OUR SCHOOL CULTURE

Our school is the only intermediate school in the region, because of this we have students from over 30 contributing schools. We are decile 5, but receive children from decile 3-10 primary schools. We have a mix of urban and rural students. This year we  have 216 females and 255 males, a combination 128 Year 7 students and 243 Year 8 students. The main two ethnic groups are 152- NZ Maori and 282- NZ European.

The culture that our school is striving for

Our school culture is based on strong relationships and involvement.  Staff are available to students in their classroom before school and in break times to foster positive relationships. We are encouraged to make contact with at least three families a week to pass on positive news about their students. This helps strengthen relationships between home and school. As Ed Dukelblau mentioned in 2015, it’s the staff that stays put, they are responsible for the culture of the school.

We offer a wide range of opportunities from cultural, sporting and arts for students to be involved in. Kapa Haka and choir are run during class time, so they are a valued part of the curriculum.

Six years ago we put in place PB4L and use A.D.M.I.R.E for our school word (Active Brain, Dependable, Managing Self, Interacting, Relationships and Excellence). Having A.D.M.I.R.E has given consistency to the values that our school has, students and staff are encouraged to use A.D.M.I.R.E throughout the school. This is unique to our school setting the tone for our culture.

The professional environment in our school

We have a positive collegiately amongst the twenty teaching staff who plan and work collaboratively within syndicate teams and curriculum teams. Eight teachers are also completing the MindLab course and share a common goal and give each other support. 

Stoll and Fink (1996) look at the norms of improving schools and as a staff we are addressing how we need to model A.D.M.I.R.E to one another as well as with students. This year, we spent two teacher only days unpacking how this should look.  Our staff changes yearly and it is essential that we are inclusive and supportive of new staff, striving to continuously improve.

Issues around the socioeconomic status of the community, the school culture and professional environments.

Some children come to school without breakfast due to lack of money or time in the morning.  A breakfast club has been introduced, so children can eat breakfast and start their school day with a full tummy.

After running an Education Outside the Classroom programme for years that offered no choice and was expensive we changed it to a user pays programme. The two days now can cost from $5 - $170 depending on the option the child and their family select. 

A Board concern was our large class numbers and a number of students not achieving at national standard, so they have decided to fund a teacher assistance fulltime between two classes to increase the adult child ratio.  

We run a technical craft programme and students all complete science, music, home economics and design technology.  This is at no cost to the student, so no child misses out due to their socio economic status.

References

Gargiulo, S. (2014). Principal sabbatical report. 

Stoll (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. 

The school culture is discussed and the importance of fostering a positive culture in the school is explained
Academy for SELinSchools. (2015, Apr 28).What is school culture and climate? [video file].Retrieved from https://www.youtube.com/watch?v=Z-_NvhlcusQ