Children With Additional Needs (SWAN’s) | SENCo - Special Education Needs Coordinator
The school provides a number of interventions for children with additional needs. Referrals are made through the Special Education Needs Co-ordinator (SENCo), Mrs. Pam Brunton.
Kerikeri Primary School is also the host school for a Resource Teachers Learning and Behaviour (RTLB) for the Kerikeri District Cluster.
Whilst some additional programmes and external supports are provided, our preferred approach is to utilise Learning Support staff and the Classroom Teacher to provide differentiated learning experiences that cater for SWAN’s within the classroom environment. However, some interventions are best applied outside of the general classroom environment. If your child has additional needs we look forward to discussing their needs and how we can cater for these at KKPS.
Children with Special Abilities
We recognise that there are a wide range of students with many different abilities. At the primary level, many children with special abilities are just discovering their potential.
Our programmes catering for exceptional abilities recognise that children may either demonstrate high performance, or show potential for high performance.
The focus of our special ability programme is based around the need to provide differentiated curriculum opportunities that both extend and enrich the learning of these children in a variety of ways. These include:
- Environmental Sustainability – Enviroschools, ‘Waste Wise Warriors’
- School Leaders
- Future Problem Solving
- ‘Options’ Programme – a range of authentic learning opportunities that children opt in to for 1 session per week over a block of several weeks. Learning experiences may include art and craft, music, sport and physical activity
- Garden to Table initiative
International Competitions and Assessments for Schools (ICAS)
Future Problem Solving
Global Issues Problem Solving (GIPS) engages students in deep learning as they grapple with existing or emerging international issues.
After researching the term’s topic, students are presented with a one-page futuristic scenario, the ‘future scene’ which implies existing trends and adds futuristic elements. They research the topic in depth, then learn and apply the six-step future problem solving process.
Students work in teams of four, with a teacher/mentor, Kate Hollard, who facilitates their research into the current topic and helps them to learn and apply the six-step problem solving process.
From February to September the students study the three set topics and work through the problem solving process. The students’ booklet is sent to a national team of evaluators who assess it and return it with comprehensive feedback and feed forward.
Top placed teams from the Qualifying Problem compete at the National Finals for the chance to win a place to represent New Zealand at the International Finals in the USA in June the following year. ‘Y’ division teams (up to Yr 6) compete at Nationals but are not eligible to compete at the International finals.
Kerikeri Primary School has a proud hstory of excellence in Fture Problem Solving, earning places in both national and international finals.
Philosophy for Children (P4C)
At Kerikeri Primary School we value thinking. In 2015 our community expressed a strong interest in children being taught explicit thinking skills. As a result, we adopted the Philosophy for Children curriculum.
Think of doing philosophy with children. What picture does this conjure up? Should we imagine classes slaving over the works of Plato or listening to a lecture on educational philosophy? Think again.
Whether it is truth or beauty, friendship or fairness, what’s right or what’s real, philosophy deals with so many things that children love to discuss. Set these ideas and concerns in stories and novels written for children. Add to this the procedures of classroom inquiry based upon the philosophical tools of reasoning and imaginative exploration. Top it off with a teacher whose role is to develop and challenge the students thinking. This is the starting point for philosophy for children.
“The students become accustomed to asking each other for reasons and opinions, to listening carefully to each other, to building on each other’s ideas”
– Dr. Matthew Lipman
Traditionally, philosophy is the discipline primarily concerned with logical, critical and reflective thinking, the development of reasoning competence and the analysis of meaning. Philosophy is thinking dedicated to the improvement of thinking. It is both open-ended and rigorous.
Philosophy taps children’s natural curiosity and sense of wonder. It engages them in the search for meaning and enriches and extends their understanding. It strengthens thinking and reasoning skills and builds self-esteem. It helps to develop the qualities that make for good judgment in everyday life.
P4C puts into practice, in a synergistic way, all of the Key Competencies in the New Zealand Curriculum. Mounting international research shows P4C results in significant gains in so many areas identified as needed by New Zealand children…
- Critical reasoning
- Self Esteem
- Reduction in bullying
- Communication and interpersonal relationships
Topping, K.J. & Trickey, S. (2004). Philosophy for Children: A systematic review.
Research Papers in Education, 19(3).
Children at Kerikeri Primary School engage in a formal Philosophy session every week. Philosophical themes are also integrated across the curriculum.
English for Speakers of Other Languages (ESOL)
Children who qualify for support are given tailored ESOL programmes that support them in accessing the New Zealand Curriculum. If your child has ESOL needs, please discuss these during the enrolment process.
Outreach Therapy Pets
This is a joint initiative between St John and SPCA Auckland. The programme involves volunteers and their pets visiting rest homes, hospitals and other health services as well as some schools.
Animal-assisted therapy has been shown to promote emotional wellbeing and it’s also used as an added therapy for children suffering from a variety of illnesses. Contact with gentle animals provides comfort and helps people to feel more positive.
We currently have two dogs working with children in the library environment. They absolutely love Meg and Gyser who have been through special training.
Project Island Song