Abstract:
There is growing concern in New Zealand that one in five children are not achieving literacy and numeracy at an acceptable level. The program Smart Start with (PMP) was developed because children were failing to acquire the „access skills‟ of reading and mathematics in the first years at primary school. There is little current evidence to demonstrate the effectiveness of Smart Start with (PMP). Aim: The aim of this study is to investigate whether Smart Start with (PMP) has an affect on learning, behaviour and social confidence in a new entrant classroom. Methodology: The research design is quasi-experimental and a mixed method approach was utilised to gather data from an intervention school delivering Smart Start with (PMP) and a control school that does not deliver the program. Quantitative and qualitative data was collected. Measures include new entrant baseline academic achievement scores. Classroom behaviour observation, classroom teachers‟ questionnaire and interview, parent helper informal interview and a free text paper survey. Results: There was little impact on baseline academic achievement at the intervention school; however there was high level support and satisfaction from teachers, parents and other school stakeholders. As a result of engaging in Smart Start with (PMP) children at the intervention school appeared to acquire competency in the foundation skills required for success at school. These results are tempered by small sample size and short length of intervention timeframe.
