Achievement Challenge Three: Strengthening the learning and wellbeing of Ākonga with additional learning and emotional needs: Facilitating better access to services for priority and targeted ākonga internally and externally.

Targeted and priority ākonga are those who have been identified as not experiencing success at school to the level of which they are capable. This can include neurodiverse and gifted students as well as those with needs arising from other differences in thinking, processing and responding to the sensory and relational environment. Children and young people at risk of disengagement are also included as targeted and or priority ākonga. All of these tamariki deserve the opportunity to make accelerated progress. Early identification and response to need has long-term benefits for children and young people. We need to be more systematic in how we identify a child’s learning support needs, so they get assistance as quickly as possible. This must be conducted using a holistic strengths- based approach that may include school or cluster – wide, targeted, or individualised approaches suitable to each educational setting (Early Childhood, Primary and High School).

We believe it is our responsibility and obligation to care for every child in our Inglewood community so that they reach their highest potential throughout their educational journey. It is imperative that we as educational professionals form strong links within the community, with whānau and with external agencies to ensure that we have the knowledge and relationships to facilitate meaningful access to any services required. Streamlining of pathways and relationships will encourage a one – plan holistic approach with each Inglewood child at the centre. The collaborative responsibility of all concerned will ensure early identification and intervention are prioritised. Our Inglewood children will have educational professionals walk alongside their whānau to help them reach their desired outcomes.