2020 Respect Leaders

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It was lovely to have a visitor in the school last week.   Mrs Barry brought in a baby lamb that needed to be cared for across the day.  She was a hungry little lamb and a very tired little lamb by the end of the day.

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Celebrating Matariki

It was lovely to catch up with many of our families and ex students for our New Year Puanga celebration. The morning started wet but the rain held off.

A Pohutakawa tree was planted in memory of Gerrard Williams-Bogileka by his whānau in our Memorial Garden.

Our Roopu birds  (Kereru, Ruru and Tui) were blessed by Mātua John and then into the hall for bacon and egg butties, venison, scrambled eggs, sausages, weetbix and fruit.

Our Kapa Haka group performed and sang a tribute song to Gerrard.  It was a great opportunity then for parents and whānau to walk through the classrooms and share with the children the work they have been doing.

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 2020 School Organisation:

 

Roopu Ruru:

Room 1:        Miss Geard              Year 2 & 3

Room 2:        Miss Attwood          Year 2 & 3

 

Roopu Tui:

Room 4:        Mrs Ray                     NE – Assistant Principal

Room 5:        Miss Woodhouse    Year 1 & 2

Room 6:        Mrs Keohane           Year 1 & 2

 

Roopu Kereru:

Room 10:      Whaea May            Y5/6 Deputy Principal

Room 9:        Mrs Brown                Year 4 & 5

Room 8:        Miss McKenzie         Year 5 & 6

Room 7:        Miss Rudduck          Year 3 & 4

Positive Culture for Learning

We know that by establishing and maintaining a safe and effective environment that places positive relationships at the centre, the academic and behavioural competence of all learners will be maximised. Restorative Practice and Zones of Regulation supports students to foster self-regulation and emotional control.  Self-regulation skills are vital for the success and happiness of our children.  Self-regulation abilities have a strong correlation to high academic success. The concept of wellbeing encompasses the Physical, Mental, Emotional and Social and spiritual dimensions of health and this is taught through Healthy Active Learning.

 

Major Components

  • Sustainable school-wide action plan designed by staff, students and community to meet the needs of the school.
  • Consistent approach to discipline based on established respectful relationships through collaborative consultation with the whole school community.
  • A programme designed to improve the learning environment by teaching critical skills that help students become competent, responsible and caring.
  • Positively stated expectations for all students and staff.  (Clear definitions that all staff, students and parents can understand and remember)
  • Clear procedures for teaching classroom universals
  • A continuum of procedures for encouraging demonstration and maintenance of these expectations.
  • A continuum of procedures for discouraging problem behaviour.
  • Procedures for monitoring and evaluating the effectiveness of the system on a regular basis.

 

Hauora Strategic Goals

  • Continue to develop clarity and consistency of Restorative Practice
  • Using data to support problem solving strategies
  • Explicit teaching of Positive Culture for Learning
  • Continue to use Circle Time across the school
  • Develop Hauora Handbook for teachers
  • Develop Hauora Action Achievement Plan to align with Literacy and Numeracy
  • Explicit teaching of Healthy Active Learning
  • Health Promoting Schools – Kids Can/Breakfast Club/Milk and Fruit in schools

 

 Healthy Active Learning

The concept of wellbeing encompasses the Physical, Mental, Emotional and Social and spiritual dimensions of health. At Whanganui East School,  Hauora is holistically taught through Healthy Active Learning. Hauora aligns with the schools’ approach to PC4L.

Taha Tinana: Physical Wellbeing

  • The physical body, its growth, development, and ability to move, and ways of caring for it.

Taha Hinengaro: Mental and Emotional Wellbeing

  • Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively.

Taha Whanau: Social Wellbeing

  • Family relationships, friendships, and other interpersonal relationships; feelings for belonging, compassion, caring and social support.

 Taha Wairua: Spiritual Wellbeing

  • The values of beliefs that determine the way people live, personal identity and self-awareness. 

 

 

What is Restorative Practice?

 

Restorative Practice is a relationship-based approach to dealing with conflict.

Restorative approaches help students to own the consequences of their actions and are able to participate in the process of ‘putting it right’.

Children will encourage children to think about how their behaviour has affected others, both pupils and staff.

 

How does Restorative Practice work at Whanganui East School?

Should instances occur between children or children are displaying problem behaviours we have a WARM conversation.

During this conversation, we move through a process where children accept responsibility for the effects of their actions and move towards genuinely removing the hurt caused to all those involved.

 

Restorative Language

When children find themselves in conflict or upset we will ask them –

What has happened?

How did it make you feel?

How did it make them feel?

Who did it affect?

What needs to happen now to fix it?

How can you stop this happening again in the future?

 

You will notice a difference in the language that is used in the school.  Restorative language is fair, a respectful way of speaking to each other and we will expect everyone in the school to use it.

 

Restorative Practice is not new, many schools have been using it for over 20 years.
It has proven to improve behaviour, respect, and responsibility in the community.

 

We have noticed using this approach that:

  • We have reduced disruptive behaviour, conflict and bullying
  • Improved behaviour, learning and attendance
  • Developed empathy, honesty, responsibility, accountability, emotional literacy and a positive learning environment

 

 

Parent Hui 2020

What a great evening to meet whānau and have an informal chat and share how our tamariki have settled into school this term.

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School Holidays/Term 2 2020

School holidays will start early, from 30 March to 14 April inclusive. Schools at this stage will be closed for 4 weeks for all students as of Wednesday 25th March.

During the holiday break, staff will be developing distance learning options for Term 2 and distant learning will begin on April 15th.

Totara Puku Kindergarten

We are really lucky to have onsite Totara Puku Kindergarten.  It is exciting that we celebrated with them,  their 1st birthday this year.  The Kindergarten offers 20 free hours for all, have 100% Qualified teachers and cater for infants to 6 year olds.  Their hours are 8am until 4.30pm, Monday to Friday.  If you would like to know more phone 88 55 860 or pop in for a visit.

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2019 Literacy Quiz Team

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Education Life Caravan – 2020

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Anti Bullying Week 2019

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