Copy
View this email in your browser
Kia ora <<First Name>>
Te Ara Koropiko West Spreydon School Newsletter
Term 2 Week 2
Thursday 13 May 2021
Click here to go to our School Website
Upcoming Dates:         
 
 
May                              

Cross Country                                                   21

School Photos                                                   28 

Kahukura Choir Rehearsal 9.30-12pm       31

June

Library Van at School                                        2

Teacher's Only Day                                            4

Friends and Whanau meeting                        14

Fono/Hui                                                            16

Kahukura Music Festival (Senior School)    23

Dancing like the Stars (Senior School)         24

 
July

Library Van at School                                       2

Friends and Whanau meeting                         9

Term 2 Ends                                                        9
Term dates for 2021
Welcome to our new tamariki

Tumuaki / Principal News

 

I had a fantastic holiday break away in Kaiteriteri. The caravan was hitched on and facing down the driveway on Friday night, awaiting my clothes to be thrown on board and we were off on Saturday morning.  I ran into several of our school families after they had completed their 6 day walk in the Abel Tasman. I had wondered if I would see them. It was lovely to catch up with them.  I hope you had some family time, while managing work commitments.

We have had many visitors through the school already. Some are undergoing build projects and others have been with us all the way as we fought for a new school. Some have come to see how the learning works and how spaces are used. We are proud and grateful.

Landscaping

Our landscaping design is nearly ready for a “Press Go.” as the board finalises the money they need to commit to the project, and we get the final approval from the Ministry of education. As soon as the details are completed we will make the plans available to you so you can see what’s on the horizon. It is so exciting. When everything is completed we will have a big official opening celebration.

Yuck!

I realised over the weekend that there was a downside to having a beautiful school where we welcome others,when I noticed a local family, not a school family, using the grounds as a toilet. I was cross. The mum denied it and I resisted pointing out that the children had chosen toilet spots directly underneath the cameras.

Our Kahukura Community of Practice schools are all having the same problems with local people bringing their dogs into their schools (click this) and allowing the dogs to poop where children play. Our children are playing in the stones and stepping into very unpleasant “scotch eggs.” 

School Pool

The pool will reopen this year for school families and for the community. There will be changes as a result of the disruption and stress that a few people caused to our school families. I was shocked when I found out about the break ins, intimidating behaviour, abuse of the key system and general disregard that a few locals had for our school. Sadly some of the breaches were from ex school families where their  children or the adults,  brought in a string of mates,  and other current  families, left the gate open for their friends to come in without a key.I have been working with the Pool Committee to clarify our policies and establish systems that protect everyone, and hopefully mean that everyone is safe and happy at the school pool. I have talked with other schools and also checked their policies.

I have been thinking through how we can:

  •  lessen the workload for the few on the pool committee and share the responsibility for overseeing the pool use in out of school time

  • Monitor pool behaviour and take action when someone chooses to ignore consideration for others and our rules

Some of the ideas floating are:

  1. Defining a household as the people living in that house permanently. This means that anyone who brings extras will lose their key immediately with no refund

  2. Everyone with a key must complete 5 pool duties. That way they contribute to the wellbeing of others, lessen the workload of a few faithfuls,  and ensure that we can sustain the pool for generations to come

  3. All key sales come through the school office, with principal approval. 

  4. All keyholders must attend an orientation/information session

  5. Out of school families will require a current school family or staff/board member to second/sponsor  them and be approved for a key by the principal

  6. Utilising the high definition cameras so that intimidating, anti social behaviour will result in immediate cancellation of the card with no refund, and a possible referral for police prosecution.

I loathe having to adopt a hard nosed approach, but I cannot have a repeat of the terrible behaviours of a few who held the community to ransome. It is my job to make those tough calls, and I will do it gladly to protect the families who play by the rules. I suspect that a few families will be surprised when their application for a key is denied. So be it. The wellbeing of our precious tamariki and school whanau matter more than the opinions of a few outliers. 

Thank you to the families and trainee teacher who have donated money for the benefit of the children. Your generosity always astounds me. It is rare for schools to have such a commitment from the community.

 

ERO report

For the past 7 years we have worked with 6 other schools to share information, professional learning, expertise  and personnel for the benefit of the children. We are The Kahukura Community of Practice. Our boards and lead teachers have also worked together. We were not funded by the Ministry of Education because we refused to meet the criteria and restrictions that came with being a kahui ako. Our boards have funded all initiatives and across the 7 schools we have made remarkable changes. ERO was very interested in what we were doing; hence a special review. Last night the report was launched and we were thrilled to hear that our model of collaboration has reached the attention of government ministers as an effective model, with a clear focus on improving outcomes for all children.

Thank you to our school board, who stood with the 7 Principals, and their boards,  as we pushed back on the status quo and you  let us develop a community of practice that works. Out of this came our Kahukura Cultural festival, Music festival, Change Makers learning, Te Mana Ake, Deep Learning and Maori Achievement Collaboration

If you are interested in reading the report, it is on the ERO website as of 4pm May 10th.It could help with insomnia. Just saying.

Neufeld Conference

The world has changed with Covid-19, and I am currently trying to attend an online conference about attachment, trauma, anxiety, aggression, defendedness…. It’s harder than I thought to find time to watch each seminar without interruption. I have 33 x 1 ½ hour sessions to learn from and 90 days to access the conference. So far the maths isn't working. I would love to be able to bring Gordon Neufeld back to Aotearoa so we could share his wisdom with you again.

Here’s a little snippet from Gordon Neufeld on how you can help children to  bounce back from the stress of school

Bouncing Back After School: Heart Hygiene for our children by Gordon Neufeld 

Like some 60 million other kids in Canada and the USA, two of my youngest grandsons are about to go back to school. I find myself thinking about their emotional health and well-being. One of the grandsons doesn’t admit to his wounds very easily – physically or emotionally. He tends to withdraw into a sullen mood when hurting (very much like his grandfather). The social normality of going to school camouflages its emotional enormity.

School is stressful for most kids – even if they enjoy it and can’t wait to go. The reason for this is simple: stress is caused by facing separation of one kind or another. Like all mammals, we are dependent upon togetherness to survive, so it follows that facing separation is what threatens us to our very core. Since togetherness can be experienced in many ways – being with, being like, being on the same side, being part of, mattering to, feeling loved by, or even being known and understood – the ways of facing separation are equally varied. And for the most part they remain hidden from view, unless one knows how and to whom (or to what) a child is attached.

Going to school – no matter how much a child loves school – will involve facing separation from his or her working attachments. If one is attached to grades (as I was), school can be a never-ending source of alarm. School is even more stressful if the primary reason for going to school is to be with one’s friends. If one is attached to one’s peers (as most of my boyhood friends were), any sense of closeness is accompanied by an increased apprehension of the separation that can ensue, and ultimately does. And the more important one’s peers are to a child, the more stressful the peer interaction becomes and the deeper the wounding. So school, for all of these reasons and more, is stressful.  

I find myself, like millions of other parents, hoping that the sensitivities of our children (and grandchildren) will not be too overwhelmed by what awaits them in the corridors, in the classroom, or in the school-yard. However, for many it will be overwhelming and there is little we can do about that. But I know something now that I didn’t know as a beginning parent. I now understand that what happens at school does not have to put their emotional health and well-being at risk. What happens AFTER school is key. 

Let me explain.

The most amazing and paradoxical thing about stress is that the more we are subjected to it, the less we actually feel it, or feel anything for that matter. Our brains have evolved the most remarkable capacity to tune out our feelings when needing to perform in stressful or wounding situations. If school isn’t one of the most wounding or stressful scenarios in our society, one would be hard-pressed to figure out what was – except for a troubled home, of course.

Unfortunately our children are showing the increasing impact of this stress, along with the corresponding loss of feeling. All the indicators of stress are up – aggression, boredom, attention problems, bullying, anxiety, agitation, adrenalin-seeking, depression, suicide, and suicidal thoughts.

The irony is that this epidemic loss of feeling is largely going unnoticed and unrecognized. When children lose their feelings, they perform better in stressful and wounding situations. When children lose their feelings, they seem less troubled, less upset, less concerned, less impacted. When children lose their feelings, they can seem to most adults, experts included, that they are actually doing better.  

The terrible truth of the matter is that this loss of feeling is at the very root of the troubles our children are having (and in turn, the troubles we are having with them). Developmental science has come to understand that feelings are essential to emotional health and well-being, to emotional maturation, to fulfilling togetherness, to becoming fully human and humane. Feelings are the heart of the matter, so to speak. We can only afford to lose our feelings for a relatively short period of time: when performance becomes more important than growth, when ‘doing’ becomes more important than ‘being’, when the conditions for the realization of potential need to be sacrificed for the work of the moment.

So what is the answer to this dilemma in which the children of today are spending a good portion of their day with their brains actively defending against feeling? The answer, in short, is not so much what happens IN school but what happens AFTER school! The very feelings that have been tuned out when under duress are meant to bounce back when the threat is over and the child feels safe. But this has to happen in a timely way, or the brain loses the ability to properly interpret the feelings and link them to the triggering events.

In other words, school children desperately need an end-of-the-school-day-experience where their feelings can bounce back. They need a safe place where emotions can thaw out, where emotional armour can be doffed, where their feelings can catch up with them, where the impact of stress can be reversed. This bounce-back experience is pivotal … and the sooner it happens after being shoehorned into a wounding environment, the better.

Safety is key. There are two natural oases of safety for children. A child feels safe when feeling close to someone to whom they are deeply attached. A child also feels safe when fully engaged in an emotional playground; this can be a piece of music, a favourite story, a solitary space, some pretend play, or even creating a piece of art. Screen play doesn’t serve as an emotional playground as it is too stimulating and outcome based to serve the emotions. My favourite emotional playground as a child was a swing my father built me. I recently realized that I have never grown out of this emotional playground nor my need for it; rarely does a summer day end that doesn’t have me on a swing in wait for my feelings to catch up with me. Unfortunately the end-of-the-day rituals and customs that enabled emotional recovery are fast disappearing in our society.

If, upon collecting our child after school, they should burst into tears and seemingly vomit their feelings all over us, we should take some comfort in the fact that all is right with their emotional recovery process. It is a good thing that their feelings are inhibited during school so that they can perform in a wounding environment and not become dysfunctional because of hurt feelings. It is a wonderful thing that our child experiences us as a safe space for their feelings to catch up with them. And it is pivotal to their emotional health that  feelings are recovered so that they can do their work of cultivating resilience and growing our child up. This is all as it should be, emotionally speaking; we don’t need to know the details – about what happened in school or with their school-mates – for emotional recovery to happen. 

So as our children go back to school, let us resolve to provide for them an après school experience where their feelings can catch up with them. There could be no better investment in their emotional health and well-being.

School photos Archive

Have you checked out the school website and found the photo archives through the decades? We have had ex pupils contact us from overseas and locally. 2026 is the school centenary. Maybe you would like to be on the organising committee. A keen group could smash out the organization of a weekend of celebrations in a few weeks. Let us know if this sounds like you.

Every day I get a little gem from at least one child that makes me laugh or remember my humanity. It would be easy to get lost in the paperwork or policies. Our business is about opening a whole world of learning for children. We do that best when we work together. 

Take care of yourselves and enjoy the special moments that each day brings.

Best regards

Marriene

Harakeke 2
 
In Harakeke 2 we have been learning about measurement. Our focus has been on length and how we can measure this in different ways. Some students have been measuring gingerbread men, their hands and monsters with both non-standard (cubes/blocks) and standard (rulers) units of measure. Others have measured different sized parcels to see if they fit through the slot of the post box. We have even made paper planes of different designs and measured the lengths they flew to decide which design is best. 
School Leaders Corner
 
 
Hi, my name is Connor. I am 10 years old. My hobbies are football, basketball, touch, scootering, skateboarding and gaming.
Some of my responsibilities as school leader are to look after young kids that might be sad, let down or hurt. I use my six C’s which are creativity, collaboration, character, citizenship, critical thinking and communication. I also use my triple A’s which are attitude, adventure and achievement.
I think being a leader means you have to role model, use a growth mindset, be kind and responsible to others.  
Thank you.

Hi, my name is Stevie and I am one of the eight school leaders. I am ten years old and I have been going to Te Ara Koropiko West Spreydon School for six years.
Some things I like are: Music, hockey, and baking. I also am very creative and I love LEGO! I also love hanging out with my friends and having fun with them.
Things that make a good leader are dreaming big, using an open mind and trying something new. You have to use a growth mindset and all of our triple A’s: Attitude, adventure, achievement. You also need to use: Creativity, collaboration, citizenship, critical thinking, communication and character.
Being a leader you need to be sensible, you need to be strict too, but mainly, friendly and calm.
We are very privileged to have a chance to learn in our new school and we shouldn’t take it for granted. The Year Six’s last year didn’t have a chance to see and work in the new environment.
Thank you. 
PALS

Ruby Kubiak-Wright, Deborah Time, Aleeyah Christie-Hilton, Ron Cole, Serena White, Peter Nieuwenhuijsen, Jayden Taylor, Pasene Foma’i,Tevita Sau, Poppy Ferguson
Board of Trustees

We would like to give Marriene and her Kahukura community of practise Principals a big Congratulations!! The ERO report on the way they collaborate and share resources was launched on Monday at an event at Te Pae Kereru Cashmere Primary and it paints a very positive picture for the Kahukura school students’ education success. These principals opted out of the Government suggested Kahui Ako system of collaboration a few years back and the report shows that has worked in our favour but also shows areas they can continue to grow in.  The reports and recommendations are available for you to read at the office or online at the ERO website. 

As a board we took a wander through the learning spaces at our last meeting and it was really insightful to see how spaces are being used.  

Now we’re home, property conversations have turned towards landscaping. The plans look amazing and our wish list was ambitious but we hope to soon secure our contractor so works can get underway. The board will contribute saved funds towards the landscaping so there is a rigorous process to allocate the money and be sure it is spent well. 

Our next meeting is June 14th at 4.30pm. The Agenda will be available one week prior on the school website. 


Abbey Parsons
HEALTH AND SAFETY

Fencing 
As of the beginning of Term 2 we were hoping to have a lot less fencing around and potentially the landscaping would have gradually started. However, this has not happened due to delays with tenders for our landscaping. 
Our grass is looking a lot lusher and temporary fencing will start to come down as the weeks' progress. 

School Car Park
Reminder to not park in our school car park the school car park is for staff and guests only. Please continue to park on the road. 

Reception
If you are coming to pick your child, during school hours please ensure that you have signed in and out through our vis-tab. 

Lateness
Children who are late to school must report to the office before entering their classroom. This is to ensure that all children have been accounted for. 

Defects 
With a new build, there will always be some defects. Marriene, Jared and I are in discussion with the Ministry regarding the defects that we have noticed around our school. These have been passed onto the Ministry to action. However, if you happen to notice something out of the ordinary please let one of us know. 

Emergency Procedures 
Last term we practiced our planned emergency procedures. This went really smoothly and children are now aware of the different alarms for the different evacuations, they are also aware of the meeting point when we have to evacuate the buildings. 
Parents if you are ever on-site when we have an evacuation drill or the real deal please follow the school's evacuation process also. 
Our assembly point is on the field on the street side of the playground. 

Helmets 
Reminder, all children need to be wearing a helmet if they are going to ride their scooter, bike, skateboards at school.

School Hours 
Please do not send your child to school any time before 8.30 am or collect your child any time after 3 pm. . Children can not be asked to wait on the playground or around the corner unsupervised this could cause a huge risk to their safety. 

 


Friends and Whānau 2021

Any questions please contact us at wssfriendsandwhanau@gmail.com.

Bank details
For all Friends and Whānau run fundraisers the bank account details are:
West Spreydon School PTA  
12-3482-0034345-00
Skool Loop App

Please get the Skool Loop App so that you are receiving all current school information!
If you have any questions ask Matua Jared.
(03) 338 8184   |  147 Lyttelton Street, Spreydon   |   admin@westspreydon.school.nz   |   Attitude, Adventure, Achievement
West Spreydon School Website
Our mailing address is:
Te Ara Koropiko West Spreydon School
2 Halswell Road
Hoon Hay
Christchurch, New Zealand 8024
New Zealand

Add us to your address book


Want to change how you receive these emails?
You can update your preferences or unsubscribe from this list.

 






This email was sent to <<Email Address>>
why did I get this?    unsubscribe from this list    update subscription preferences
Te Ara Koropiko West Spreydon School · 2 Halswell Road · Hoon Hay · Christchurch, New Zealand 8024 · New Zealand

Email Marketing Powered by Mailchimp