Burnham School Whanau Hui Feedback

Burnham School Whanau Hui Feedback

Thursday 27^th May 2010, Burnham Camp Whare, 5pm-8pm

Question One: What do we do well?

• This Hui- initiative
• Welcoming inclusive atmosphere
• There is Open Communication
• Parent inclusion
• Proactive Approach
• Principal uses Te Reo
• Children doing their Mihis
• Noho Marae Yr 5 Camp
• Kapa Haka Yr 5- kids felt happy pleased and informed.  There is a sense of belonging, pride and children enjoy singing in Te Reo.
• There is support from the Army and from Burnham Kindergarten
• Foundation in Reo, some Tikanga, Children are educated in the Culture, understanding Powhiri.
• Study Leave for Teachers
• The School promotes community spirit.
• Long term commitment from supporters, and an ongoing commitment to doing things well.
• There is support for children’s emotional and educational needs.
• Learning is fun for the children.
• Life- long friendships among the children and adults.

Question Two: Do you believe we are meeting the needs of our Maori students? Why?/Why not?

1.    Parents:

Difference in parents awareness of their children’s needs.

              What are the needs of your child/ren in terms of things in Maori?

              -grounding in whakapapa, self awareness, belonging.

2.    Teachers:

Teachers approaching parents to identify needs.

Children’s input:

• Yes
• We learn Maori in fun ways
• We have had heaps of Maori culture experiences
• Learning Maori actions
• Stories of Maori Legends
• Because the teachers teach in Maori, there are numbers in Maori placed in classrooms.

Question Three & Four: What do we need to do to improve how we cater for Maori students? Ideas for the future of our school...

Suggestions:

• Maori education in school as part of the curriculum (main stream).  As provided by NEG’s.
• Is it meeting family needs?
• Kapa Haka is only for seniors, is it possible to create something similar for Juniors?
• Kapa Haka groups to perform and compete.
• Taiaha/Poi
• Strong Links to Marae/Kuia
• Have a Kaumatu Day, every term
• To include Kuia from camp to be involved.  Tap their knowledge in Te Ao Maori and their experiences.
• Treaty/Languages courses and workshops
• Celebrating Maori Language Week and Matariki
• More Mihi’s
• Stronger bond between Kindergarten and School.  In transition process What can parents do?
• More Crafts
• Maori Language classes, 10 mins a day.
• Two Hui’s a year
• Reporting Process can be strengthened
• Educating the children about The Treaty.
• Parents getting involved, giving children homework to take home to mum and dad.

• Continuity, kids with tutors, school with tutors, Burnham Camp with the School and parents with children and School.
• Teachers from Linton/Waiouru/Burnham to Hui together to assist continuity and transitions.
• Buy in from the “top” down (Ministry of Education)
• Parents, staff, BOT and Community (immersed learning)
• From the “bottom” up have a sense of belonging in preparing for next step-up.
• Seamless transition for children through relationships from pre-school to Hight School.
• The Big Brother Concept-Tuakana teina in and out of School.
• Is there information in the School Library in regards to the History of Burnham School? If not can there be resources available?
• Are there Maori Art shown around the room, hallways.
• Keep developing teachers and staff for future.
• Use of collective schools( other schools, etc)
• Understand School Logo’s, symbols, carvings, etc
• Whare development

Creativity and Activity

One of the wonderful things I've been reflecting on recently is how the arts (e.g. dance, drama, music, visual art) stimulates learners in different ways. The engagement and delight created by the Dancing Like The Stars programme is an excellent example of how learning through the arts can engage students in different ways. It is also a reminder to us as educators to use the arts as a means to activate what we may view as the more 'traditional' learning areas at school.

Our soccer and hockey zones sports is postponed until next week and so we hope the weather allows us to get the children involved in this great event next Tuesday. Every child in our senior school will participate so as to provide the opportunity for every child to learn through being an active part of the team. On that note I'd like to acknowledge the hard work of our wonderful PTA team who put on a superb disco last Friday - thank you for your support it is appreciated. There are many ways in which we as a school activate learning through the arts and through being physical, and I invite you to come and have look yourself.

Dancing Like The Stars

Last night Room 7 performed at the James Hay Theatre as part of the 2010 performance of the Dancing Like The Stars programme. This programme is put together by the Dance and Physical Theatre Trust and we had support from the Selwyn Community Board for part of the fundraising required to bring this event to Burnham School.

We had a large turnout of parents and families to support us on the night and here are some photos for you to enjoy:


This event is a first for any school in the Selwyn District and we are extremely proud of our tamariki for their dance. The students, supported by Gemma Odering and Pam Golding, have also undertaken fundraising to meet the costs of the programme. We are extremely grateful for this help and to the Selwyn Community Board and hope to be able to make this event an annual part of our learning.

Whanau Hui A Huge Success

Here are some photos from our whanau hui. Kia ora to everyone who supported us and contributed. We will publish the ideas generated as soon as we can.

Leadership

"Is leadership something you have or something you gain from experience?"

Recently I had a most interesting conversation with a parent who asked me whether our intention for the Student Leadership Council was to develop leadership or to reward it. My response is that we want to do both. Developing leadership in our tamariki is a theme that is coming through strongly in our curriculum consultation.

Our Student Leadership Council have now met a number of times and are learning how to run a meeting and how to effectively manage their responsibilities in the school. Our intention is to involve students from all levels of the school in this leadership responsibility, which we plan to develop in order to represent student views from every class. 

There are many opportunities in classrooms in which students are given opportunities to lead - which start with developing self-management skills and lead into organising others and eventually leading others. 

In which ways do you think the family or sporting/cultural experiences help develop leadership skills in our young people? 

I invite your thoughts on this post...

Speed Zone Petition for Selwyn District Schools

Amy Adams, the local MP for Selwyn District, is leading a petition across our community which is aimed at lowering the speed zone outside our schools. Our BOT has tried for a number of years to get the Selwyn District Council to lower the speed zone down Godley Road and has only had it lowered to 75km/hr.

We believe this is far too high and so this request is a bit of a 'no-brainer' in my view. We also have the support of Colonel Phil McKee on this issue. We have distributed petition sheets to the Four Square and BOOST and encourage you to sign them. If that doesn't work, you can sign a virtual petition online at this link:

http://www.ipetitions.com/petition/schoolspeedzonesselwyn/

The petition is due to be presented to the SDC on June 14th. There is more detail from Amy below...

Amy Adams, MP for Selwyn, has launched a petition to the Selwyn District Council for a reduction of speed outside schools in the Selwyn electorate. 

 A number of schools still have a speed limit of 100kmh outside their school gates, and Ms Adams is aiming for the speed outside all schools to be no more than 50 km/h.

 “How can we expect people to slow down and be prepared for a child when they are permitted to go past a school gate at 100kmh?” says Ms Adams. “The last thing any driver wants to do is hit someone, especially a child.”

The wording of the petition is: We, the undersigned, request the Selwyn District Council to reduce the speed limit to no more than 50 km/h during pick up and drop off times outside all schools in the Selwyn District.
By clicking on this link, you are able to add your name to this petition on-line.
http://www.ipetitions.com/petition/schoolspeedzonesselwyn/

As the legislation stands, local authorities have the power to decide what speed limits should be in and around rural schools. “I regularly hear from principals, teachers, parents and pupils, who all identify speed on rural roads as one of their greatest safety concerns for schoolchildren,” says Amy Adams.
“Rural councils have told me that they're worried that there is little justification for large reductions in speed. They are hesitant to reduce speeds around schools because they worry about a backlash from drivers.” “It isn't good enough to put convenience before the safety of our children. Our communities are calling for this, and council should be delivering.”

 When children are crossing there can be high volumes of traffic, manoeuvring vehicles, and parked vehicles obscuring visibility. Each year between 2001 and 2005, around 500 child pedestrians and cyclists were injured or killed each year during school terms. Speed limits play a fundamental role in effective speed management to encourage, help and require road users to adopt appropriate and safe speeds. Getting drivers to reduce their speed near schools is important, especially as it significantly increases a child's chances of surviving an accident.

 The Ministry of Transport states: “The faster drivers are going the more difficult it is to avoid hitting a pedestrian in their path. An alert driver travelling at 50km/h will travel 30 metres after reaction/braking before coming to a complete stop. The same driver travelling at a 100km/h will move five metres further than this before even reacting and, once braking has started, will travel a further 69 metres before coming to a complete stop.
The speed at which pedestrians are struck is vitally important in determining how seriously they will be injured. Pedestrians stuck at 32 km/h have a 95 percent chance of survival. If they are struck at 48 km/h their survival chance decreases to 55 percent. Finally, once the impact speed reaches 70km/h the survival chance is virtually zero.”

Please sign this petition, which will be presented to the Selwyn District Council on June 14.
Hard copy versions are available for signing at Rolleston and Lincoln New World, and all school offices in the Selwyn District. This petition can be signed by anyone, regardless of age.

Maths Made Easy Community Software Plan

We are participating in the CSP (Community Software Plan) featuring great value bundles of the newly released Maths Made Easy series. The CSP is also introducing bundles of many titles previously featured with great savings of up to 85% off retail price. 

Many students at our school have benefited from EDAlive software in the past and this year the savings are even greater. Please consider making an investment. As part of this our shcool will receive a FREE Unlimited School Site Licence for the EdAlive software title of our choice. If lots of parents support the programme we will also receive a FREE school edition of Maths Made Easy. Please return your orders to the school by 4/06/10.

Air Force Museum Spy Games Holiday Programme

Psst…. Hey YOU.… Yeah YOU…. Want to be a spy these school holidays?

Come along to the Air Force Museum’s July school holiday programme Spy Games and you will get to: attend secret code workshops, learn about observation and deduction, carry out real-life surveillance and complete super spy missions. You will also make new friends and participate in lots of fun games and activities. You can book for a 4 hour or a 6.5 hour programme, multiple days or a whole week. Parents can also enrol with WINZ to receive OSCAR subsidies.

5 – 9 July and 12 – 16 July for 5-12 year olds

8.30am – 12:30pm (4hr $25/day) or 8:30am - 3.00 pm (6.5hr $35/day)

Week long programme (8:30am – 3pm) = $170 per week with NO added costs.

Spaces are filling fast, so book today on (03) 343 9504 or email programmes@airforcemuseum.co.nz to become an Air Force Museum spy these school holidays.

New Kapa Haka Tutor

I'm both sad and excited with this announcement. Joe Murray, our kapa haka tutor, is unable to continue in this role of kapa haka tutor at our school due to changing work comittments.

We have been lucky enough to secure the support of SSgt Tama Andrew, the cultural liaison officer for the Third Land Force Group, as our new kapa haka tutor. Tama has agreed to tautoku (support) us while we search for a more permanent person to lead and develop this awesome group in our school. Tama is a highly experienced kapa haka tutor and we are delighted to have his expertise in our school.

Tama we welcome you to our team and look forward to learning from and with you.