POINT VIEW SCHOOL
PROSPECTUS CONTENTS
Welcome from the Principal
An Introduction to Point View School
Vision Graphic
Core Beliefs and Logo
Strategic Priorities
Analysis of Variance
ERO Report Summary 2009
Services Available
Special Programmes
Health and Physical Education Statement
Staff List and Organisation
Board of Trustees
Family and Friends
Term Dates
School Map
Uniform Requirements
Walking School Bus Information
Newsletter Subscription QR Code
Educational Acronyms and Terminology
General Information for Parents
POINT VIEW SCHOOL
MESSAGE FROM JUDY PARR, PRINCIPAL
Welcome to the Point View School community. We trust that
everyone who visits our school or engages with us on-line will sense
what a special place this is for our students, staff and community.
What a privilege it is to be part of this exciting learning environment.
As you walk around the school you will see students on task with
their learning, teachers engaged with their students and rooms awash
with quality work and stimulating displays. There are extensive
professional learning opportunities for staff and there is ongoing
professional dialogue amongst teachers. Our students are happy,
healthy and keen to learn. We celebrate the wide range of cultures in
the school. We have great facilities, in terms of buildings and
learning resources. We also have the unending support of a highly
competent Board of Trustees, an active Family and Friends group
and the wider community.
Our learning is focused on preparing our students for their future. We use a cross-curricular
integrated approach for planning student learning. Our school inquiry learning model underpins
much of our student work, with a focus on rich tasks and purposeful, real-life contexts. Our digital
technology is extensive and well utilised. Analysis of student achievement data shows that most of
our students achieve at or above national expectations in reading, writing and mathematics.
Our school vision embodies our dreams for our children, our nation and our world. As we work
towards fulfiling these dreams we will continue to learn together and we will ensure that Point View
School remains a very special place for everyone in our school community.
PROFILE - JUDY PARR, MEdM, BA, DipEd (Spec Ed), Dip Tchg
Judy took up the position of Principal at Point View School in April 2007, after spending five years
as Principal of Bayfield School, in Herne Bay, central Auckland. Prior to that she was Deputy
Principal at Point View School from 1997 to 2001 and taught at Kohimarama School, Meadowbank
School, intermediate schools in Auckland and primary schools in London.
In 2006 Judy completed a Master of Educational Management. Her thesis, entitled ‘A Missed
Opportunity? Organisational Structure in New Zealand Primary Schools’ earned her an award for
‘Excellence in Research’. Judy also has a Bachelor of Arts from the University of Auckland; a
post-graduate Diploma in Education from Massey University; and a Diploma in Teaching. She was
awarded a Shroff Educational Fellowship in 1998 and travelled to the United States to investigate
the use of information and communications technology in learning. She was awarded an
Educational Management Research Fellowship in 2000 and published a research paper on
organisational culture and school effectiveness.
Judy has served on the Executive for both the Inner City Principals’ Association and the Howick
Pakuranga Principals’ Association. She has been involved in a wide range of community groups
and is currently on the Life Growth Community Trust, which supports young people and their
families in East Auckland.
POINT VIEW SCHOOL
AN INTRODUCTION TO OUR SCHOOL
Point View School is a Year 1 to Year 6, decile ten school which opened in 1997. It is situated in
the east Auckland suburb of Botany. The school is extremely well resourced, not only in terms of
its attractive gardens, gymnasium sized hall, well equipped library and research centre, technology
room, performing arts centre, learning centre and environmental education area, but in terms of the
wealth of expertise of the staff members and the extremely supportive school community.
School Organisation
Point View has over 800 students, organised into three syndicates. The Junior Syndicate has Year
1, 2 students, the Middle Syndicate has Year 3, 4 students, while Years 5 and 6 make up the Senior
Syndicate. This structure allows a gradual transition through the school and enables a focus at each
level on the academic, social and physical needs of that particular age group. Each team is run by
one of the three Deputy Principals who, with the Principal, make up the senior management team.
This team is supported by a strong middle management team of leaders with a wide range of roles
and responsibilities. The school employs around seventy-five people, including thirty-four
classroom teachers, five specialist teachers and numerous part-time teachers, teacher aides and
learning assistants, supported by a team of administrative and property personnel. Teachers also
work in curriculum teams, which lead curriculum review and development, resource management
and professional development, and we have project teams managing specific projects and events,
both short and long term.
School Planning and Self Review
The Point View School Charter encompasses the school vision, aims and objectives, strategic
priorities, annual plan and student achievement data and targets. Self-review procedures are in
place and the Board of Trustees and community are given regular feedback on administrative and
curriculum matters including our key focus, student achievement. Point View School has a full
portfolio of policies and procedures that underpin all facets of school life and clarify the processes
and accountabilities of board and staff members. The school’s development and self-review
processes are supported by an extensive professional development programme and review
schedules that cover curriculum delivery and administration. The high level of effectiveness of our
self review processes was noted in our most recent Education Review Office report.
Curriculum Delivery
Point View School’s charter goals prioritise the teaching of literacy, numeracy and information
literacy. An inquiry learning model is used at all levels of the school, supported by the teacher
librarian. Programmes cater for individual student needs and learning styles. Specialist
programmes support our children with special needs and our gifted and talented children. There is a
high level of expertise on the staff to support a vibrant arts programme covering music, dance,
drama and visual arts. A specialist music teacher works three days a week with classes and with
instrumental and vocal groups, and enters the groups in local and regional events. Physical
education and sports are taught in weekly class skill development lessons, in syndicate sports
sessions and in lunchtime coaching sessions. In addition, a sports specialist teaches ball handling
skills across all year levels. We hold school sports events in athletics, cross country and swimming
and teams participate in local schools’ events, with excellent outcomes. Our resource manager does
day to day maintenance on our digital technology and infrastructure, runs the school intranet and
web site, and manages the teaching resources. The school has a wide range of up-to-date digital
equipment across the school, including interactive white boards in all classrooms, and e-learning is
a key focus in the school.
Evaluation and Reporting to Parents
Regular assessment and evaluation is an integral part of the teaching and learning cycle. Students
complete a wide range of assessment tasks throughout the year and the accumulated data allows
analysis of individual achievement levels and progress, and the analysis of aggregated student
achievement data across the school. Student achievement outcomes are monitored against national
data, including the National Standards, and student achievement targets are set annually in reading,
writing and mathematics. Such analysis guides both teaching programmes and the allocation of
resources. The student management system provides a cumulative record of each child’s
achievement levels and progress. This assessment data also supports formal reporting to parents.
Individual student work books are sent home regularly to show progress and written reports are
issued at the middle and end of the year. We have three-way conferences twice a year, involving
the parent, teacher and child, and ongoing informal dialogue with parents. Our assessment and
reporting practices are aligned with the National Standards. We also implement formative
assessment practices where clarity of learning intentions and success criteria, and detailed feed-back
and feed-forward, ensure quality learning for all students.
Performance Management and Professional Development
The performance management cycle involves all staff members and covers all stages of
employment from recruitment, appointment and induction through to staff exit procedures. It is an
ongoing process aimed at improving the quality of teaching and learning outcomes for students. It
integrates fully with individual and whole staff professional development. In 2013 our major
professional development focus is e-learning, as part of a sustainability focus following a Ministry
funded three year professional development project run in collaboration with Willowbank School
and Somerville Intermediate. We will also focus on written language and vocabulary extension,
areas of need identified from analysis of 2012 assessment data. Other professional development
areas in 2013 are numeracy, inquiry learning, management development and a programme for
provisionally registered teachers. We also work to sustain teacher awareness of the different
learning styles of boys and girls; this development links to current research and to findings from our
boys only class run in 2006 and 2007. In 2012 we ran three e-learning classes and these provide a
model for e-learning practice across the school.
The School Community
Involvement with the local community is an integral part of Point View School. Parents have high
expectations of the school and are very supportive, assisting with classroom programmes and trips.
The Family and Friends is an association of parents that makes significant contributions to the
school in terms of fundraising, volunteer based initiatives and support for school activities. The
Board of Trustees is a governing body that is elected every three years and board elections will be
held in May 2013.
A significant part of Point View’s special character is its multi-cultural community. In addition to
the 43% of New Zealand European students, there are students from Korea, Taiwan, China, India,
South Africa and the Middle East, as well as Maori, Samoan, Nuiean and Tongan students. This
rich cultural diversity is celebrated through dance, music, food, language and festive occasions.
At Point View School we encourage families to have a high level of involvement in their child’s
learning. It is a happy place for the children and for those of us who work here.
The latest Education Review Office (ERO) review took place in 2009. A summary of the
report is included in this publication. The full report is available on http://www.ero.govt.nz
POINT VIEW SCHOOL
Learning together to develop individual potential, a love of learning and responsible citizenship.
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POINT VIEW SCHOOOL
CORE BELIEFS
We believe that our school should
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provide a safe and secure environment
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promote mutual respect and trust
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acknowledge and celebrate individual differences
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celebrate success in all areas of learning
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support students’ individual needs
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challenge students to reach their potential
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set high expectations for behaviour and learning
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promote individual responsibility and self discipline
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encourage independence and initiative
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value acts of service to others
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engender a feeling of community and school pride
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view learning as a life-long experience
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encourage students to understand how they learn
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reflect the community’s priorities in the curriculum
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ensure that learning is fun.
OUR SCHOOL LOGO
The logo was developed in 1996 by Peter Smith, OBE, BA, Dip Tchg, Lecturer in Visual Arts at
Auckland College of Education and member of the Establishment Board of Trustees, in response to
the vision expressed by the Establishment Board and staff. The logo represents the long term and
much loved association of land and sea that is so much a feature of the district, sloping as it does
towards the Waitemata and its bays, inlets and horizons. It represents the sea, symbolised here in a
wave pattern that suggests, firstly, the continuity of moving water and wave and, secondly, the
partnership of Maori and Pakeha endorsed by the Treaty of Waitangi and represented in local
associations. In the logo the sea motif is based also on Maori rafter patterning: the patterns are not
merely decorative but signify the continuity of family and tribal line. The concept of generation
following generation, each making its beginning and learning from its forebears, and each
contributing to the next, is a characteristic of all societies of whatever ethnic origin and has meaning
for all in the Point View School community, which is one of many cultures.
POINT VIEW SCHOOL
STRATEGIC PRIORITIES
1. Support the highly valued school culture with its professional collaboration, inclusive
atmosphere, striving for excellence and focus on student learning.
a. Recognise the relatively emergent nature of the school and its surrounding community.
b. Foster a positive energy amongst staff, students and community.
c. Value and support hardworking and motivated staff members.
d. Maintain a child friendly school where learning is fun.
e. Provide a safe and nurturing environment for students, staff and community.
f. Articulate and model the shared values as expressed in the charter.
g. Strive for enhanced teaching capability and improved student achievement outcomes.
h. Build strong links to the local community and the wider educational community.
i. Celebrate the cultural diversity in the school and school community.
2. Maintain and extend the outstanding resources that support learning in the school.
Staffing
a. Attract quality staff through promotion of the school in the local community and the
wider educational community.
b. Apply rigorous selection processes in the appointment of new staff.
c. Provide extensive short-term and long-term induction programmes for all staff.
d. Provide quality professional development opportunities for all staff members.
e. Build capability for professional learning through performance management procedures.
f. Value differences and the special character and skills of all staff members.
g. Grow leadership capability through organisational structure and through mentoring and
coaching networks.
Teaching Resources
a. Ensure access to quality resources through analysis, review and planning procedures.
b. Encourage innovation in the development of quality teaching and learning programmes.
c. Value and support all areas of student learning and achievement.
d. Develop resources that link community priorities and the New Zealand Curriculum.
Finance
a. Link all financial decisions to the improvement of student learning outcomes.
b. Maximise funding from alternative sources for property development initiatives.
c. Encourage and support the Family and Friends group in their fundraising work.
d. Educate the parent body about the need to financially support the school.
e. Develop the school’s capability to host short stay international fee paying students.
Property
a. Provide additional learning spaces to cater for different student learning situations.
b. Seek quality outcomes from development projects, to complement existing facilities.
c. Align development projects with the school’s environmental focus.
d. Strive for ongoing improvement in the presentation of the school environment.
3. Strive for continuous improvement and innovative practice.
a. Promote the value of life long learning for staff, students and the community.
b. Implement systematic review and planning procedures in all areas of operation.
c. Build capability for professional learning through reflection, dialogue and study.
d. Use top quality providers and seek innovative thinking in professional development.
e. Develop effective procedures for the analysis of student achievement outcomes and use
the evidence to improve teaching and learning.
f. Uphold the goal of striving for excellence and personal best.
g. Encourage staff to initiate and be involved in school development projects.
h. Utilise connections within and beyond the school community for development projects.
i. Focus teaching and learning on the future needs of our students.
POINT VIEW SCHOOL
ANALYSIS OF VARIANCE FOR YEAR ENDING DECEMBER 2012
NAG 1: CURRICULUM DELIVERY AND STUDENT ACHIEVEMENT
The 2012 school year saw ongoing development in many key curriculum and administration areas
and high student achievement outcomes across the curriculum.
Analysis of school wide data, including data related to New Zealand’s National Standards, shows
that most children achieved at or above national expectations in reading, writing and mathematics.
Student achievement targets in reading, writing and mathematics were almost all met or were very
close to being met. Where variance was experienced, additional analysis was completed and
support provided as required. Individually, students continued to achieve well in external
competitions, with ten high distinctions and fifty-five distinctions in English and Maths ICAS
competitions and twelve Awards of Excellence in the Otago Problem Solving Competition.
Achievement in the visual arts was evident in the art exhibition, in school displays and on our
website and wikis. A variety of performance music was showcased regularly at school events and
at local and regional festivals. Our students performed in the local dance festival. We finished
third in the local area speech competition and came second in the chess competition. Our school
Writers Quiz team finished third in the Howick Pakuranga Schools Writers Quiz competition.
Extensive involvement in sports competitions brought outstanding results in athletics, swimming,
netball, football, cross country and gymnastics. Our outdoor education programme included camps,
waterwise and day trips. Teacher, student and parent teams continued to focus on environmental
issues and the enrichment of our environment. We continued our Trees for Survival and Enviro
Schools programmes and the middle syndicate held a very successful open day in the Hive, our
environmental education area.
Provision for gifted and talented students continued, within and beyond the classroom, with
programmes in thinking skills, science, inquiry learning, mathematics, problem solving, narrative
writing, technology, poetry, dance, drama, visual art, leadership and communication. Students
attended the Gifted Seminars on Wheels held at a local school. The school continued to provide
extensive support for students with special needs. Part time teachers, teacher aides and learning
assistants provided individual, group and class based literacy and numeracy support throughout the
school. We will continue to publicise the importance of locally raised funds in supporting the
specialist programmes underpinning many of these activities.
In recognition of boys’ learning styles, senior boys and girls were grouped separately for sports and
some physical education programmes. Senior electives included programmes that catered for boys’
interests and fostered engagement. Maori and Pacific Island student achievement was monitored
and, although no significant variations from the whole school profile were noted, individual
students are being monitored through our special needs and gifted and talented systems.
NAG 2: SCHOOL PLANNING AND REVIEW
In 2012 the school’s strategic plan was affirmed and extensive operational planning was completed.
The school continued to focus on growing student and community awareness of the vision and
strategic direction. The large vision graphic installed on an exterior wall has continued to enhance
awareness and ownership of the vision. The vision continues to underpin all teaching and learning.
Review of school operations continued in accordance with the school’s review schedule. We
extended our use of the new student management system and moved to the new payroll system,
Novopay, which proved to be a very challenging exercise due to faults within the system. We also
completed an administrative staffing review and started planning minor building works to support a
new staffing structure. Curriculum review included ongoing alignment of school assessment
practices with National Standards and extensive work on moderation of overall teacher judgements
against the standards, both within and beyond the school. Our ESOL specialist programmes and
provision in classrooms continued to support our students with English as their second language. In
2013 the school will continue to focus on maintaining a broad and effective curriculum delivery
while acknowledging the literacy and numeracy focus of the National Standards.
Reporting to parents and the community in 2012 was continuous and intentional. Parent, teacher,
student conferences were held in March and June. A mid year report was produced as a discussion
document for the June conferences. Student books were sent home regularly and used as a
reference point at the conferences. A written end of year report was issued for each student.
Parents were informed about National Standards and how we were reporting against them.
Newsletters reported student achievements and school developments. A wide range of reports was
given to the Board of Trustees by staff members. The website, class wikis and individual wikis all
continue to provide further means of communicating with parents about their child’s achievement.
The effectiveness of our self review processes was highlighted in the latest Education Review
Office report. This report cited the school’s use of student achievement information to improve
teaching and learning and to inform decision making; evidence of student progress and improved
achievement over time; and the school’s clear focus on ongoing improvement. We worked hard to
maintain that high level of effective school self review this year and will continue to do so.
NAG 3: EMPLOYER RESPONSIBILITIES
Professional development in 2012 focussed primarily on e-learning, as the school worked to sustain
and extend development after three years on a Ministry funded e-learning professional development
contract. Teachers continued to attend conferences, seminars and workshops and engage with
schools locally and on-line. Teachers presented at conferences, including on-line events, and had
work published. Three digital classes were set up for 2012, with ongoing monitoring of the
academic and affective gains of these students. Students started to bring their own digital debvices
to school and the impact of this on our infrastruture and on student safety will continue to be
addressed next year.
The school participated in two Ministry projects around accelarated learning in literacy and
mathematics, with related gains in student achievement in both areas. The approach used in these
projects will be replicated in 2013, funded by the school.
Staff with leadership roles attended a wide range of professional development events. Provisionally
registered teachers and their tutor teachers were catered for by outside agencies and internal
programmes. Mathematics support was provided in-school and through local support groups.
Mentoring of individual teachers was used to supplement the structured professional development
programmes and other needs-based staff development occurred as required throughout the year.
Leadership roles continued to be distributed widely across the school, as we continue increase the
strategic and mentoring role of the Deputy Principals while giving those with middle management
roles more responsibility and more opportunities to develop their leadership capability.
In the area of performance management, we provided ongoing training on providing quality
feedback during teaching observations. An consultant was engaged to complete the 2012-2013
appraisal cycle with the senior management team. Staff turnover was minimal with one teacher
leaving to pursue business interests, two taking parental leave and the property manager leaving.
NAG 4: FINANCE AND PROPERTY MANAGEMENT
This year the locally raised component of the school finances again supported extra staffing: music
specialist, teacher librarian, technology specialist and learning assistants. Funds came through
parent donations and through fundraising by both Family and Friends and staff members. Fees
from nine international students boosted school funds. A year long project in the senior school
raised $25,000 for the Westpac Rescue Helicopter Trust. In property, a new Five Year Agreement
was approved and a major upgrade to heating in the relocatable classrooms was completed, along
with further upgrade work on our field and repairs to the water mains system. Scheduled weather
tightness remediation work in the classroom blocks was not commenced. A review of the hall and
administration blocks showed that they also require recladding.
NAG 5: HEALTH AND SAFETY
Regular checks were done of the property and grounds. Accidents were monitored and analysed for
trends, and identified hazards removed or minimised. Evacuation, earthquake and lock down
practices were held. Walking school buses continued successfully, along with the Treading
Tuesdays programme. Monitoring of traffic hazards, and work to minimise these, continued and we
were invited to take part in the Auckland Transport Travel Wise Programme, whicb provides three
years of support from traffic engineers and funding to improve the safety on streets and footpaths
around our school. Cybersafety issues were an ongoing focus. Education outside the classroom
risks were identified and managed. Food allergies were monitored carefully, with associated
training for staff. School-wide behaviour management systems were promoted and our focus on
student lead behaviour was maintained. Classroom programmes, assemblies, buddy classes and
teacher modelling supported a caring school culture.
NAG 6: LEGISLATIVE RESPONSIBILITIES
During 2012 the Principal maintained awareness of legislative requirements through membership of
local and regional principals’ associations and other professional bodies; through Ministry events
and publications; and through professional reading. The 2012 Charter was accepted by the
Ministry. The Code of Practice for the Pastoral Care of International Students was reviewed and
approved by the Ministry. Review of school policies and procedures was ongoing. Board meetings
continued to cover essential legislative and compliance issues.
Thank you to the amazing staff and students of Point View School for a fantastic year’s work
and to the Board of Trustees, Family and Friends and parents for their ongoing support.
JUDY PARR - PRINCIPAL
POINT VIEW SCHOOL
ERO REPORT MARCH 2009 - SUMMARY
Full report available on http://www.ero.govt.nz
These are the findings of the Education Review Office’s latest report on Point View School.
Since the school’s inception in 1997, Point View School has had a very positive ERO reporting history.
ERO has reported effective educational leadership, high expectations, collegiality, innovation, a high
standard of teaching and cohesive school-wide practices. Achievement analysis has consistently shown
that children achieve very well. This review focuses on the effectiveness of strategies for sustaining and
enhancing the quality of teaching and learning in the school. The review finds that effective strategies
have been established for sustaining and embedding high quality practices throughout the school.
Increasingly distributive, strategic leadership and a purposefully developed school culture are features of
the school. The new principal, appointed since the retirement of the foundation principal in 2007, has
maintained a clear focus on high expectations and the school’s motto of ‘learning together’. Respect,
inclusiveness, consistency of practice and a shared sense of purpose are evident, along with frequent
celebration of student achievement.
School leaders consult with a wide range of stakeholders on an ongoing basis. They continue to engage
in both internal and external initiatives to strengthen teaching practices and to enrich programmes for
students. A particular focus of current professional development is the use of assessment for the
purposes of personalising learning to a greater extent. This development should enable students to
have increased ownership of the learning process and to identify more specific, individual next steps for
learning.
Students at Point View School benefit from a very well resourced environment and a wide range of
learning opportunities presented in meaningful and innovative contexts. Informed decisions, targeted
support and good use of teachers’ particular areas of expertise contribute to a variety of initiatives and
interventions to support and enhance learning for students with special abilities and needs. Highly
effective professional sharing and support practices contribute to school-wide consistency in
expectations, documentation, teaching approaches and well-established classroom routines.
Students achieve success in a variety of arenas. Almost all students achieve at or above national
expectations in numeracy, reading and written language. In addition to significant academic
achievements, students have been successful in local competitions for cultural, sporting, art, technology
and music events, as well as national and international tests and competitions. Student achievements
and successes are recognised and celebrated at assemblies and in the school’s annual Year Book.
The school’s strategic priorities have been established as a result of wide consultation and a clear vision
for student outcomes. Self review and reporting processes are well established. Robust discussion and
analysis of assessment data in many curriculum reports assists the board in its decision making. The
board has traditionally set overall achievement targets and could now consider providing more challenge
for students by setting targets above national expectations for particular groups of students.
In addition to the school-specific focus of this review, ERO considered five areas of national interest.
The report comments on the fact that M ori and Pacific students achieve at levels similar to those of
their peers and that a considerable amount of valuable work has been done in preparation for
implementing the New Zealand Curriculum in 2010. It notes that teachers place a high priority on
literacy in Years 1 and 2, and make good use of assessment information to plan and teach reading and
writing at this level. The school complies with all aspects of the Code of Practice for the Pastoral Care of
International Students.
Future Action
ERO is very confident that the board of trustees can manage the school in the interests of the students
and the Crown and bring about the improvements outlined in this report.
ERO is likely to carry out the next review in four to five years.
POINT VIEW SCHOOL
SERVICES AVAILABLE AT OUR SCHOOL
CHURCHES EDUCATION COMMISSION
The Churches Education Commission provides teachers to run weekly lessons as part of their Christian
Religious Education programme. Parents choose whether their child will attend these lessons. Students who
do not attend are supervised while doing work related to their classroom programme. For further
information check out the ‘information for parents’ tab on the CEC website - http://www.cec.org.nz
COMMUNITY EDUCATION PROGRAMMES
The school operates a Community Education Programme out of school hours on a user pays basis. Please
contact the office for a copy of the programme.
DENTAL CLINIC
Students at our school use the services of the Dental Clinic at Botany Downs School. The Dental Therapist
sees all new entrant children and school or parents may refer a child at any stage.
ENGLISH LANGUAGE SUPPORT
A specialist ESOL teacher and a trained ESOL teacher aide provide individual and small group tuition to
students who do not have English as their first language. Lessons take place in school time. Classroom
teachers have access to specialist resources to support student learning once children move out of the small
group programme and the specialist teacher guides classroom provision to ensure long term success.
MINISTRY OF EDUCATION SPECIAL EDUCATION (MOESE)
The school has access to the services of special education psychologists, speech therapists, and occupational
therapists. No service is used without the permission and involvement of the child’s parents.
LEARNING ASSISTANTS
The school uses locally raised funds to employ Learning Assistants to work in the classrooms during literacy
and numeracy times. The Learning Assistants support the teacher by working with individual students or
small groups. Training for these assistants is provided in-school using teacher expertise.
LIFE EDUCATION CARAVAN
Every second year the school takes part in the health programme run by the Life Education Trust.
POLICE YOUTH EDUCATION
The Police Youth Education division works closely with the school in developing road safety and health
programmes, including the Keeping Ourselves Safe programme.
PUBLIC HEALTH NURSE
The Public Health Nurse works in the school and networks with social and health agencies in our
community. The nurse will assess health concerns and complete referrals to other agencies.
READING SUPPORT
Specialist Reading Recovery teachers provide individual reading tuition for students identified as being at
risk at six years of age. The Rainbow Reading programme is run by teacher aides for small groups of
students. Students with dyslexia use the on-line Lexia Reading programme.
RESOURCE TEACHER OF LEARNING AND BEHAVIOUR (RTLB)
The RTLB is a specially trained teacher who works with the school staff and parents to provide assistance
with students who experience behaviour and learning difficulties.
SWIMMING
The school uses personnel at Lloyd Elsmore Pool to run a small group swimming programme for students in
Year 1 to Year 5. The programme is funded by Manukau City Council for Year 3-5. Parents pay for the
lessons for Year 1-2 students. Year 6 students take part in the Waterwise sailing and kayaking programme.
POINT VIEW SCHOOL
SPECIAL PROGRAMMES AT OUR SCHOOL
While learning in the areas of literacy and mathematics is always central to our school programmes,
this learning is underpinned by a focus on enquiry learning and information literacy, and by
extensive use of digital technology and e-learning strategies. It is also enhanced by learning in
other curriculum areas and by the specialist programmes listed below.
SPORTS AND PHYSICAL EDUCATION
At Point View physical education and sports are viewed as critical for the all round development
and health and fitness of children. In sports, emphasis is placed on participation in a wide range of
physical activities and on working as a member of a team. The school facilities include a full sized
gymnasium, two hard court sports areas, playing fields and three adventure playgrounds.
Sports Coordinator - Lisa Firth, BEd, Dip T
Programmes consist of weekly lessons in physical education focused on skill development. Class
lessons also focus on health and safety issues. Syndicates hold a weekly sports session where these
skills are applied within the context of a variety of team games. There are daily fitness sessions.
All students are expected to participate in physical activities unless excused due to illness or injury.
Interschool Teams - Year 5 and 6 students participate in interschool games in soccer, rugby,
cricket, netball, hockey, gymnastics, athletics and cross country.
Field Days - During the year the school participates in a number of field days in soccer, netball,
hockey, softball, seven-aside rugby, athletics and the annual Tip Top Schools event.
Skills Development Programme - Senior students have the opportunity to work with experts who
visit the school and provide specialist training in cricket, rugby, soccer, badminton and aerobics.
Lunch Time Sports - At lunchtimes many different sports activities are supervised by staff
members or parents, including soccer, table tennis, netball, cricket, badminton and basketball.
Minor games are supervised for younger children.
Specialist PE Teachers - Ministry funding for PE teaching enables us to have two of our teachers
work intensively with students on ball handling skills as part of their teaching component. Stuart
Rankin works with older students while Sharon Killeen works with the younger students.
THE ARTS
The Arts in the New Zealand Curriculum consist of dance, drama, music and visual arts.
Point View School has a purpose built Performing Arts Centre.
Music Specialist - Trina Allen, BMusEd, Dip Tchg
Class music lessons are taken by the class teacher and/or the music specialist. They cover listening
to music, responding to music and creating music. Syndicate singing is taken by the music
specialist and whole school singing is a significant part of our assemblies. Senior students can
belong to the senior school choir or an auditioned choir. We also have a choir for Year 3,4 students.
Instrumentalists are encouraged to join the school orchestra, recorder group, guitar group or ukulele
group. These groups play at school events and assemblies. The school has made a music CD,
groups participate annually in local and Auckland music festivals. Point View has won awards at
the Kids Sing chamber choir competition and at the interschool instrumental competitions.
Dance
Students at all levels are given opportunities in dance through class lessons, folk dance festivals,
aerobics sessions, gifted and talented intensives and at the interschool dance festival. Staff
members with expertise in this area run specialist groups and lunch time clubs. School dance
festivals are held periodically and dance is incorporated into all major school productions.
Drama
Drama is part of all class programmes and is used to support learning in other areas of the
curriculum. Major productions are a focus of the school and students are involved in performing,
making scenery and costumes, lighting, make up and marketing. Students also participate in gifted
and talented intensives in drama. The school also holds formal speech competitions appropriate for
each level and enters the local interschool speech competition.
Visual Art
Visual art is a key part of classroom learning. Children’s classroom art work and art from our
gifted and talented student intensives adorns our school classrooms and the outdoor environment.
Children study a range of artists and their techniques. They work with a range of media. The
school holds an art exhibition and a wearable arts event on alternate years. Our visual arts lead
teacher, Jane Craig, leads the Howick Pakuranga schools art teacher cluster group.
TECHNOLOGY SPECIALIST PROGRAMME
Technology Specialist Teacher - Stuart Rankin, BSc (Hons), PGCE
Point View School has had a specialist technology programme running since 2006. Our
Technology Teacher, Stuart Rankin, takes all year levels for a focused technology programme,
operating in a fully equipped technology room. This allows him to apply the ‘design, create, test
and modify’ technology cycle in all technology strands, including hard and soft materials, biotechnology, food technology and audio visual. Stuart enters our students in a wide range of
competitions and has gained many awards, in the Ellerslie/Auckland Flower Shows, BP Challenges
and the Manukau City Technology Challenge, where students won a one day trip to Te Papa in
Wellington to see their winning model on display. In 2008 and 2009 our school hosted the New
Zealand Lego Robotics Competition finals and our teams won a number of national awards.
Groups have also worked on projects with young professional engineers, organised through the
Institute of Professional Engineers of New Zealand (IPENZ).
ENGLISH LANGUAGE FOR NON-ENGLISH SPEAKERS
ESOL Specialist Teachers - Lyn Wilson, TTC, TESOL Cert and Nicola Kingston, BEd, DipT
We provide a rich language development programme for our non-English speaking students, both
new migrants and New Zealand born students who do not speak English at home. New migrants
are helped to settle into their new country and assistance is provided, where possible, in their first
language. Students work with our ESOL specialist teachers and our multi-lingual teacher aide in
the ESOL classroom. We currently have a number of teachers on staff who are fluent speakers of
other languages and who have language related qualifications and experience. Parents meet with
the specialist teacher, Principal and Deputy Principals each year (translators provided) and the
specialist teacher is available for parents interviews twice a year or as required.
EDUCATION OUTSIDE THE CLASSROOM (EOTC)
Year 1,2 Breakfast
The Junior classes have a school breakfast where they arrive at school in their pyjamas, prepare
their breakfast, clear up their dishes, wash their face, clean their teeth and change into their school
uniforms ready for the school day. The breakfast is followed by tabloid sports.
Year 3,4 Programme
Middle School students participate in an outdoor education programme at the Birkenhead Leisure
Centre, with rock climbing, kayaking, camp cooking and building bush bivouacs.
Year 5,6 Programme
Year 5 students spend a day doing outdoor activities at Maraetai Beach. Year 6 students attend a
four day camp at Lake Karapiro and complete two terms of Waterwise, as outlined below.
Waterwise Programme
This is an integrated outdoor education programme covering water safety, water confidence,
swimming, fitness, and basic canoeing and sailing skills. Trained parents and teachers participate in
the course and safety procedures are of paramount importance. During the winter months there is a
land based skills programme. This programme is reserved for Year Six students and it is dependent
on a supply of trained staff and parents. The Waterwise programme, and the associated
teacher/parent training course, was developed by Yachting NZ.
HEALTH AND SAFETY PROGRAMMES
Keeping Ourselves Safe
Keeping Ourselves Safe is a programme developed jointly by the NZ Police and the Ministry of
Education. Police officers train classroom teachers before they take the programme and work in
classrooms at times during the programme. A parent session is held each time so that parents can
find out about the aims and content of the programme and can support the learning at home. We
run this programme every second year.
Life Education Caravan
The Life Education caravan visits the school every second year and a trained tutor provides a
different programme for each class level. Parents are invited to meet prior to each programme
commencing to learn about the content and delivery of the programme. In addition to these
meetings, parents are consulted on some aspect of the health programme every two years.
Healthy Eating
Our school is working to support government initiatives to encourage healthy eating in schools. We
teach children basic nutrition and run a number of programmes to highlight this issue. Our
lunchroom follows the Ministry of Health healthy eating guidelines.
Road Safety
Student programmes on safe walking and cycle safety are run every two years in conjunction with
Constable Adele White. Senior students are required to hold a cycle licence in order to cycle to
school. We have at least three walking school buses operating at anyone time. This is coordinated
by a parent, Marion Galloway, and supported by many parent volunteers. Parents also oversee
safety on our road crossings. Road safety is well supported by our local police constables, Adele
White and Garry Boles. In 2012 we gained two awards in the Auckland City Council Road Safety
Awards: Marion Galloway for her dedication to Walking School Buses and the school for its
commitment to developing a scooter culture at the school. From 2013 onwards we are also
participating in the Safe Schools Travel Plan Project, a three year consultation, planning and
improvement programme funded through the Auckland City Council.
Emergency Preparation
We prepare carefully for the various emergency scenarios that could face the school. Prompt cards
are well displayed throughout the school and staff and students are involved in regular practices.
Bullying
Preventation of bullying is an ongoing focus at our school. Our primary resource is the set of
guidelines prepared by Mark Cleary, Principal of Colenso High School, Napier, and Gill Palmer,
Curriculum Officer, Police Youth Education Service.
Cybersafety
We use NetSafe personnel and resources to educate our teachers, students and parent on cybersafety. All those who use digital equipment in the school, and for school purposes, sign an internet
user agreement that clearly states the expected behaviour and protocols.
COMPETITIONS
ICAS Competitions
Selected students take part in the International Competitions and Assessments for Schools English
and Mathematics competitions, run by the University of New South Wales.
New Zealand Writers’ Quiz
This is a local interschool event based on the students’ knowledge of selected titles by children’s
authors. It has been held annually since 1995 and a Point View School team has won the
competition in 1998, 2002, 2008, 2009 and 2010 and our team came second in 2006.
Mathex
Another local schools event where students compete in teams to solve a wide range of maths
problems as quickly and accurately as possible.
Technology Competitions
Our Technology Specialist teacher, Stuart Rankin, enters students in many different competitions.
These are outlined above in the section on technology.
OTHER PROGRAMMES AND INITIATIVES
Gifted and Talented Education Programmes (GATE)
Students who are identified as being gifted or having a special talent in a specific area may be
withdrawn from the classroom to participate in intensive programmes which run for five weeks
each term. Tutors are staff members with special capabilities in a specific learning area or they can
be experts from outside the school.
Special Needs Programmes
We run a range of programmes to support our special needs students. Reading programmes include
Reading Recovery, run by a specialist teacher, Rainbow Reading, run by Teacher Aides, and
comprehension based programmes run by our Resource Teacher of Learning and Behaviour. Some
students work with the Resource Teacher of Literacy and, where funding is available, some work
with their individual teacher aides. We also run maths support programmes where possible. Our
high needs students are supported through ongoing resourcing from the Ministry of Education
Special Education services and moderate needs children receive speech therapy and physical
therapy and attend our school-based perceptual motor programme. We also run the Lexia Reading
Programme, an on-line programme for students with visual processing difficulties.
Environmental Programmes - Trees for Survival and Enviro Schools
At our school all learning is underpinned by an environmental perspective and this learning is
supported through the Trees for Survival programme and our involvement in the Enviro Schools
programme. We work on the ‘Beautification and Enrichment of our Environment in a Sustainable
manner’, from which arises the acronym BEES and associated imagery. We have student, teacher
and parent BEES teams who work towards a sustainable future. We have an extensive outdoor
learning environment called The Hive, with a native area, a propagation house and planting areas.
Family Maths Programme
This programme is designed for an adult and a child to work together on guided activities and
games that extend everyone’s maths ability in a relaxed situation. The sessions are run by our
Resource Teacher of Learning and Behaviour (RTLB), Barbara Carr, and are held over six weeks in
the early evening at school during Term 2.
Zenith Communication Programme
This programme is available to senior students. It is an international communication programme
where students practise their speaking, communication, listening and leadership skills. It is taken
by Helen Wilson, a qualified programme leader.
Charity Support and Sponsorship
World Vision 20 Hour Famine sponsorship
World Vision sponsored child - Dara Voem from Cambodia.
ANZAC day poppy sales
Daffodil Day - Cancer Foundation
Salvation Army - Christmas food items - event run by School Council
Orca Research Centre - event run every second year by Kate Norton, Orca Fellow 2007
Other events held - Cystic Fibrosis 2009/2010, Cup Cakes for SPCA 2010/2011
Topical events such as the Australian bush fires 2009 and the Christchurch earthquakes 2010-11
In 2012 senior classes raised over $25,000 for the Auckland rescue Helicopter Trust.
Before/After School Care and Holiday Programmes
An OSCAR registered before and after school care service is offered each week day by Simone
McFarlane, 0274 778 651. The school also offers many after school programmes including sports,
music, drama and languages. A variety of holiday programmes are held at the school. All of these
will be well advertised through the school.
School Council
These students meet regularly with Robyn Hibberd, Deputy Principal, to plan a variety of school
events, such as the annual Fun Time Lunch Time. They also initiate new events and act as a
sounding board for school projects and issues.
Boys’ Learning
In 2005 Point View teachers embarked on an extensive study of boys learning needs and in 2006,
2007 the school ran a boy’s only class, carefully monitoring the outcomes for students. The
professional learning from this time has become firmly embedded in our school practice and is a
key part of our induction programme for new teachers.
Electives
The Year 5,6 classes are involved in an electives programme one afternoon per week in Term 3.
Many parents offer to take an elective and the options offered in this programme are very varied.
Examples are a motor mechanics course, languages and horticulture.
ASB GetWise Education Programme
This ASB programme teaches financial literacy in an interactive programme run by ASB staff and
our teachers. This is a three level programme, aimed at junior, middle and senior schools students,
so we run it in alternate years to gain coverage for all students at each level.
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POINT VIEW SCHOOL – STAFFING AND ORGANISATION 2013
SENIOR MANAGEMENT TEAM
Principal
Deputy Principal Senior School
Deputy Principal Middle School
Deputy Principal Junior School
Judy Parr
Robyn Hibberd
Andie Pirie
Lyn Thorpe
CLASS TEACHERS
SENIORS
Year 6
Year 6
Year 6
Year 6
Year 5/6
Year 5
Year 5
Year 5
Year 5
Room 19
Room 20
Room 21
Room 23
Room 22
Room 17
Room 25
Room 26
Room 27
Renee Cunningham
Sherri Rhodes
Anthony Wright
Lisa Firth
Kimberley Rivett (Team Leader)
Dave Pareanga
Claire Galvin (Team Leader)
Ksenia Tauroa
Nicky Bates
MIDDLE
Year 4
Year 4
Year 4
Year 4
Year 4
Year 3
Year 3
Year 3
Year 3
Year 3
Room 28
Room 29
Room 30
Room 31
Room 11
Room 12
Room 13
Room 14
Room 15
Room 16
Jenny Naus
Roshni Sidhwa (Team Leader)
Heather Lankow
Rachel Guy
Tiina King, Christine Munro
Johanna O’Brien
Marie Wimmers
Lynne Laburn
Jane Craig (Team Leader)
Julie Low
JUNIORS
Year 2
Year 2
Year 2
Year 2
Year 1/2
Year 1
Year 1
Year 1
Year 1
Year 1
Year 1
Room 4
Room 6
Room 9
Room 10
Room 3
Room 5
Room 7
Room 8
Room 33
Room 2
Room 1
Karen Brunning
Kate Norton (Team Leader)
Marie Cutler
Diane Jackson
Natasha Brookshaw
Stella Shewring, Lisa Gordon
Gemma Kirk
Angelique Wendzich (Team Leader)
Kerry Mooney
Serue Lee
Kay Morris (Team Leader)
Year 0
Year 0
Year 0
Room 32
Room 24
Room 18
Aradhana Sharma - opens during Term 2
Katherine Groom - opens during Term 3
Sharon Killeen - opens during Term 4
SPECIALIST TEACHERS
Technology
Teacher Librarian
Reading Recovery
Music
ESOL
PE & 115 Support Teacher
Stuart Rankin
Christine Munro
Stella Shewring, Lisa Gordon
Trina Allen
Lyn Wilson, Nicola Kingston
Sharon Killeen
ADMINISTRATION & PROPERTY
Business Manager
Finance
Office
ICT and Resource Manager
Property Manager
Hall Manager
Library Assistants
Sandy Walker
Lyn Fischer
Trish Tanner
Karyn Bower
Richard Hickson
Adrienne McIlvride
Rosie Curtis, Ashleigh Gibson
PART TIME TEACHERS - Penny Gibson, Ali Yates, Sue Hayward, Robyn Young, Julie Low
TEACHER AIDES - Selina Chan, Chris Cole, Cheryl Peters, Lynne Hodgson, Shona Christie, Les Williams, Nicky Michael, Adele Vincer
LEARNING ASSISTANTS - Vicki Smith, Jennifer Hall, Nicki Dolden, Kelly Gibson, Clare Burton, Rebecca Gussenhoven, Gayleen Blakeman
POINT VIEW SCHOOL
BOARD OF TRUSTEES MEMBERS
GRANT WEBSTER
Chairperson
BCA - CEO Tourism Holdings Ltd
RODNEY CREED
Deputy Chairperson
Managing Director, Platinum Chauffeur Drive Ltd
KAREN MUSHAM
Treasurer
BCom, CA - Group Accountant, Downer New Zealand
JUDY PARR
Principal
MEdM, BA, Dip Ed, Dip Tchg - Principal, Point View School
ROBYN HIBBERD
Staff Representative
Dip Tchg - Deputy Principal, Point View School
MARION GALLOWAY
Secretary
Director, TJ's Property Services Limited
JASON MANN
Property Portfolio
REAA - Investment Property Agent, Harcourts
POINT VIEW SCHOOL
FAMILY AND FRIENDS
What is Family and Friends?
We are parents and teachers who meet together to help fundraise,
to organise social events for the school community and to facilitate
communication between parents and the school.
Family and Friends manage events such as the discos, sausage
sizzles, movie nights, ice skating and school fairs.
FAMILY and FRIENDS EXECUTIVE 2013
Chairperson - Justine Ross
Secretary - Claire Edmondson
Treasurer - Rhonda Gamble
Staff Representative - Karen Brunning
Family and Friends meet in the staffroom on the
first Tuesday of every month at 7.30pm
except where dates are altered due to term breaks.
Meeting dates are advertised in all school newsletters.
HOW CAN YOU GET INVOLVED?
• Come along to a meeting. Everyone is welcome and it is a great way
to meet other parents in our school community.
• Volunteer to assist with events.
• Offer sponsorship or other support from your business or your family
in return for publicity during events and in newsletters.
• Register to receive meeting reminders and event updates by sending
your name and phone number and your child’s name and room
number to familyandfriends@pointview.school.nz
POINT VIEW SCHOOL
TERM DATES 2013
Term One
Thursday 7 February - Friday 19 April
Term Two
Monday 6 May - Friday 12 July
Term Three
Monday 29 July - Friday 27 September
Term Four
Monday 14 October - Friday 20 December
TERM DATES 2014
Term One
Tuesday 4 February - Thursday 17 April
Term Two
Monday 5 May - Friday 4 July
Term Three
Monday 21 July - Friday 26 September
Term Four
Monday 13 October - Thursday 18 December
!
POINT VIEW SCHOOL 2013
R20
Sherri
Y6
R19
Renee
Y6
R21
Anthony
Y6
R22
Kim.
Y5/6
R18
Penny
Y0/Tm4
R24
Spare
Y0/Tm3
R23
Lisa
Y6
FIELD
!
!
Office
Robyn
R25
Claire
Y5
R26
Ksenia
Y5
FIELD
R17
Dave
Y5
R13
Marie
Y4
R27
Nicky
Y5
R28
Jenny
Y4
R29
Roshni
Y4
R30
Heather
Y4
R14-16 = UPSTAIRS
R16
R15
R14
Sarah
Jane
Lynne
Y3
Y3
Y3
R12
Johanna
Y3
R11
Tiina
Christine
Y3
OFFICE &
STAFF ROOM
UPSTAIRS
Office
Lyn T
Staff
Room
Kitchen
Cafe
R3
Natasha
Y1/2
R3-R6 = UPSTAIRS
R4
R5
Karen
Stella
Y2
Lisa
Y1
R6
Kate
Y2
R7
Gemma
Y1
R8
Angelique
Y1
R10
Diane
Y2
R9
Marie
Y2
ICT
COURT
AREA
R31
Rachel
Y4
Library
Christine
Karyn
R2
Serue
Y1
R1,R2,R33
& ADMIN
UPSTAIRS
R1
Kay
Y0/1
Hall
Tech
Room
Stuart
Property
Richard
R32
Learning Centre
Spare ! Y0/Tm2
Aradhana
Junior = R1-10, R18, R24, R32, R33
Office
Andie
Middle = R11-16, R28-31
ESOL
Lyn
Arts
Centre
CAR
PARK
Admin
Judy
Lyn F
Trish
R33
Kerry
Y1
MAIN
ENTRY
CAR
PARK
"
Senior = R17-27
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POINT VIEW SCHOOL
EDUCATIONAL ACRONYMS AND TERMINOLOGY
GUIDE FOR PARENTS
APPA
asTTle
BOT
Charter
CWSA
CWSN
Decile
DP
ECE
EOTC
ERO
ESOL
F&F
G&T
GATE
HPPA
ICT
IEP
Learning Assistant
Literacy
MOE
MOESE
NEGs, NAGs
NESB
NS
NZC (2007)
NZPF
OTJ
PAT
PE
PLD
Reading Recovery
RTLB, RTLit
SN
Teacher Aides (TA)
The Arts
Auckland Primary Principals’ Association
Assessment Tools for Teaching and Learning – NZ developed assessment tools.
Also e-asTTle where assessment tasks can be completed on-line.
The Board of Trustees is a group elected by the parents of the school.
The Principal and an elected staff representative are also on this Board.
The Board has the legal responsibility for the governance of the school.
The charter documents the school vision, aims, objectives and strategic priorities.
It also includes the current annual plan and student achievement data and targets.
The charter is supported by a wide range of operational planning and review.
Children with Special Abilities - now usually termed ‘gifted and talented’.
Children with Special Needs
School ranking from decile 1 to 10 where decile 1 schools are in areas of greatest
socio-economic disadvantage based on census data
Deputy Principal
Early Childhood Education
Education Outside the Classroom
The Education Review Office is a Government agency that audits and reviews
schools and publishes research papers based on collective findings from reviews.
English speakers of other languages
Family and Friends - the Point View parent/teacher group that supports school
events and fundraising.
Gifted and Talented (students)
Gifted and Talented Education (programmes)
Howick Pakuranga Principals’ Association
Information and Communications Technology
Individual Education Plan – individualised learning goals and action plan
Learning Assistants (LA) work with groups of students in the classroom under
teacher guidance, assisting with literacy and numeracy.
Used collectively to cover reading, writing, oral language and visual language.
Ministry of Education - national office in Wellington and regional offices
Ministry of Education Special Education - government agency that provides
assessment, funding and guidance for students with significant learning, speech,
physical and behavioural needs.
National Education Guidelines comprising National Education Goals (NEGs),
Curriculum Policy Statement National Curriculum Statements, National
Standards and National Administration Guidelines (NAGs).
Non-English-Speaking Background – students and programmes
National Standards – legislated 2009, implemented 2010 onwards
Revised NZ Curriculum, published in 2007 and gazetted in 2010, which guides
all teaching and learning in NZ schools.
New Zealand Principals’ Federation
Overall teacher judgement of a student’s level of achievement in relation to
National Standards, based on a range of assessment tools and procedures.
Progressive Achievement Tests - developed and nationally normed by NZCER
Physical Education – also shortened to Physed
Professional Learning and Development
Specialist reading programme/teacher for students significantly behind expected
levels after one year at school.
Resource Teachers of Learning and Behaviour / Literacy – specialist teachers
who support children with learning or behavioural needs or with literacy needs.
Special Needs (students and programmes)
TA work with individual students with special learning or health needs.
Covers music, dance, drama and visual arts.
POINT VIEW SCHOOL
GENERAL INFORMATION FOR PARENTS
ABSENCES
Please inform the office of student absences before 9.00am each day by phone, on the website, by
email to admin@pointview.school.nz or by voice-mail. For prolonged absence only one notification
is needed if the period is clearly stated. If your child is absent without notification at the 9.00am
roll check the office staff will phone you as soon as possible to ensure their safety. This system
relies on us having up-to-date phone numbers. All absences must be covered by a phone call or a
note signed by a parent. All children who arrive late must go to the office to register their arrival.
Parents collecting children for appointments during school hours must sign them out at the office.
ACCIDENTS
In the case of a serious accident parents will be contacted urgently. In an emergency students will
be taken directly to a doctor or dentist. Accident reports on all serious accidents are maintained by
the school. The school will err on the side of caution in matters of student safety and well being.
AFTER SCHOOL
Children must be collected by 3.15pm. We do not have supervision in the grounds after 3.00pm. If
you are running late after school please inform the office personnel and they will supervise your
children till you arrive. Children who are regularly not collected on time will be sent to the After
School Care and parents will be charged by the operator for that service. All children who are
waiting for parents after school must wait on the administration block steps. All playgrounds are
closed from 3.00pm to 3.30pm so that we can easily monitor children in the grounds.
ASSEMBLIES
Whole school assemblies are held every fortnight on Friday at 9.00am in the school hall, with
Junior, Middle and Senior School assemblies scheduled in the alternate weeks. Refer to school
newsletters for a schedule of assemblies. Parents are very welcome to attend. At assemblies merit
certificates are awarded and successes celebrated.
ATTENDANCE
Regular attendance is crucial for your child’s learning. Students must not leave school without
permission during school hours. All absences must be covered by a phone call or a note signed by a
parent or guardian. Parents collecting children for appointments during school hours, must sign
them out at the office and sign them in on their return. In cases of repeated non-attendance or
lateness the School Attendance Service will be involved. Attendance and punctuality are both
monitored through our on-line Student Management System.
BEFORE SCHOOL
Children should not arrive at school before 8.00am. Preferred arrival time is between 8.20am and
8.30am. Children arriving before 8.20am must wait directly outside the hall until the 8.20am bell.
Punctuality is critical and students should arrive in time to settle in before school begins.
BEFORE AND AFTER SCHOOL CARE
This is provided by a private agency using school facilities, from 7.30am to 8.20am and 3.00pm to
5.45pm. Contact Simone Mcfarlane on 09 265 2045 or 0274 778 651 or mcfarlaneclan@xtra.co.nz
BELL TIMES
An 8.20am bell signals that children can move to classes. Students begin class at 8.45 am; interval
is from 10.40am to 11.00am; lunch is 12.30pm to 1.30pm; and school finishes at 3.00pm.
BICYCLES
Year 5,6 tudents wishing to ride bicycles to and from school will submit permission forms to the
Deputy Principal, signed by their parents. They will then be issued with a ‘bicycle license’.
Students without a bicycle licence may ride to school accompanied by a parent, with the parent
assuming full responsibility for the child’s safety. Parents will ensure that students are familiar with
the NZ Road Code as it relates to cyclists. Riding in the school grounds is not permitted. Cyclists
must wear helmets. All bikes are subject to police safety checks. Also see ‘scooters’.
BOARD OF TRUSTEES
The Board of Trustees is responsible for governing the school, while the principal has a leadership
and management role. The board consists of seven members, five community representatives
elected by the parents of the school, one elected staff representative and the principal. Elections
are held every three years. The Board meets around ten times per year.
CAR PARK
The car park is for staff members only. Parents are asked not to park in this area so that teachers
carrying heavy loads or leaving after dark do not have to walk too far to their vehicles. Excpetions
are when a sick child is being collected or children are being transported for school trips. In these
cases please ensure the bus bay is left empty as buses are in this are on a regular basis.
CIVIL DEFENCE EMERGENCY
In a Civil Defence Emergency your child will be kept at school under supervision until other
arrangements are made. If you or your nominated adult collects your child you must make sure the
teacher in charge knows that the child has left school and, where possible, signs the child out with
the teacher or the office. If an emergency continues the Police or Civil Defence may take all the
children to a collection point, which will be advised by radio. The school has detailed emergency
procedures, which are practised regularly. We are working towards having a text communication
system in place for such situations.
CONTACT DETAILS
Please ensure the office is notified immediately of any change in your contact details. This is most
important in the case of an emergency or when children fall ill while at school. Please also advise
changes to your email promptly so that you continue to get school newsletters and notices.
COURT CUSTODY ORDERS
Relevant and up to date documentation must be lodged with the school office where there are court
custody orders that need to be monitored by school staff.
ENROLMENTS
The school has an approved enrolment policy based on a defined geographic zone. Out of zone
students wishing to attend the school enter a ballot twice a year for entry to year levels where spaces
are available. Waiting lists are maintained for ballot entrants who are not offered a place. Children
cannot start on the same day that they first arrive to enrol. A day is allowed for placement of the
child into an appropriate class and so the teacher can prepare for their arrival. All in-zone
enrolments require proof of residency as outlined on the enrolment form and presentation of a birth
certificate. No child will start until all documentation requirements have been completed.
FAMILY AND FRIENDS
The Family and Friends group works to maintain a strong sense of community within and beyond
the school. They also raise funds for the school to provide additional learning resources. The group
is lead by an annually elected executive comprising the chairperson, secretary and treasurer.
Meetings are held each month, usually on the first Tuesday of the month, at 7.30pm in the
staffroom. There are many opportunities for parents to assist at Family and Friends events, even if
they cannot attend meetings.
INTERNET
The school follows the cyber-safety and digital citizenship guidelines provided by NetSafe. You
will be asked to sign a permission form to allow your child supervised access to the internet.
Internet access is monitored carefully and we have screening software. We ask families to work
together with the school to promote safe on-line practices and considerate and safe use of all digital
devices. Students may bring their own digital devices to school to support their learning, with
signed permission from parents and adherence to strict protocols. See also ‘mobile phones’.
INTERNET BANKING
We encourage internet banking for all payments. Our school bank account number is 12-30400730060-00. Please put your child’s name, room number and what the payment is for, as the
reference. Please also print out the receipt page while on-line and send this to school, through the
classroom, as proof of payment.
LOST PROPERTY
Lost property is stored in the bin outside the Property Manager’s office, beside the library. Parents
and students may look through this lost property at any time. Items are laid out at least once a term
for classes to walk past. Named articles are returned to their owner. Unnamed articles are sold at
our advertised ‘Red and Green’ uniform sales.
LUNCHES
Lunches may be purchased from Monday to Friday. These are provided by Deejays Caterers and a
priced menu is available from the office. Lunches are ordered through the class by 9.15am each
day. Please remit the correct amount of money in a envelope clearly marked with child’s name and
room number. The school promotes healthy eating and has an award from the Heart Foundation.
MEDICATION
School staff cannot administer medication at school without written permission from the parents,
using the parental permission form available at the office. For the safety of others, students must
not administer or hold their own medication, except for asthma inhalers that can be held by students
in Years 4-6. Where students have an epipen for allergy treatment it is the parent’s responsibility to
monitor the epipen expiry date and replace it as needed.
MEETING DAYS
All teachers are involved in professional learning and planning meetings from 3.15pm on Monday
and Tuesday, and often have meetings or courses on other days as well. Please do not delay them
on these afternoons or they arrive late for our meetings.
MOBILE PHONES
Students bring mobile phones to school at their own risk in terms of loss and safety. Students must
not use phones between 8.20am and 3.00pm for phoning or text messages. All phone calls made
during school hours will be made under the supervision of a staff member. See also ‘internet’.
MONEY
Any money sent to school must be in an envelope, labelled clearly with your child’s name, class
teacher, the amount and the reason the money has been brought. Remind your children to give
money to the class teacher as soon as the class begins in the morning. Students should not bring
additional money or other valuables to school. See also ‘internet banking’.
NEWSLETTERS
School newsletters are published regularly, usually every second week. Syndicate newsletters are
published at the beginning of each term, outlining programmes and events for the term ahead.
Other communication is published as required. Please note carefully all dates listed; also watch for
sports and trip notices. We are very close to having all families receiving newsletters and notices
through our email alert system, which links to our school website, http://www.pointview.school.nz
PARENT HELP
We welcome parent helpers in the school. Family members or friends are invited to help during the
day with the class programme, especially at reading and written language times. We also seek
parent help with swimming, road patrol, library times, trips, shows and special events. Please
discuss your availability with the teacher so you can be used effectively. Training will be provided
for parent helpers and a parent helper guide issued. We also need volunteers for general library
support and for processing library books and teacher resources on an ongoing basis.
PHOTOGRAPHS
During the year official photographs are taken and made available to students. These include
individual photos of each student plus class and group photographs.
PHYSICAL ACTIVITIES
Physical activities are an important and compulsory part of the curriculum and all students are
expected to take part. Please send a note to school if your child is unable to take part on medical
grounds. Students will wear the physed uniform, or the team uniform provided, for all major sports
occasions. Students must have the school physed uniform from Year 3 upwards.
PLAYGROUND SUPERVISION
Teachers supervise the playgrounds at morning interval and lunchtimes. The child can go to the
duty teacher with any concerns and this teacher can be identified easily as they wear a fluorescent
sash or jacket. In the case of an accident or severe concern children may go directly to the office.
The adventure playgrounds are not for use before 8.20am or between 3.00pm and 3.30pm. The
school accepts no responsibility for people using the playground equipment outside school hours
PUBLIC HEALTH NURSE
A Public Health Nurse is available to assist with significant health issues, with referrals being done
through the school, after consultation with parents. Parents sign a Health Consent Form so that
their children can benefit from health services such as Hearing and Vision Testing.
RELIGIOUS EDUCATION
Religious education takes place on Thursdays from 9.00am to 9.30am, over three terms, using
trained facilitators teaching to a curriculm set by the Churches Education Commission. If you do
not wish your child to participate please note this on the enrolment form, or in writing subsequent to
enrolling, and they will continue with their learning activities under supervision, during this time.
REPORTING TO PARENTS
A parent evening is held early in Term 1, where the teachers talk to parents about their programmes
and expectations and the principal reports on whole school issues. Parent/teacher/child conferences
are held early in the year and at mid year. Student work in shared in books sent home and on class
wikis. Formal written reports are issued at the end of each year and a discussion document is
produced for the mid year conference. Both of these documents report on student achievement in
relation to the New Zealand National Standards. If you are concerned about your child between
these times please make an appointment with the teacher. In addition, parent information meetings
are held each year to inform parents about specific aspect of curriculum delivery. Class or team
based events are also held to showcase learning and to involve parents in the class programme.
School newsletters are another key source of information for parents.
ROAD PATROLS
We require adult volunteers to supervise our official pedestrian crossing on Kilkenny Drive and to
supervise students crossing Chapel Road at the end of Kilkenny Drive. Please inform the office if
you can volunteer for part or all of the year.
ROAD SAFETY
Road safety for car passengers and pedestrians is paramount and adults should be modelling safe
behaviour for children at all times. Parents cannot drive into the school grounds except as outline
under ‘car park’ above. Please park legally on Kilkenny Drive, not over driveways or on yellow
lines. Students crossing Kilkenny Drive must cross at the light controlled crossing that is
supervised by adult volunteers. Students crossing Chapel Road must use the light controlled
crossing at the corner of Kilkenny Drive. Please do not walk through the staff car park; use the
footpaths at all times. Please do not cross Kilkenny Drive by the clothing bins: walk to the crossing
instead. From 2012-2014 we are involved in the Auckland City Council Travel Wise Project, where
traffic engineers work to improve safety around schools. See also ‘Walking School Bus’ section.
SCOOTERS
Riding scooters to school is permitted under following circumstances. Parents will accompany
students in Years 1-4. Students will not ride in a manner that could endanger other people.
Scooters will not be ridden on the road. Scooter riders must wear helmets. Parents will take full
responsibility for the safety of their children and other footpath users while their child is riding the
scooter. Students will not ride scooters in the school grounds except on designated ‘wheels days’.
SUN SAFETY
It is vital that all children have a hat at school every day during summer months, in particular,
Terms 1 and 4. Children without sunhats will be required to stay in shaded areas during interval
and lunchtimes.
TEACHER CONTACT
If you have concerns or queries regarding your child’s progress or well-being please do not hesitate
to make an appointment to discuss these with the teacher. The teacher should be the first person you
contact to discuss class issues and they will involve other members of staff as required. Please do
not engage the teacher in prolonged conversation about your child before or after school wihtout an
appointment as the teacher needs to be mixing with all students and parents at these times.
TELEPHONE MESSAGES
Parents are asked not to telephone the school with messages for students except in an emergency.
Students will only be permitted to use the phone in an emergency situation and under supervision.
TERM DATES AND HOLIDAYS
These will be published in newsletters and on the school website.
UNIFORMS
Parents are reminded that they have agreed to uphold the wearing of correct uniform. Please refer
to the uniform sheet in the prospectus. Note that we require black leather school shoes and sandals
(no high heels, sneakers, or running shoes); school sunhats; school beanies (optional); white, green
or red socks; no jewellery apart from stud earrings and signet rings; and no nail polish or make up.
VISION TESTING
The public health sector provide hearing and vision testing for students on entry to school and for
students referred by the school for further checks. A local optometrist also checks the vision and
visual perception of Year 3 and Year 6 students, where parents wish to have this check completed.
Parents are notified of any issues and can seek further advice from an optometrict of their choice.
VISITORS
All visitors must report to the school office, sign the visitors book and wear a visitors badge. Please
also sign out as you leave. Contractors working on site adhere to strict health and safety protocols.
WALKING SCHOOL BUS
A number of walking school buses operate for our students, supervised by volunteer parents and
organised by Marion Galloway who can be contacted on marion@tjsproperty.co.nz or 09 271 5438
or 021 325 376. Children walk to and from school on set routes, collecting walkers along the route.
WEBSITE
Please check the school’s website www.pointview.school.nz for upcoming events, newsletters and
general information. Absences can also be sent to the school via the website.