Respectful caring relationships are at the heart of a learning community in setting the safe and supportive context in which teachers and learners engage and learn. The maintenance of such relationships involves every member of staff.
The focus on driving and sustaining improvement in outcomes in this school involves solution seeking processes typified by innovation and whole school participation. The principal describes the approach that supports this ongoing activity as more entrepreneurial than hierarchical.
A deliberate approach engages family and whānau in learning centred relationships. This approach expands and strengthens the community of learners so that more active support and opportunities are provided for all the children.
In response to student voice, this school sought external expertise to provide opportunities for the children to learn more about their identity, language and culture. For those involved, the opportunity to develop new knowledge and understandings is just the beginning of the journey.
Data and information about teaching and learning is made highly visible and the interpretation and response are a collaborative process. Leaders and teachers reflect on the role of data in professional relationships and how an open approach builds capability and confidence to respond to the challenges that need to be addressed.
Members of a school strategic change leadership team discuss how a significant drop in the NCEA achievement outcomes of their Māori students, which had been consistently tracking upwards since 2009, created a context that required a critically reflective analysis of both cohort and individual data, alongside a review of the current tracking and monitoring processes and tools.