertiary Providers Forum, and the Education West Coast network. (Tai Poutini Polytechnic, Karoro Learning, Secondary School based ACE). Currently, Karoro Learning Centre is in the process of being sold.

There are 2 PTEs remaining in Buller –Deep Sea Fishing School remains an option for West Coast young people and others who wish to gain qualification in fishing.

Bring Your Own Device (BYOD) programme with Westland High School in Term 4 of 2014. This established a new link through the school’s IT steering group, WestREAP has responsibility for supporting parent training and teacher PD as teachers make the transition to using technology in their teaching.

Tai Poutini Polytechnic have expressed a strong interest in meeting with WestREAP to investigate further ways of working together to support adult and community education in our regions. Meetings will take place shortly to advance this.

South Westland Communities Development Project (SWCDP), funded by Department of Internal Affairs and managed by WestREAP, involves supporting South Westland communities from Ross to Jackson Bay, to be innovative, to generate their own solutions to local issues, and to become more self-reliant and resilient. It will support community-driven projects that enable people to come together, build trust and work to achieve community outcomes. It provides a Community Development Facilitator (CDF) to work with communities and service providers to identify opportunities, issues and problems, identify projects, leaders, partners and resources, facilitate collaboration and develop plans for each community. This project will assist identifying needs and opportunities for Adult Community Education. Initial work has identified a need to support migrants, particularly with ESOL, and to promote digital literacy.



3.10 Use of links

Provide examples of when the organisation has linked with other organisations and what the

outcomes were.

REAP INDIVIDUALLY

Karoro Learning Centre to deliver pathway education for adults using technology, REAP: Introduction and beginning courses, Karoro: Level 1 – 3. (Unsuccessful)

Westland High School: Development of IT programmes for families, staff and Primary/ECE communities. Bring your own device (BYOD) programme (through 2020 Communications Trust partnership with WestREAP); Support for families to access devices for children in years 7-10. BYOD programme identifies families, staff and Primary/ECE communities who want to improve their IT knowledge.

Community and Public Health/WCDHB Youth Health Stream: implementation of recommendations from the ‘Girls of Concern’ report (Dr Donna Swift, 2014) facilitated by WestREAP in 2013. Ongoing partnership to support shift in community culture of role of young women in West Coast economy, work and education.

Poutini Waiora; Community Garden in Hokitika. Workshops and courses for adults (whole community) in developing a ‘Food Forest’ in central Hokitika. Westland’s optimum ‘growing’ environment as a practical sustainable living culture to deliver: budgeting, nutritional food store, cooking and health education

Westland School of Driving: Literacy support for young people (out of school) and older (primarily men) with Learner and Restricted licensing study. Priority leaners engaged in Literacy learning and achieved their licenses. 97% of those continued into further Language, Literacy and Numeracy learning

Department of Internal Affairs/Grey and Westland District Councils: Established basic computing class in two libraries using mobile training computers; Library staff engaged in the courses with community (not identified as priority learners; Older people, people with disabilities; home-school families) and became the trainers in Basic Computing for adults who had not taken up IT (Better Public Services goal 5/result 10).

New Zealand Federation of Family Budgeting Services: WestREAP established as a satellite branch of Buller Budgeting Service: Six Advisors trained, three volunteers now working with families under supervision until training to Level 3 completed. Families have access to budget advice in Hokitika (Up to 50 identified through W&I and Food-bank seeking support)

Local Industry: Westland Milk Products, Cable Price Industries, New World Supermarket and ITO trainers (MITO, AgITO and Retail) to deliver one to one Literacy and Numeracy support for workers, apprentices undertaking work based training to improve their qualifications and skills. 100% of Employees engaged are progressing through study or entering work training programmes.

English Language Partners/New Coasters: Language and communication support for migrant communities (Agriculture, Hospitality and Health care workers). Training volunteers to deliver ‘conversational English’ and one to one support in accessing and optimising family based services for families adapting to life in a new country – in addition to and supplementing work and IELTs training and formal ESOL based in work places. Outcome: growing support group of volunteers and migrant communities established in Westland and Greymouth.



3.11 Identifying community needs

Describe how the organisation has identified the community needs (including those of named

communities that support Māori and Pasifika learners) which are relevant to the application. This

could include identifying community needs through the links referred to above.

ACE needs are identified through both professional and community networks (as identified in Section 3.10) WestREAP collects data from Census, BERL annual economic report to the West Coast Development Trust, MoE; Education Counts,

DIA and Ministry of Business Innovation and Employment Regional Economic Activity Report 2014

Education for Māori Mana. Poutini Ngāi Tahu (Ngāti Waewae and Ngāti Mahaki ki Makaawhio hapu) comprise about 60% of the Māori population. WestREAP has a relationship with the Ngati Waewae Komiti Kaumatua Ngati Mahaki ki Makaawhio (via our Board representative)

Education for Pacific Island People: WestREAP has a relationship with New Coasters support group working with employers of Pacific Island people. Education achievement data for 2013 were not available for Pacific Island communities because of low numbers

English for Speakers of Other Languages: New Coasters, Employers, Community Boards and Employer Groups in South Westland communities

At Risk Youth: WestREAP is engaged with Ministry of Social Development Youth Services (NEET) Needs have been identified by WestREAP though working alongside and engaging in regular conversations with the following organisations.

Youth Health Action Group (YHAG) West Coast District Health Board (WCDHB) Needs are identified through connection with primary health providers with youth clients and other external government and non-government organisations on this committee. The DHB also has access to a raft of statistics around at risk youth in the West Coast Region. Connection to this committee allows for information and idea sharing and the development of programmes that directly support youth health and wellbeing on the West Coast.

11 Community Organisations working with young people in developing leadership programmes and peer mentoring and support through pro-active community projects:

Snapshot – Youth Services, Greymouth Youth Trust, Westland Youth Project, The Shed (Youth Centre, Greymouth), Hokitika Youth Workers Network, Grey and Westland Youth Service Providers and coaches (in conjunction with the Nelson/Tasman and West Coast Youth Service Managers at the MSD), BullerREAP Youth Team, TUIA Māori Youth Network (Identifying and supporting young leaders), Poutini Waiora West Coast Māori Health Provider, West Coast Rangatahi Māori Leadership Development Programme, Area and Secondary Schools in Grey and Westland Districts.



3.12 Attracting, recruiting, and retaining eligible learners

3.12.1 Describe how the organisation will attract and recruit targeted eligible learners (including

at-risk young people, Māori and Pasifika learners, and those with low level literacy and numeracy

skills).

WestREAP has a history and established role in the community for working alongside Adult Literacy

Learners and Māori Adult learners fostering relationships, keeping up with changes in their respective needs and maintain trust so that those referring and supporting their whānau, employees and the parent and community groups to our programmes assist them to enrol and complete programmes.

Being the only ACE provider left in the Westland community, WestREAP remains responsive to indicative community learning needs, primarily those of the target priority groups but also in finding ways to deliver to those not within the target groups (training volunteers to undertake delivery and supporting the community, or delivering to community who will pay for the programme). In this way we maintain the profile of the ‘go to place’ for all forms of community education.

We work one to one with all targeted learners initially, formerly assessing their individual needs and requirements, in this way, learners are given intense support in the beginning and by the end (average 20 weeks) they are confident to move into more formal classes (if they’re not there already). Tutors will support them into other courses with other providers offering distance based education, or develop ways to continue their learning with less one to one support.

Using community ‘meeting spaces’ where groups feel comfortable and confident in their environment: Ngati Waewae Komiti Kaumatua, Computer classes on the Marae. Community Garden; cooking classes in the church hall next door – planning and gardening theory in the church lounge.

At Risk Youth: Leverage off our NEET (Not in Education, Employment or Training) clients in Westland to support them

exiting the programme and into WestREAP ACE education pathways and other tertiary opportunities.

Strengthen WestREAP connections with Industry Training Organisations (ITOs) and develop greater links between ITOs and WestREAP Adult Literacy Tutors and Youth Coach. This will provide learners with more accessible pathways to learning opportunities once they have left school.

Strengthen relationships with employers in the Grey and Westland Districts to enable potential learners to access support in reaching their own personal educational goals and gain the skills and certification required by their employers.

Employ a Māori adult literacy tutor to improve accessibility of adult literacy services for Māori learners.

3.12.2 Describe how the organisation will maximise retention of learners until they have

completed the course/activity.

1. Initial assessment - working with learners to establish their individual priorities for learning.

2. Ensure that at the early stage of engagement we focus on the learner’s immediate need rather than attempt to push the goals out.

3. Encourage, identify and acknowledge achievement at every contact in the early learning experience; learners begin to identify learning pathways that are meaningful for them when they begin to identify their own skills and abilities.

4. The tutor can often see the learning pathway, the learner often doesn’t. The learning is about the learner’s journey not the teaching journey and are the starting points for our tutors.

5. The retention of learners is very high at WestREAP; we average a withdrawal of 2% across our adult foundation learning programme.



3.13 Guidance and transitional support for learners

Describe how the organisation is equipped to provide:

Guidance to prospective learners about the range of alternative provision or support

services in the community when their needs cannot be met by the organisation, but can be

met elsewhere within the community

Transitional support to learners at the point of them completing the course/activity.

All tutors work towards guidance and support for leaners to move on to both local and distance based learning. A planned session guides the learner through achievable pathways and opportunities.

Adult Literacy Practitioner supports the learner to enrol, and then develops a programme of support through the first point of assessment in the programme or course and supports the first achievement point to encourage the learner to commit to the new study.

Tutors maintain contact with the learner as they make the transition to their next step –acknowledgement and celebration of achievement is an important part of the early learning journey, particularly for priority ‘second chance’ learners – primarily because this also establishes the relationship between the learner and tutor.

Where a learner achieves to the point that they no longer fit our priority criteria but don’t choose to continue to formal learning, our ALP will work alongside the learner to support them to continue their learning with volunteer tutors in the community, or with other community organisations including other WestREAP programmes.

Learners often become mentors or go out to use their skills in practical ways in contribution to the community.

3.14 Following learners’ progress in the future

Describe systems for tracking learners’:

Future intentions at the point of completing the course/activity

Progress towards fulfilling their intentions after completing the course/activity.

ACE Outcomes Database: identifies all Adult Language Literacy and Numeracy learners future intentions at the point of completion of their course or programme All Computing learners use a Surveymonkey survey on assessment and on completion. (ACE Computing learners survey is connected to the 2020 ;’Stepping Up’ outcomes, not the Computers in Homes we are able to use the strategy to collect the same comprehensive data for our own learners. In our small community, we do have some natural ongoing contact between learner and tutor (or others in the organisation) so that we do have access to the learner’s ongoing journey. Learners and Tutors maintain contact as learners transition to other courses. In this way, it is common for former learners to keep in touch to identify their progress or to seek support when they reach new milestones that challenge them.



REAPS: this section needs to be completed by yourselves and a template for the detailed 4.10 A-H columns has also been provided to use instead of the word document table in this application form. Remember provision at 4.4 (NZSL etc) still needs to clearly meet ONE of the ACE priorities. Cut and paste repeat Part four as many times as you need for your significantly different provision at a PROVISION level, not a course level. Refer to the TEC guide notes around combining same/similar courses. If you are unsure about this put the courses in line by line in the separate REAP spreadsheet and your friendly EO will collapse at will! This is not wasted effort as there will be a requirement once our allocation is advised to provide TEC with a detailed Investment Plan and activity spreadsheet (much like the 2015 spreadsheet). North Island discussion agreed likely final figure of all your planned provision should be within a reasonable vicinity of your current ACE funding amount and achieve the average per learner hour range agreed at Managers meeting. REAPs are encouraged to send in draft PART FOUR sections as you do them, before the due date especially to give EO and CNWGAG something to fiddle around with in their spare time… no seriously to get a good sense of how the REAPANZ application will come together and potentially improve efficiency/quality as we go, rather than at last moment.

REAPs agree to submit to EO [email protected] on (or before) 27 May 2015.

Part Four – Courses/Activities Proposed for Funding For Yes / No answers, delete as required. For written answers, please provide your answer in the space provided, which will expand accordingly. All answers should be clear, concise, and to the point.

Course/Activity

4.1 Name/s

If you are combining ‘like’ courses/activities here, they

must be listed in this section (4.1). Refer to the guidelines

for more information on combining courses/activities.

1. ACE Digital Literacy (courses of 4 weeks or

more)

2. Digital Workshops (one off modules)

4.2 Description/s

Provide a meaningful description/s of what the

course/activity covers.

A system of Digital Literacy modules; basic course of 5 weeks, set of 18 introductory modules, 16 digital steps and then 12 advanced computing. Learners can self-select over 12 months from the beginning, through to confidence and competence with digital technology for work, or home.

4.3 Community needs

Describe:

The community need/s to be met by the course/activity and its extent within the

community

How this has been measurably evidenced by the organisation

How the course/activity will meet and reduce the community need/s (measurably).




69.6 households have access to internet (NZ: 76.8%) 73.2% access to cellphone (NZ 83.7%) Figures taken from Census 2013. WestREAP manages Computers in Homes and Stepping Up programmes (collectively known as CiH) on the West Coast (since 2004) in partnership with the 2020 Communications Trust. The Trust is at the forefront of ICT and digital uptake intel in New Zealand. Our ACE Basic Computing (Digital Literacy) course meets the need for those whānau who are ACE target priority learners but not CiH target priority learners. Around 40 adults per year: Second Chance learners who; may or may not have children, may or may not own a computer, want to learn to use devices for work or study, are learning to use IT as part of wider ALLN or a work-based training programme.

4.4 Course/activity type Select the course/activity type from one of those below.

ESOL

No NZ Sign Language

No Te Reo Māori No Other Yes

4.4.1 Literacy, digital literacy, and/or numeracy

If the course/activity is ‘Other’, select the primary focus of the course/activity from at least one

of those below:

Literacy No Digital literacy Yes Numeracy No

4.5 Eligible programmes

Sections 4.5.1 to 4.5.3 must be completed if course/activity type is ‘Other’. For ESOL, NZ Sign Language, and Te Reo Māori complete these sections only where appropriate.

4.5.1 The course/activity will target learners whose previous learning was unsuccessful.

Yes

If yes, explain how the course/activity will target, connect with, and support learners whose

previous learning was unsuccessful.

Primarily targeting learners who have not engaged with technology. Through promotion in schools, workplaces, community groups, and agencies, including Corrections, Work and Income, ACC and Dept Internal Affairs.

Initial assessment and enrolment is one to one for learners who may be resistant or lack the confidence to come into a course environment without support. Tutors have a strategy to prepare a targeted activity for each learner that enables them to experience success in their first session and establish a cycle of achievement that is acknowledged and celebrated in small steps, often.

Confidence is seen to be achieved as a milestone (in whatever form the learner takes that to mean) – we see it as; initiating learning within the context of the relevant course, supporting another learner, planning an achievable goal that extends the learner beyond the course.

4.5.2 The course/activity will raise foundation skills. Yes

If yes, describe what foundation skills will be raised when learners participate in this

course/activity.

The learner will achieve confidence and competence in using technology in their home (initially), and as a means to communicate, find or improve work opportunities. They experience achievement and begin to enjoy exploring new learning opportunities. Becoming familiar with ‘Google and the Internet’ quite naturally encourages learners to go back to interests and previous positive experiences of learning.

4.5.3 The course/activity will enhance a learner’s ability to participate in society (strengthening social cohesion).

Yes

If yes, give specific examples of how learners’ ability to participate in society will be enhanced.

Learners will be able to participate in technology based activity (Better public services goal 5) and be able to access online information, societies, trading, community activity and enrol online, learn online or apply online.



4.6 Learner profile

Describe the target learner group in terms of learner characteristics or profile.

Adults, young people over 16 out of school, older people who work and do not have digital skills and are engaged in study, returning to work or retraining for work who want to improve their computer skills and knowledge to compete in the job market, caring for children out of school who have never engaged in computing, want to maintain contact with family living away from the Coast.

In most cases our Digital Learners are those who have not had positive learning experience in the past (hence they have avoided participating in learning about technology) – in some cases the learners are those who have low or no qualifications or have worked in primary industries where computers and technology have not been part of their tool-kit, they are now retraining to take up less demanding physical work or alternative work where their industry no longer exists.

4.7 Outcomes/objectives/learning goals

Describe the outcomes/objectives/learning goals of the course/activity.

Learning goals for all digital literacy programmes are to become confident and competent with technology.

To learn to use specific devices, to engage in their children’s learning at school, to be able to apply for work, create a CV, complete a course or study, maintain contact with family and other social connections – to understand the context of the www and be able to use technology as a communication, learning and social tool.

4.8 Measuring achievement

Describe how the organisation will measure the achievement of the

outcomes/objectives/learning goals of the course/activity.

Digital Literacy achievement is measured by Surveymonkey beginning and end evaluation. These require the learner to answer questions that determine baseline knowledge and ability; demographic data, learning goals, reasons for engagement in the learning and then measure: their level of satisfaction with the course, what they have achieved, where they intend to take their learning next, how their learning has improved their home/work/life. (for all IT Learners using the programme), the survey is part of a national study (Barbara Craig, Victoria University) undertaking research into family learning – member organisations are able to use the course material and outcome filters in our own local courses, reporting and accountability

We use the ACE Outcomes tool (for learners engaged in longer term courses).

For some one off workshops we use our own ACE evaluation forms

4.9 Progression opportunities

Where applicable, describe the progression opportunities available for learners at the

course/activity’s completion.

Digital literacy learners are supported into further study through; Tai Poutini Polytechnic courses, distance based learning courses, work-based and industry training. Our own digital modules are also continually changing and developing as information technology changes and develops. Our tutors have access to a nation-wide programme of Digital literacy learning and are able to connect with trainers, tutors, techs and IT suppliers from anywhere in the country.

4.10 Frequency of delivery (runs) and funding details for the proposed course/activity

4.10.1 Enter any comments here that will assist in clarifying your entries in the table

below

Refer to the guidelines for examples of issues that could require some clarification.



Digital Literacy courses are ACE courses based on Computers in Homes and Stepping Up programmes owned by the 2020 Communications Trust and available for us to use outside of those programmes in support of learners who may not meet their priority learner category under the programme targets.

REAPS please use excel template provided by EO (coming soon!) for the detailed 4.10 A-H columns instead of this word document table below

If multiple locations are proposed, copy and paste the empty row below as many times as you require.



A

Territorial

local

authority

(TLA)

location

B

Frequency

of delivery

(runs) of

course/

activity

C

Total

number of

learners

(all runs)

D

Duration of

each

course/

activity

(weeks)

E

Hours per

learner

per week

F

Total hours

per learner

placement

F = D x E

G

Total

funding

proposed

(GST excl)

H

Hourly

price rate

(GST excl)

per hour

per learner

H = G ÷ F ÷ C

Duration (Column D) and hours per week (Column E) can be an average of multiple ‘runs’ if there are slight variations due to needs of different learner groups in the same community for the same activity. Once all activities are entered, the AVERAGE hour price across all rows should sit between $35 and $45, as agreed by Managers in March.

Part Four – Courses/Activities Proposed for Funding For Yes / No answers, delete as required. For written answers, please provide your answer in the space provided, which will expand accordingly. All answers should be clear, concise, and to the point.

Course/Activity

4.1 Name/s




One to one delivery

Adult Language Literacy and Numeracy,

ESOL

Work-based Adult Literacy Support

Driver License Support

4.2 Description/s



Learners self-refer or agency’s refer – most often in times of crisis or high need to achieve a language literacy/numeracy goal



4.3 Community needs

Describe:


community



Highest Qualification of Usually Resident population 15 years and over (Grey and Westland Districts) – Ministry of Business, Innovation and Employment, Regional Economic Activity Report 2014 Greymouth: No Qual: 31.1%, L1: 17.4%, L2: 12.1% L3: 6.5% L4: 12.7% Westland: No Qual: 27.0%, L1: 16.7%, L2: 12.0%, L3: 7.1%, L4: 12.5% (New Zealand) No Qual: 20.9%, L1: 13.0%, L2: 10.7%, L3: 9.6%, L4: 9.7% Qualification Statistics for Māori are not broken down by territorial authority these are regional West Coast: 65.5% Māori (on the West Coast) over 15 have a formal qualification (NZ66.7%) 6.1% Māori over 15 (on the West Coast) have a Bachelor’s Degree or higher (NZ 10%) 33% of Māori over 15 (on the West Coast) have no Qualifications (NZ31%) WestREAP remains the only organisation in the community that delivers one to one support for language literacy and numeracy learners. WestREAP has been engaged in partnership with Literacy Aotearoa to deliver service in Hokitika. WestREAP works in partnership with local industry and business to deliver support for workers engaged in work-based study and training.


ESOL

Yes NZ Sign Language




of those below:

Literacy Yes Digital literacy No Numeracy Yes




Yes





Language Literacy and numeracy learners come to us through self-referral – they hear of our service through friends, family, employers, pamphlets and information at the library, food bank, schools, other community organisations, when they present to an agency or an organisation seeking support and are unable to access a service.

Their learning needs are usually focused on an immediate LLN need eg: help with driver licence study, constructing a CV, filling in a form, communication with other social service providers in the community.

WestREAP Adult Literacy Practitioner engages the new learner from one to three hours (no more than 1.5 hours per session) in assessment and determining goals and outlining learning plans that are meaningful for the learner.

Early success and celebration of achievement is a focal point of each session.



course/activity.

Primarily: Language and Communication, Reading, Writing, Numeracy, ESOL. The ALP will work in partnership with other tutors; (digital literacy trainer, early literacy tutors, ECE and schools, ITO trainers and employers) to offer relevant support to the learner.


Yes


The learner gains confidence in reading, writing, communication, numeracy (Language Literacy Numeracy) and is able to: actively participate in community life, critically discuss local interest events and information, contribute to community events and activities, improve or enhance work, study and leisure opportunities.

4.6 Learner profile


ALLN Learners (second chance learners) are often very adept at avoidance of ‘learning’ and are alert to any structured, challenging or difficult (tedious) learning experiences.

We see that learners who come in, as a self-referral are often at a crisis point in their lives and have been trying for some time to make an approach or find the right person to help them reach, often a very small, reading, writing or numeric goal.



For the most part ALLN learners are very creative, often very talented at a chosen art or activity, we use those strengths to begin the cycle of achievement – to point out the learner’s strong abilities and begin the learning plan from a position of strength that the learner determines and is therefore meaningful.



To meet the learner’s immediate goal To encourage the learner to identify their strengths and re-define their learning, work, personal goals To support the learner to identify their own learning, work, or personal achievement pathway To enable the learner to begin to enjoy the learning experience and to want to continue it




Using the ACE Outcomes tool Foundation Learning Progressions ‘Snapshots’

WestREAP ACE Learning enrolment, learner goals and pathway plan, learner evaluation (used in partnership with the above, our ALP works alongside the learner to measure, plan and evaluate progress.




Learners, once their immediate goal is reached, are supported to:

Consolidate that new learning with the support of a volunteer tutor trained and supervised by

WestREAP’s ALP for as long as they need to do so as they make progress and explore their potential

and opportunities.

Plan and enrol in further learning (vocational training or returning to school to achieve

qualifications) or to meet their next lower level achievement; eg: achieving their learner licence,

constructing a CV and apply for work. In some cases ALLN learners may undertake tertiary study.

WestREAP will continue with the learner to support them through early assignments and

achievements and will work in partnership with ‘next placement’ tutors in support of the learner’s

progress.





below


WestREAP ALLN learners are not those who are formerly referred by Corrections, Employers or ITO personnel. Some are migrant workers or the adult partners of workers, they may be English speakers of other languages. They may have multiple needs; ALP counts each learner on the basis of primary need.

Course/Activity

4.1 Name/s




Emerging Learning (Gardening, Cooking, CV, digital photography, life skills

4.2 Description/s



Emerging Learning covers life skill type courses and programmes that are requested by community and are likely to attract priority learners and lead on to new learning

4.3 Community needs

Describe:


community





Community requests specific learning opportunities via WestREAP survey forms, pamphlet drops and social media requests. Activity requests are prioritised into target and non-target categories.

West Coast Tasman Police and Westland District Council contention that there are a number of (predominantly adult male) drivers in Greymouth and Hokitika who do not hold current driver licences. (Driver Licensing small groups in partnership with Westland School of Driving)

All learners complete an enrolment that requests information relevant to priority learner status. In this way we measure our strike rate in terms of reaching target learners. All learners in the target priority identification are asked to complete an ACE Outcomes survey, an ACE enrolment form, and evaluation form.

WestREAP includes at-risk youth and young people still at school in small group driver licensing programmes and workshops where this is appropriate. Young people still at school are supported by Youth Coach and Schools personnel and counted accordingly.


ESOL

No NZ Sign Language




of those below:

Literacy Yes Digital literacy Yes Numeracy Yes




Yes



Emerging Learning is predominantly adults requesting ‘Lifeskills’ type courses (including older adult requests for support for learner or restricted license study), these are learners who have not had a good experience in education. Achievement encourages them to seek another success and their learning journey will begin.





course/activity.

The course enables the learner to achieve a learning goal that is meaningful for them. The learner will identify successful strategies for learning and is able to apply these to new learning. The Adult Literacy Practitioner supports the learner to identify new learning goals – CV/Employment, Digital Literacy. Where applicable to the learner, a successful outcome motivates them to try a ‘next step’.


Yes


In all of the Emerging Learning courses, learners meet like-minded community that they may not connect with otherwise. The context is ‘learning’, rather than social; learners will make connections, form networks around particular interests and support each other’s endeavours to improve their lives, home, work and community environments.

4.6 Learner profile


The adult community, seeking to change, improve their lifestyle or learn a new skill. They may also be using learning opportunities as a way to meet new people and experience new ‘down-time’ activity.



The outcomes and objectives of the Emerging Learning courses or activities vary, depending on the material. Learners intend to master a new skill or become confident in a new activity that will enhance their home, family, work or community activity. Learning goals may include certification (such as achieving Driver Licence)






Learners will complete the ACE Outcomes survey and WestREAP’s ACE learner enrolment and evaluation forms.




Learners are encouraged and supported to take up other learning opportunities in the community (both within REAP or elsewhere).



below


All learners are ‘counted’ – it is understood that the number of non-target learners will not exceed 40% of the total number of learners.

Course/Activity

4.1 Name/s




Work-based Literacy (Referred by ITO/MA) Corrections Referrals (ALLN)

4.2 Description/s



Work-based literacy programmes work in formal partnership with employers, ITO trainers and workers already engaged in vocational training or study related to their work.

Corrections programmes work in partnership with community corrections and the Greymouth District Court to formally assess referrals and determine learning plans and activity that will comprise their community sentencing



4.3 Community needs

Describe:


community



All Greymouth and Westland District referrals to Literacy Aotearoa through ITO and Modern Apprentice contracts are referred to WestREAP in the absence of appropriately qualified practitioners in the region. Three local industries: Westland Milk Products, New World Supermarket, and Cable Price Industries have requested support for their workers engaged in other ITO or work-based training, not referred to LA. Community Corrections have requested support from WestREAP to formerly assess referrals and determine learning plans and activity for community sentencing. Scenic Circle Hotel chain have also requested formal assessment, learning support and ESOL support for workers in hospitality on the West Coast (potentially will be operating in 2015-16).


ESOL

No NZ Sign Language




of those below:

Literacy Yes Digital literacy Yes Numeracy Yes




Yes



1. This activity will target learners who are in low skilled employment and are encouraged and supported by their employer to improve their employment opportunities.

2. Or those who are identified by Community Corrections, Police or the Greymouth District Court to undertake foundation learning





course/activity.

The learning will improve foundation skills in ALLN and in work-based study or training.


Yes


Learners will begin to experience success and achievement in their learning and will gain confidence and competence in their ability to participate – both at work and in the community.

4.6 Learner profile


1. For work-based learners most often the learners are second chance learners, particularly in the primary industries these are learners who are very adept at their work but unable to complete the learning theory that will deliver the qualifications they require to be employed, to understand the text demands (Health and Safety) of the workplace or to successfully progress through their course work.

2. For Corrections referrals, the target group are most often recidivist offenders (17 and older) who have been identified by Probation as potentially benefitting from support for ALLN. Learners are not always ALLN learners or second chance learners but frequently will fit into that category.



1. Work-based programmes are developed by the ALP, the Employer/ITO trainer and the employee. Outcomes and objectives range from predominantly work-based literacy and numeracy and/or progress through specific vocational training or study programmes.

2. Corrections referrals are initially formal assessment and testing – for some (particularly those that measure higher in literacy achievement) this is the outcome that the service is requesting. For others they may request ongoing planning and learning support as part of a community sentence.




1. Work-based referrals are evaluated regularly with Employer, Trainer, ALP and learner meetings. ALP maintains structured learning plans and evaluations at each contact with the learner. All work-based learners undertake initial assessment, ongoing review and evaluation and exit plans and evaluations.

2. Corrections referrals begin with formal assessment and testing (using Foundation Learning Progressions) and full reporting including meeting with probation and the learner. Ongoing



planning, assessment, review and evaluation will include – as above (1)




1. Not applicable in terms of outcome but we always encourage and make further learning opportunities available.

2. Corrections learners will have opportunities to access other learning in the community. Target learners identified in Corrections assessments will be offered support to plan and continue their learning pathway.



below


Course/Activity

4.1 Name/s




Te Reo

4.2 Description/s



Te Reo is a 10 week Te Ataarangi course for adults working in Education, Health and other Social based services who wish to learn Te Reo Māori. The short course introduces the learning and teaching method to adults and supports their initial ‘taste’ of learning the language. We have identified that by introducing Te Ataarangi in this way we are more successful in achieving higher recruitment and retention for professionals undertaking Level 1 – 3 courses offered at Tai Poutini Polytechnic. (Many workplaces, in particular education institutions, are required to increase their skills)



4.3 Community needs

Describe:


community



The West Coast region has the lowest population of Māori (10.2% in NZ). The 2013 Census shows that in the WestREAP area the proportion of the Māori population able to hold a conversation about every day things in Te Reo was 16% (21% in NZ)

By first addressing the Teachers and parents of children in schools with Kura Kaupapa and bi-lingual classes, then moving through the wider education, health and social service provider organisations, in 2011 we saw a growing number of professionals undertaking basic Te Reo classes and wanting to continue that learning further. 2012 (40 teachers and parents in Grey and Westland) undertook Level 1 (40 week course) by 2013 a group of 24 from the first 10 week short course participated in a weekend full immersion hui at Whakatu Marae in Nelson which included 250 learners and teachers of Te Reo Māori from around the country. Those 24 will undertake the first Level 3 course in 2016. Our intention is to continue to offer the 10 week courses for adults at a minimum of 2 per year for as long as we have uptake and ongoing requests.


ESOL

No NZ Sign Language

No Te Reo Māori Yes Other No



of those below:

Literacy No Digital literacy No Numeracy No




No





Target learners are not excluded if they wish to learn Te Reo



course/activity.

The course will raise foundation literacy skills in Te Reo me ōna Tikanga Māori


Yes


The course will enable learners to confidently interact with their peers where Te Reo is used more frequently, at Marae (local and nationwide), using Te Reo Māori. Professionals in the community will be able to approach Māori users and providers of their services (and their colleagues) with a deeper understanding of their knowledge, contribution and well-being within the service context.

4.6 Learner profile


The target learner group are adults; professionals, workers, parents, both; Māori and Pakeha as well as those from other cultures working in New Zealand, who wish to learn Te Reo.





The outcome is to establish an interest in continuing to learn Te Reo me ōna Tikanga Māori




The learners will complete ACE enrolment and evaluation forms. The Te Ataarangi tutor will maintain learner progress information in partnership with the learner. WestREAP will offer a certificate of completion to those who successfully complete (to the satisfaction of the tutor) no less than 8 out of 10 sessions of learning.




Learners will progress to Tai Poutini Polytechnic course Level 1, Te Reo Māori through Level 3.



below


Course/Activity

4.1 Name/s If you are combining ‘like’ courses/activities here, they must be listed in this section (4.1). Refer to the guidelines for more information on combining courses/activities.

Voluntary Tutor Training Language, Literacy and Numeracy Training (NCALNE) Budget Advisor Training (NZFFBS) ESOL tutor Training (ELP)

4.2 Description/s

Provide a meaningful description/s of what the course/activity covers.

In partnership with Literacy Aotearoa, New Zealand Federation of Family Budgeting Services and English Language Partners, WestREAP supports training for community volunteers in the following disciplines: Adult Language, Literacy and Numeracy (NCALNE) Budget Advisor Training (Level 3)



ESOL Tutor Training (Level 3) The courses operate over weekends (4 each of direct contact) and then a period of supervision. The courses are delivered by qualified tutors sourced by the national organisations listed above and accredited to teach qualification level study.

4.3 Community needs

Describe:

The community need/s to be met by the course/activity and its extent within the community



There is an ongoing need to increase the capacity in the community for support for people with Literacy, language, numeracy, financial and ESOL learning needs. Currently, WestREAP is the only provider in Westland and one of two providers in Greymouth in any given discipline. All services are being reduced with community organisations who have traditionally delivered the services closing or merging in Buller. WestREAP is seeing increased referrals coming from Work and Income, ACC and other social service provider groups for support for people in crisis (particularly Budget Advice). We are also seeing increasing numbers of migrant workers and their families coming into the communities who do not have opportunities for learning the language and cannot access formal learning.


ESOL No

NZ Sign Language

No Te Reo Māori

No Other Yes


If the course/activity is ‘Other’, select the primary focus of the course/activity from at least one of those below:

Literacy Yes Digital literacy No Numeracy Yes

4.5 Eligible programmes Sections 4.5.1 to 4.5.3 must be completed if course/activity type is ‘Other’. For ESOL, NZ Sign Language, and Te Reo Māori complete these sections only where appropriate.

4.5.1 The course/activity will target learners whose previous learning was unsuccessful. Yes



If yes, explain how the course/activity will target, connect with, and support learners whose previous learning was unsuccessful.

Indirectly, the course will increase the voluntary capacity to support those learners informally, where formal opportunities do not exist for them. Through training we increase the opportunity for target learners to ‘find’ the support they need.


If yes, describe what foundation skills will be raised when learners participate in this course/activity.

The volunteers will gain skills to support others in the community to raise their foundation skills and be able to approach more learners than WestREAP can achieve.

4.5.3 The course/activity will enhance a learner’s ability to participate in society (strengthening social cohesion). Yes


Volunteers operate in the community targeting community events, activities and spaces where people gather. Using volunteers creates new community networks and links to support vulnerable people in the community

4.6 Learner profile


The target volunteers are predominately older people in the community, those already involved in community groups and support networks. Sources of volunteers include: Churches, Grey Power, Soroptomist, Rotary and Lions Club members schools and community organisations.



To build the capacity within the community to support ALLN and second chance learners, ESOL learners and families who need support to manage their household finances as the community groups that deliver those services are diminishing.


Describe how the organisation will measure the achievement of the outcomes/objectives/learning goals of the course/activity.

Tutor trainees will complete WestREAP ACE enrolment and evaluation forms as well as participating in evaluation processes and systems and ongoing supervision from the relevant training organisations as well as WestREAP.




Where applicable, describe the progression opportunities available for learners at the course/activity’s completion.

Tutor trainees may choose to undertake further training with their chosen organisation


4.10.1 Enter any comments here that will assist in clarifying your entries in the table below Refer to the guidelines for examples of issues that could require some clarification.

WestREAP has arranged partnerships with the training organisations to deliver training in the communities where there are gaps in provision (largely rurally isolated, smaller communities that are no longer able to sustain small Incorporated Society organisations. Those organisations contribute the cost of tutor time and the training programme, WestREAP contributes the venue, support for the volunteers to attend and the cost of travel and accommodation for the trainer. The training organisation then contributes ongoing supervision for the volunteers to completion of accreditation; WestREAP provides the venue and IT for supervision meetings (or SKYPE supervision). WestREAP’s Adult Literacy Practitioner supports the volunteer and learner match and supervises the planning and evaluations.

Documents

WestREAP Integrated Investment Plan 2016-18 · WestREAP ïs area extends from Punakaiki and Totara Flat in Grey District in the north to Haast and Jackson Bay in the south of Westland