Special Groups and Support
Children are selected for the group or intervention that is most appropriate for their needs at the time. The members of some groups are rotated during the year to ensure all children have appropriate support and also to ensure they don't miss too much of the regular classroom programme. Child support people work with many children, individuals and groups, inside the classrooms to ensure they can access the curriculum.
Reading Recovery/Quick 60
All children are tested using the 6 Year Survey ( Clay) when they turn 6. From the lowest scoring children
A number are chosen to participate in the Quick 60 Reading Programme.
Most children are discontinued between 20 and 25 weeks of instruction at approximately level 17/18. Any
children not achieving at an appropriate level after an adequate period of instruction are referred to another
Specialist i.e. The Resource Teacher of Literacy or The Resource Teacher of Learning and Behaviour.
Most discontinued children are placed in a SEG group to ensure they maintain their achievement level.
Senior Literacy Group Programme
12 children from the Senior school (years 5-6)work in a group 2 hours Monday to Thursday with Mrs Slade.
The focus is English Literacy aimed at the specific needs of the children. It also reduces the class sizes in the Senior school for the 2 hour Literacy Block enabling equity for all children.
Remedial Reading Groups
Children from Years 2 to 6 who are achieving below an appropriate Reading Level have small group instruction daily
with Mrs Slade.
This year approximately 30 children will participate in this remedial help. When they can read confidently at
7 years they graduate to Reading Support. or if in the Junior school they return to an appropriate group in the classroom.
The programme is evaluated and the participants are assessed at the end of each term. The groups are adjusted to the needs.
These groups work on speaking listening and reading with an emphasis on developing vocabulary and English language structures.
ESOL
Mrs Slade runs ESOL groups for the newest learners of English The children are identified by considering prior knowledge of their background, observation of their language skills and the use of scores from their testing, ELLP and ESOL Booklets. The grouping and focus can change during the year according to the needs of the children and the resources available.
Because of the large number of children with ESOL backgrounds at this school all programmes including classroom, remedial e-learning and school wide professional development focus upon developing Oracy and Literacy in English. The focus is vocabulary development through an integrated approach introduced by intensive Professional development delivered by Jannie van Hees from 2008 - 2012.
Special Groups and Support
Children are selected for the group or intervention that is most appropriate for their needs at the time. The members of some groups are rotated during the year to ensure all children have appropriate support and also to ensure they don't miss too much of the regular classroom programme. Child support people work with many children, individuals and groups, inside the classrooms to ensure they can access the curriculum.
Reading Recovery
All children are tested using the 6 Year Survey ( Clay) when they turn 6. From the lowest scoring children
12 are chosen to participate in the Reading Recovery Programme.
Most children are discontinued between 20 and 25 weeks of instruction at approximately level 17/18. Any
children not achieving at an appropriate level after an adequate period of instruction are referred to another
Specialist i.e. The Resource Teacher of Literacy or The Resource Teacher of Learning and Behaviour.
Most discontinued children are placed in a SEG group to ensure they maintain their achievement level or have a buddy reader.
Reading Support (yrs5/6)
Mrs Jenni Clarke co-ordinates the Reading Support Programme in the school which runs from 10 a.m. until 11 a.m. daily in the Library.
A large team of volunteer tutors from the wider community are trained and scheduled to support the children from the middle and senior school who need daily reading practice. This programme provides up to 2 years improvement in reading levels for the children involved in one year by giving consistent, positive support. Mrs Clarke is also responsible for the initial testing of reading for new enrolments and the end of year testing from years 3 to 6.
Reading Support (Yrs 7/8) 12 students in yrs 7/8 need intensive remedial support with their reading. Mrs Clarke is responsible for the programme that is administered by Child Support Staff.
Child Support Workers
A team of child support workers (teacher's aides) are supervised by Mrs Jarman to work along side children with ESOL, learning, behaviour or health needs in and outside the classroom as required. These workers are rostered on for playground duty at morning tea time daily. Child support workers carry out a specific programme provided for each individual child or group by the classroom teacher/specialist involved.
Maori
A Kaiako is employed by the school on a part time basis and teaches each class for 30 minutes per week, covering the objectives of the curriculum and the local needs. The teachers are required to stay in the room and assist with classroom management and learn with the children. The contexts for learning comes from the School Wide Inquiry projects.
Classroom teachers reinforce the weekly specialist lessons by integration into the routines and culture of the classroom.
Whaea Safron coaches weekly the School Pounamu Maori Culture groups. These groups starts in term 2 because term 1 has camp and swimming.