Scope Of Practice

Hui te mārama hei purapura ora

Working together to nurture and support the wellbeing and growth of mokopuna

Dr Wayne Ngata, Raukura – Chief Advisor Te Ao Māori (2019)




RTLB follow the new Learning Support Delivery Model where this is in place:

The Ministry’s Learning Support Delivery Model (LSDM) aims to strengthen how learning support is provided so that all mokopuna get the right support, in the right place, at the right time. He Pikorua provides a framework that supports us as practitioners to deliver learning support services within the LSDM.

We also support in the following areas as part of our work:


    1. Transitions

When a learner moves from one cluster to another, clusters work collaboratively to ensure smooth transition processes:

• RTLB request parent consent to share information

• the cluster manager notifies receiving cluster manager

• former and current RTLB make contact to share relevant information.


    1. Communities of Learning (COL’s)

The RTLB service works collaboratively with the learning support facilitator function within clusters of schools to identify those mokopuna who have additional needs. RTLB work flexibly with others to provide the most appropriate response to support the achievement of mokopuna, including strengthening teachers’ confidence to manage their diverse needs.


    1. Special Assessment Conditions (SACs)

RTLB will assist schools/wharekura to establish systems to identify mokopuna likely to benefit from SAC and to gather evidence for making SAC applications.


    1. Assistive Technology (AT)

Assistive technology allows students with additional learning needs to take part in the environment they learn in. RTLB can support schools make applications for AT.


    1. Ongoing Resourcing Scheme (ORS)

RTLB support schools by providing assessment data (formative, observational, etc) they may have collected over the course of the learning support provided. Baseline and outcome data from RTLB will add to teachers’ Overall Teacher Judgements (OTJ) and form a holistic picture of a child or young person in their education setting.

RTLB’s thorough knowledge of the ORS guidelines enables them to support schools to decide if a student meets one of the nine ORS eligibility criteria and where appropriate to complete the application process following the clear prompts provided on the application form.


    1. Positive Behaviour for Learning (PB4L) & Incredible Years for Teachers (IYT)

RTLB work collaboratively with the Ministry, to plan and deliver programmes to meet local needs. RTLB are trained to deliver the Incredible Years Teacher (IYT) programme and some attain IYT accreditation.


    1. Te Kahu Tōī Intensive Wraparound Service (IWS)

RTLB in conjunction with schools/kura and Ministry of Education Learning Support make IWS applications for eligible mokopuna. RTLB may be in the lead worker role when a mokopuna is accepted into IWS, and will remain engaged throughout the wraparound process, for as long as is needed.


    1. Residential Specialist School (RSS) only Pathway

A young person can now enrol in a residential specialist school (RSS) through the new RSS only pathway. All applications are made through the young person’s learning support provider in their home region. This could be a Ministry specialist, an RTLB, a day special school, or a fund-holder school. RTLB remaining engaged throughout the enrolment period is required to support transition and if any issues arise for the student while they are enrolled and attending an RSS.


    1. Gateway

For those mokopuna new to care RTLB will:

  • facilitate a joint-agency meeting within 0-4 days

  • develop a plan that addresses the immediate needs of the child or young person and covers the first month with provision for ongoing monitoring

  • be the Lead Worker during the first month, if the child or young person is not a current client of Ministry of Education Learning Support.

  • work with the classroom teacher/kaiako on strategies to ensure the child/young person settles and succeeds in class

  • work with the classroom teacher/kaiako to ensure the identified education needs are met

  • undertake any assessments that may be necessary

  • be a key member of the inter-agency group and work to strengthen the link between education and other agencies supporting the child, including the Ministry of Health

  • work with the teacher/kaiako to complete the Education Profile and return it to the Child, Youth and Family Social Worker and the Gateway Assessment Coordinator

  • provide on-going high-quality education information and feedback to the social worker

  • contribute to the development of the Inter-Agency Service Agreement (ISA).


    1. Children's Teams

Oranga Tamariki are currently shifting Children’s Teams to a new, community based approach. As this shift takes place, the Children’s Teams will continue to operate. Referrals will continue to come to Oranga Tamariki, who in turn will contact and involve relevant specialists (including RTLB) to support at risk mokopuna.


    1. Bilingual Assessment Service (BAS)

The RTLB Bilingual Assessors work with a bilingual assistant in the child’s first language to assess a learner’s functioning and achievement in their first language, and collect information about social and emotional health, and other factors that might be affecting their performance at school. The RTLB assessor prepares a report that summarises the information gathered from the assessment and recommends ways to meet the learner’s needs. This may include learning and behaviour support by an RTLB.


    1. RTLB role with English Language Learners

Migrant and refugee background mokopuna with additional learning needs, including those who receive ESOL funding, are entitled to learning support services available in New Zealand schools/kura if they meet the eligibility criteria.