Learning Support - Te Whare Tauwhiro
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Our mission is to recognise and celebrate the diverse strengths of our ākonga with additional needs. We support our students to rise to challenges, build resilience, and increase confidence and independence, while experiencing a strong sense of belonging.
Guided by whanaungatanga (connection) and manaakitanga (care and respect), we advocate for our students and create pathways that allow ākonga to achieve in their own time and space. Through empathy, care and collaboration, our team works alongside kaiako, whānau, and specialists to ensure every ākonga has opportunities to contribute, grow, and thrive both inside and outside the classroom. We encourage communication with us so that we can support you. Nāku te rourou, nāu te rourou, ka ora ai te iwi - with your basket, and our basket, we will support all. |
Te Whare Tauwhiro - Learning Support Team
Te Whare Tauwhiro is the name for our learning area provided by Aukaha, a Ngāi Tahu/Ōtākou organisation and provides an ahua/feeling for what we do rather than being able to be literally translated (if we do this it literally translates to house of tending to/taking care of). |
Our key areas of support are:
ORS Funded Students
Supported by our Teacher Ella Pountney ([email protected]) and a team of teacher aides. Learning is based on IEPs and is individualised to each student. This can include time in our CORE classroom and/or a mix of mainstream subjects to support literacy/numeracy or passions. Students in the CORE class undertake South Pacific Educational Curriculum, develop skills for life beyond school and connect regularly with the community on regular outings.
Supported by our Teacher Ella Pountney ([email protected]) and a team of teacher aides. Learning is based on IEPs and is individualised to each student. This can include time in our CORE classroom and/or a mix of mainstream subjects to support literacy/numeracy or passions. Students in the CORE class undertake South Pacific Educational Curriculum, develop skills for life beyond school and connect regularly with the community on regular outings.
Mainstream Students
Students who would benefit from the additional support of our SENCO Karen Ellis ([email protected]) and/or Teacher Aide support in classrooms are identified through a range of means, including transition information from primary schools, teachers, whānau or the students themselves. We currently have 5 mainstream Teacher Aides who work across a variety of classes with a wide range of students. We endeavour to support as many students as possible. There is no requirement for diagnosis to receive support.
Students who may benefit from additional support from our SENCO, Karen Ellis ([email protected]), and/or in-class Teacher Aide assistance are identified through a range of sources, including transition information from primary schools, referrals from teachers or whānau, and self-referrals from students. We currently have five mainstream Teacher Aides who work across a variety of classes to support a wide range of learners. We aim to assist as many students as possible, and a formal diagnosis is not required to access support.
We also run a learning support class facilitated by Teacher Aides where students can gain support with executive functioning, reducing cognitive load and have supported/focused time to work on other classes for those who need this in their timetables.
We also offer a learning support class facilitated by our Teacher Aides. This class provides targeted support with executive functioning, reduces cognitive load, and offers focused, supported time for students to work on their other subjects when this is needed in their timetable.
Students who would benefit from the additional support of our SENCO Karen Ellis ([email protected]) and/or Teacher Aide support in classrooms are identified through a range of means, including transition information from primary schools, teachers, whānau or the students themselves. We currently have 5 mainstream Teacher Aides who work across a variety of classes with a wide range of students. We endeavour to support as many students as possible. There is no requirement for diagnosis to receive support.
Students who may benefit from additional support from our SENCO, Karen Ellis ([email protected]), and/or in-class Teacher Aide assistance are identified through a range of sources, including transition information from primary schools, referrals from teachers or whānau, and self-referrals from students. We currently have five mainstream Teacher Aides who work across a variety of classes to support a wide range of learners. We aim to assist as many students as possible, and a formal diagnosis is not required to access support.
We also run a learning support class facilitated by Teacher Aides where students can gain support with executive functioning, reducing cognitive load and have supported/focused time to work on other classes for those who need this in their timetables.
We also offer a learning support class facilitated by our Teacher Aides. This class provides targeted support with executive functioning, reduces cognitive load, and offers focused, supported time for students to work on their other subjects when this is needed in their timetable.
Assessments
Special Assessment Conditions (SACs) are available to meet a range of physical, emotional, sensory, medical, and learning needs. To access these, students may need to complete some in school assessments or could provide evidence themselves from the likes of an educational psychologist report. SACs provide flexibility in the ways learners can access and demonstrate their learning. They do not make assessments easier or impact their validity. Penny Hearn is our SAC co-ordinator ([email protected])
Common types of SACs are:
Special Assessment Conditions (SACs) are available to meet a range of physical, emotional, sensory, medical, and learning needs. To access these, students may need to complete some in school assessments or could provide evidence themselves from the likes of an educational psychologist report. SACs provide flexibility in the ways learners can access and demonstrate their learning. They do not make assessments easier or impact their validity. Penny Hearn is our SAC co-ordinator ([email protected])
Common types of SACs are:
- Reader
- Writer/Typist
- Use of a Computer
- Extra Time (10mins per hr)
- Rest Breaks
- Separate Accommodation
The Loft
The Loft is the Whakatipu Youth Trust hub space after school hours, but during the school day operates as a classroom space.
In this space we run the following programmes:
The Loft is the Whakatipu Youth Trust hub space after school hours, but during the school day operates as a classroom space.
In this space we run the following programmes:
- LEAP - Learning Engagement Achievement Programme for Year 11 students to connect with the world of work developing key foundation skills and experiences. The programme also provides work-ready standards that allow students to earn NCEA credits.
- RISE - Relevant Individualised Student Education for Years 11-12 students who work on individualised programmes to support other classes. Often this will include literacy, numeracy and a range of Unit Standards on topics such as financial literacy and life knowledge/skills.
- Alternative Education support for students who need extra help with learning and engagement through long-term, personalised programmes.
- Support for short term intervention enabling reflection, regulation and re-engagement with learning.
Working with external agencies
The learning support team connect with a wide range of external supports including
The learning support team connect with a wide range of external supports including
- RTLB Service - Resource Teachers for Learning and Behaviour
- Ministry of Education (Special Education, Alternative Education, regional team)
- Ko Taku Reo Deaf Education NZ
- Whakatipu Youth Trust
- Pivotal Point
Please get in touch with us via our learning support email ([email protected]) if you have any general enquiries or email our Head of Learning Area, Gemma Boel ([email protected]).
