Our college addresses most of the diverse characterstics ably: college is a co-educational state secondary institution (49% male and rest, female). 50% of the student population is NZ European, 23% is Maori - rest of groupings are , 7% Pacific Island, 6% Indian and 6% Asian. The college regards itself as a leading school in the region in terms of academic, sporting (Kieren Read was our student) and cultural activities (our Kapa Haka group is enchanting). Its philosophy of personal excellence is constantly articulated and reinforced by the staff. The college places great importance on community and student input. A policy of self review is part of our vision. The staff are expected to meet the needs of individual students as far as is possible.
Te Kotahitanga and Positive Behaviour for Learning were effectively implemented. We believe these two programmes had substantial impact on our school community and culture. These noticeable impacts transformed us to be more tolerant community of learners and created a 'healthy' friendlier tone in and outside the classroom. Our value system was redefined concertedly and the process made clearer and transparent. We want to claim that we pioneered Restorative Behavioural system which created the basis of our behavioural management system.
Last year we were practising Matauunga Maori Approach in our self-development and Professional Development which influenced the community in the process of evaluation in Culturally Responsiveness and Relational Pedagogy, advocated by Kia Eke Panuku's (building on success) 6 principles: whanaungatanga, Mahi Tahi/ Kotahitanga, whakapapa, Ako, wananga and kaupapa. The overarching questions we wanted to address was how does my classroom practice support: Ongoing Student Learning and Collaboration between Teacher-Student, Student-Student, Student, Parent/Whanau, Teachers. Our school culture, generally represent, a culture of openness, collegiality and support.
The college is connected to ultrafast broadband, and includes wireless internet access across the school. School's daily classrooms are now almost fully BYOD (80%), providing opportunity to the learning community to reach the community, country and finally the world better.
1) Papakura Local Board Profile (initial results from the 2013 Census):
February 2014, Social and Economic Research Team,
Research, Investigations and Monitoring Unit, Auckland Council.
2) Stoll, L. (1999). School Culture: Black Hole or Fertile Garden for Improvement?.