Senior leaders have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.
Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn.
The relationship between the principal and trustees is described in terms of how trust and confidence is built through effective listening and transparent reporting, interrogation and discussion of information.
Careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community.