8 minute read
Measuring the impact of classroom release time done differently
At St Francis Xavier Catholic School in Whangārei, classroom release time has been reimagined as an engine for connection, leadership and enriched learning. Through Tuakana Teina Time, mixed-age whānau teams work with specialist teachers in a programme that is purpose built to strengthen relationships, grow student leaders and deliver a rich, values-aligned curriculum.
At St Francis Xavier Catholic School in Whangārei, classroom release time is a key driver of connection, leadership and learning.
Through a schoolwide initiative called Tuakana Teina Time (TTT), students across all year levels come together in mixed-age whānau teams to learn, lead and grow alongside one another.
It’s an approach that turns release time into something far richer than cover for teacher planning. It is a deliberate, values-led programme that strengthens relationships, builds student leadership, enriches the curriculum and creates visible culture shifts across the school.
Principal Bernadette Hall says rather than slot in more relievers, they asked, “What if we created something that aligned with our school’s values, our special character and helped strengthen relationships?”
Values-led
Bernadette is clear about the foundation stones of the programme, saying it’s about building quality, real-time tuakana-teina relationships, access for tamariki to a full curriculum and valuing expert teachers within the school.
The tuakana-teina approach sees older or more experienced students (tuakana) guide and support younger ones (teina).
“The tuakana-teina approach was the right fit because our school year levels are already structured into whānau teams,” says Bernadette.
“Each team has all year levels from Year 1 to Year 6, with buddy systems in sports and buddy reading already in place. TTT takes this to the next level, with full-day mixed grouping and rotations in sports, STEM, drama, dance, music, religious education and art.”
The approach works well within St Francis Xavier’s five whānau teams of Manaia, Parihaka, Hatea, Kauika and Pukenui, all named after areas in Whangārei.
“It’s meant our students can better identify with their whānau team, learn the meaning of their whānau name, its history, and align future activity and collaboration in a more cohesive way.”
“Religious education is integrated into other areas of study through the liturgical year,” says Bernadette.
“Religious education is integrated into other areas of study through the liturgical year,” says Bernadette.
“Art and performance can reflect religious education as well, through storytelling, drawing, re-enactment of events, or celebration performances of liturgical events.”
From concept to classroom
The shift began with a conversation that would define the success of TTT.
“I met with four of our contracted relievers to see if they would be keen to use their specialised skills in a different way; a way that meant they worked together as a team, each teaching their speciality to a whānau team once a week.
The four release teachers – Emily Nakouzi, Brad Kini, Renee Proctor and Gaylene Smith – were on board straight away, bringing expertise in music, drama, art, STEM, physical education and religious education.
“It enabled the four to be a team themselves, not working in isolation as contracted release personnel. They were given full trust to design, discuss and plan for TTT days,” says Bernadette.
The St Joseph’s Room became their hub, a gathering place for students, a base for resources and the heart of the day’s flow. From there, students moved to different parts of the school.
“Art would occur in a vacant classroom, drama and dance in the parish hall, STEM in the science space.”
The timetable was crafted so each whānau had two of their five CRT days per term dedicated to TTT, with the other three kept flexible for teacher needs such as testing or professional development.
“If the term was less than 10 weeks, we doubled up and had TTT run twice a week to accommodate that.”
Introducing a schoolwide change required preparation, buy-in and trust.
“We reiterated to staff that TTT did not take away from their CRT in any way, but two of those CRT days a term would look different for the students.”
Professional learning was also key, and ideas for this started in term 4 2024. In 2025, the principal and leadership team agreed to work with Momentum Learning on change and school culture as an investment in continued positive practice through change. This was backed by the school’s board.
Evidence-led from the start
TTT is built on clear evidence, including student voice and pastoral data which showed new entrants, ESOL learners and some juniors felt anxious or disconnected early in their schooling.
“A pattern emerged showing that younger students were more engaged when they felt known and supported by older peers, and that frequent absenteeism may be better supported by a stronger tuakana-teina approach.”
This shaped decisions such as selecting tuakana for empathy, grouping teina for natural connection and co-designing activities with tuakana input.
“We intentionally selected tuakana students not just for academic success but for empathy, cultural grounding and relational strength,” say Emily and Gaylene.
From the outset, TTT was structured to generate both qualitative and quantitative evidence.
“We collect student surveys, reflections, focus groups, teacher observations, anecdotal feedback, PB4L behaviour data, attendance tracking and classroom engagement reports.”
The goal is to support TTT to be not just relationally positive, but making tangible differences to student belonging, behaviour and learning.
Gains in curriculum and culture
Teachers report that students are more engaged, better behaved and genuinely excited on TTT days.
“Students show a deliberate, positive, engaged attitude to their learning in TTT sessions with all teachers,” says Bernadette.
Classroom teachers notice that quieter students often come alive in mixed-age settings, and tuakana take pride in leadership roles.
“Younger students now recognise more students outside of their own classrooms who are in their whānau teams … older students feel empowered as role models and it has raised the confidence of our Year 5 and 6 ākonga to collaboratively lead with pride and purpose.”
Bernadette says TTT is enriching areas that can be difficult to fit into busy timetables, particularly arts, drama, music, STEM, and a much wider implementation on the delivery of religious education for understanding.
“Learning of new dances of whole whānau teams was shared in the Matariki school concert and full school dance on whānau celebration day to the whole community. We have rotating art displays in our communal space, continuously updated with student creativity and skill progression.”
Performances at Matariki, the Northland Marimba Festival, church choir services, and cultural evenings showcase the learning. “The mahi and skills aren’t just kept behind closed doors,” beams Bernadette.
Teachers link the programme to growth in key competencies:
Relating to others: improved collaboration and empathy.
Managing self: responsibility for roles and tasks.
Participating and contributing: active involvement in cultural and community life.
“The tuakana-teina approach undoubtedly develops the key competencies,” adds Bernadette.
“We see initiative, positive relationships, active participation, aroha and thoughtfulness of others, and growth in independence and resilience – particularly for the teina.”
Challenges and advice
One challenge has been changing some teachers’ mindsets so they view TTT days as genuine learning time, not an interruption to ‘core’ subjects.
“Music, art, RE, STEM, adventure-based learning and dance are as important as other curriculum areas, and allow all students to shine,’’ says Bernadette.
Her advice is to choose your team carefully, keep the team consistent, timetable well in advance, and ensure strong principal support.
“Seek teachers for TTT who have known strengths or leadership in particular fields … you don’t want to be switching out TTT teachers throughout the year. Choose team players who will plan, give feedback and manage students well.”
In 2026, the school will allocate a larger budget to TTT to expand performance and community engagement opportunities.
“We intend to keep this programme growing and going. Teachers now enjoy and look forward to their release day together as a team … and their students look forward to it too.”
Ngā kōrero a ngā tauira | What students say
“We get to learn a Matariki dance and do cool activities,” says Leon, age 10.
“I help younger children. I get to be a leader,” says Aidan, age 8.
“Big kids are helpful – they listen and show us how to do things,” says Anaya, age 5.
Key data and evidence
Baseline insights
Student voice and pastoral data showed new entrants, ESOL learners and younger students needed stronger peer connections.
Behaviour and engagement data indicated that older peer support could reduce playground issues and boost attendance.
Existing whānau team structures provided a strong foundation for mixed-age mentoring.
Evidence collected
Student surveys, reflections and focus groups tracking belonging, confidence and leadership growth.
Teacher observations on engagement, collaboration and self-management.
PB4L behaviour records showing reduced incidents during TTT days.
Attendance data indicating improved participation for some previously reluctant students.
Early impact
Increased oral language and participation in discussions.
Stronger tuakana leadership skills: empathy, patience, initiative.
Teina showing greater confidence, independence and resilience.
More students contributing to school events, cultural performances and community activities.
Teachers report higher-quality, more collaborative CRT time.
Why it works
Consistent, specialist release team with strong cultural and relational grounding.
Embedded in existing pastoral and cultural structures.
Designed to serve both student learning and teacher wellbeing.
