What is inclusive education?
Children and young people learn best when they feel accepted, when they enjoy positive relationships with their fellow learners and teachers, and when they are able to be active, visible members of the learning community.
Enacting Te Tiriti o Waitangi principles, inclusive learning communities do the right thing by learners and communities (tika), with integrity (pono) and with care and sincerity (aroha).
Who can access additional support?
At HPS we believe that when teaching, learning, and assessment recognise and respond to the unique differences of individuals, all students can learn.
While most of our children excel, some need some extra help. In selecting services, we seek to provide the best possible support to provide equitable access for everyone.
Learning support needs encompass a wide range of educational, physical, health, emotional, social and behavioural difficulties that can make it more challenging for students to access the curriculum.
Students requiring additional support are identified by teachers in consultation with whanau and individual students - often via the information your child provides in their Infinity Learning Map. For students with a diagnosed specific learning disability, neurodiversity or a short term injury/incapacity an Individual Education Plan (IEP) or Individual Behaviour Plan (IBP) will be devised in conjunction with the student’s teacher, whanau and SENCO. These plans are updated regularly.
How do We support learners at HPS?
In the majority of cases, we provide support and acceleration through creating differentiated and adapted programmes within our inquiry-based transdisciplinary learning approach within each studio. Students will only be withdrawn for support if this is considered to be the best option. Withdrawal programmes for both extension or support only operate for a short period of time so that students remain connected to their peers and the learning programmes within their studio.
Possible support programmes:
Quick60 literacy support
Fundamental Movement Skills - in conjunction with Counties Sport
PMP - Perceptual Motor Programme
Field of Dreams Sports Camp
At times the support of outside agencies may be sought with parental permission. These agencies may include, but are not limited to:
Resource Teacher of Learning and Behaviour (RTLB)
Resource Teacher of Literacy (RTLit)
Ministry of Education Learning Support Team eg Speech Language Therapists, therapists for students with moderate to severe behaviour or developmental needs
Te Puawaitanga - Counties Manukau Child and Adolescent Mental Health
what is UDL?
UDL is designing learning to meet the diverse and variable needs of all students in our school.
Providing high quality education is a matter of social justice.
A foundation principle of The New Zealand Curriculum is inclusion: that no-one will be left out or discriminated against. That everyone will have access to learning in a way that works for them.
As every student learns differently, schools must create flexible, barrier-free learning environments if all students are to become successful, lifelong learners.
Universal Design for Learning (UDL) can help schools and kura design learning environments that are flexible, and where there are no barriers in the way. It is a framework that enables equitable access and participation in education.
How does the studio support learners?
Planning, teaching, and learning in an inclusive way enables all students to access the learning areas, key concepts, approaches to learning, learner profile attributes to develop learner agency.
We believe that when teaching, learning, and assessment recognise and respond to the unique differences of individuals, all students can learn.
As an inclusive school, Hingaia Peninsula positions every student as an active, capable learner.
All students working within the New Zealand and IB-PYP curricula
Planning for all students, drawing on whānau knowledge and, when required, specialist support
Valuing diverse learning outcomes through rich assessment
Collaborative teaching and learning
Learning partnerships between teacher and students
Recognising learning, progress, and achievement across settings
The school curriculum able to be adapted to meet individual learning needs
Differentiation and adaptation of the classroom curriculum and school environment being embedded in the school culture
Teachers work collaboratively to seek solutions to suit their students, studio, and school.
We know that students progress at different rates in different learning areas, depending on their individual strengths and learning needs.
Some students will learn and progress within one curriculum level for an extended period of time – sometimes the majority of their schooling. Others may not be working at the same level as most of their peers but over time progress through several curriculum levels. An individual student may be working at different curriculum levels across different learning areas. Regardless of the level, all learning is valued and all progress and achievement recognised.