Socio-economic status

Schoolgrounds

SCHOOL BACKGROUND

Stoll (1998) recognises and acknowledges 3 dimensions contributing towards school culture: relationships, organisational structure (including physical environment and management systems) and the learning nature within a school.

It is important, then, to acknowledge the history, culture and climate of our school before discussing the socio-economic status of our school as this helps paint a background to what our school is today.

Our school is of Catholic character.


Our mission statement is to provide a faith enriched education within a supportive Catholic environment that promotes excellence in all aspects of every child's learning.


Our vision is that B.O.T. and staff will create a safe, stimulating and positive learning environment where children:

• want to learn
• are encouraged to take responsibility for their own learning
• have high Literacy and Numeracy skills
• treat themselves and others with respect and dignity
• participate willingly in all school activities
• are provided with opportunities for leadership, teamwork (collaborative) and the development of life skills

Senior students assisting with public
kiwi night walks

Our values are:

• Christian based
• recognise and acknowledge the uniqueness of each individual
• foster a spirit of honesty, integrity and respect of self and others
• promote the partnership of home, school and parish
• communicate openly with staff, parents and community
• protect and develop the environment
• recognise and affirm school spirit and traditions
• value commitment and team work
• honour our bicultural heritage and the cultural diversity within our school

Our school was founded in 1890 by the Sisters of Our Lady of the Missions. It is set in a small coastal town in the Eastern Bay of Plenty. 

We have a roll of just under 200 pupils from a wide catchment area. Over the past few years our school has become very multi-cultural although the majority of pupils are of Maori/European descent with many families able to trace their association with the

Participating and contributing towards a shared meal

school back to the founding sisters. Our school, therefore, is of a stable learning environment.

While staff turnover is low, the school is well-balanced culturally and gender wise. Teachers work together collaboratively. 

Socio-economic Status

The majority of our students live with both parents in their own home with a smaller number living with one parent or parent and step parent. While some parents receive government assistance, all parents are very supportive of their children as well as the school. This is witnessed during any school event or function. Our town, however, reflects our decile rating of 2.

How does all of this impact me as an educator in our school and our students as learners?

With many families being connected over a long period of time, it is important to acknowledge those relationships via the learning chosen to 'delve into' such as Ko wai au? Who am I? It is also important to acknowledge the rich human resource our school has on our 'door step'. It is important to value the family connections with Turangawaiwai as well as Te Tangata te Whenua.

According to Stoll (1998), stagnation could result from an 'aged' school. The new Innovative Learning Environment has helped to update the school's environment and is a new challenge for teachers.

Students from a variety of backgrounds involved in teamwork as they plant a garden they will later harvest and eat together.

So, having become an enviroschool this year has opened up many opportunities, for staff and students alike, to be involved in a variety of activities that promote the vision we have for our school.

Create a safe, 

Staff involved in tracking local kiwi

                stimulating 
                            and positive
                                           learning environment.

All students given opportunity to lead
regardless of age, gender or background.

Providing a stimulating
classroom environment

acknowledging our heritage, tikanga and language

What about achievement data?

Exploring scientific thinking

Data shows disparity among boys particularly in writing.

Data shows of those boys there is a disparity among Maori.

Significant improvements were made in engagement through Science 

and Digital Technologies, however, an introductory stage for teachers meant that a consolidation of new learning period was needed as well as time for teachers to trial new approaches. 

What impact does this have for educators at our school?

Continued professional development as part of C.O.L focusing on writing, and professional development on raising Maori achievement, particularly among boys.

References

Stoll, L. (1998) School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London. Retrieved from http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-culture