24 April 2026

It’s lovely to be back in the swing of things even with the lack of sunshine! 

The first nine weeks of the year seemed to whizz by in a blur of activity. While much of that energy was visible, even more has been happening behind the scenes once the road patrol signs are hung away for the day.

You’d have to be hiding in a soundproof cupboard not to have heard that the National Curriculum is currently in a flurry of change! Across the country, teachers have had their heads in this for a short-ish time, working hard to stay ahead of the curve as things flow out.

We are navigating these shifts with both focus and optimism. When I reflect on our recent Education Review, the feedback gives us great confidence in our ability to manage this change effectively:

What we know about learner success - a summary

• How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

• What is the quality of teaching and learning? Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics.

• How well does the school curriculum respond to all learners' needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.

• How well does school planning and conditions support ongoing improvement? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.

• How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.

• How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

As I have mentioned last term—when it comes to reporting in a number of weeks, we won’t exactly be comparing "apples with apples". The progress will be against different varieties of fruit, as the national benchmarks have been changed.

Because of this, it is useful to also focus on what is called ‘ipsative assessment’—where we look at the progress of each child in general, measuring them against their own previous milestones to celebrate their individual growth as well.

Of course, this term isn't all about reporting! 

There will be plenty of opportunities for our children to get curious and creative, and for whānau to join in with both the joy of learning and strengthening our community.

To our sports coaches and managers, our Board members, our fundraisers, and our many volunteers in and out of the classroom: thank you. It is your energy and contribution, combined with the talent and skill of our staff, that ensures our children have every chance at a brilliant first six years of primary school. After all, they only get to do it once!

Term 2—we are off and enjoy the long weekend!

Ngā mihi nui