ENROLMENT
ENROLMENT
Educational Environment
In working together to provide the best possible education we believe:
That children need to experience success and feel good about themselves.
That children are individuals– learning programmes aim to recognise individual differences and needs.
That thinking and information skills need to be actively taught.
That school and home work together to provide for children’s education.
Children need sound routines, clear boundaries of acceptable behaviour, guidance in learning how to put things right. This restorative
process involves families and schools working together.
The values, aspirations and wishes of the people who live in the community need to be reflected in our programmes of work.
Starting at School
Whakaurutanga i to Tamaiti ki te kura.
Before your child starts visits, please feel free to visit and ask questions.
Principal Enrolment Meeting:
You will be asked to meet with the Principal. This is a sharing of information opportunity to ensure your child’s start to school is successful.
Wellbeing Transition: We have introduced a wellbeing transition so students, whanau and teachers can get to know each other.
First 2 days start 8.50—11.10
Second 2 days start 8.50—1.30
Last day, Full school days begin 8.50—3.00
Children cannot be admitted or start before their 5th birthday. You can enrol your child prior to starting or on the day they begin. You will need to complete a school enrolment form and produce a birth certificate. A copy of their immunisation is also needed.
Starting primary school is often one of the most exciting times in your child’s life, but it can be an anxious time too.
Help prepare them with some basic practical skills before they start.
All children are different, but being able to do even a handful of these things by themselves will help them feel more confident when they get there.
Practical Skills to Learn before Starting School
Being able to sit still and listen when they're asked.
Talking in full sentences to ask for what they want.
Going to the toilet on their own and being fully toilet trained.
Feeling comfortable speaking to an adult/teacher to ask for help.
Being able to take off their coat and put on their own shoes without any help.
Being able to open up and enjoy looking at books.
Being independent and comfortable to do some things on their own without adult help.
Having good social skills and the ability to interact and share with others.
Understanding the word ‘no’ and boundaries it sets for behaviour.
Understanding the word ‘stop’ and that such a phrase might be used to prevent danger.
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