Our Vision, Mission and Values
Ako ngātahi kia tupu tātou – Together we learn – Together we grow
Ākonga will be actively involved learners who are confident, creative and connected.
Nā te whaitake ka tū māia, auaha, tauhere hoki te ākonga
Our vision, mission and values are reflected in everything we do across the school.
Our Learning Benefits
Teachers work together planning and teaching collaboratively to meet the students’ needs and we actively utilise the strengths of our teaching staff. Outside we have individual classroom lockers for children to keep their bags. We also use the decks, grassed areas, and trees to work on and around, particularly in the summer months when the weather is warmer.
Kōwhai Room – Year 1 to 3
We have 16 children from New Entrant to Year 3 in Kōwhai Room. Our spaces are the first two areas in the new modern learning block, including break out spaces and a shared wet area.
In Kōwhai Room children have a variety of exciting learning experiences with a focus on literacy, numeracy, and play-based learning. The children are actively encouraged to explore materials and experiment by looking at patterns, reactions and focusing on communicating with each other. The children are fortunate that as their ages are diverse so can their learning be. Kōwhai room works predominantly in mixed ability groups that reflect the special Tuakana-Teina relationship between an older person (tuakana) and a younger person (teina).
Rimu Room – Year 4 to 6
There are 25 fabulous children from Year 4 to 6 in Rimu Room. Our inside learning spaces are the second two spaces in the new modern learning block and including a break out space and shared wet area. The classroom has a variety of seating, tables and small and open spaces for children to work in, on and around. The children in Rimu have opportunities to work with increasing levels of independence and flexibility. Learners are encouraged to be self-managing and develop more independent learning strategies. The children are given greater responsibility and increasing leadership opportunities.
Groupings in the classroom are usually based on needs and change according to the focus or learning needs of the children.
Children are encouraged to work together within their own class and between the classrooms reflecting the special Tuakana-Teina relationship between an older person (tuakana) and a younger person (teina). Opportunities to work together are evident in all we do, reflecting our school values and the family feel of the school.
Ako ngātahi kia tupu tātou
Together we learn – Together we grow
At SCS we all work together to create a positive place for students, staff, whānau and the community. We do this through our Waka Hoe, that reflects the Positive Behaviour for Learning School-Wide vision (PB4L-SW).
PB4L–SW is an evidence-based framework for implementation that looks at behaviour and learning from a whole-of-school as well as an individual student perspective. It provides schools with a process for teaching social and behavioural skills and helps them to develop a positive, proactive, and systematic approach based on school data. It takes the approach that opportunities for learning and achievement increase if:
• the school environment is positive and supportive
• expectations are consistently clear
• students are consistently taught expected behaviours
• expected behaviours are consistently acknowledged
• inappropriate behaviours are consistently responded to in a fair and equitable way.
Positive Behaviour for Learning is a prerequisite to improving the engagement and achievement of our children and young people. By strengthening relationships and creating more positive home and school environments, we remove barriers to engagement and improve students’ chances to achieve at school and beyond.
The SCS Waka Hoe (PB4L-SW) programme encourages and celebrates positive behaviour with an immediate acknowledgement of the positive choices students make, reflecting our 4 school values of Respect, Responsibility, Resilience and Relationships. These positive choices are again acknowledged at our Whole School Hui each fortnight.
We believe that literate children are skilled and strategic speakers, listeners, writers and readers who see the relevance in literacy. We want all children at Spring Creek School to have the ability to apply literacy to future learning and everyday life.
We believe that mathematically and statistically confident children are able to think creatively, critically, strategically, and logically. We want all children at Spring Creek School to have the ability to apply mathematics and statistics in future learning and everyday life.
This year we are beginning DMIC Developing Mathematical Inquiry Communities. The Framework is a tool designed to scaffold teachers to engage students in reasoned mathematical practices within communities of mathematical inquiry. Teachers can use the Communication and Participation Framework adaptively, flexibly and in culturally responsive ways. Central to the Framework is the consideration of the mathematics classroom to be a learning community rather than a collection of individuals.
Health & Physical Education
We provide quality teaching and learning through the Spring Creek School Health and PE Curriculum. This includes fitness and physical education programmes, in class health focuses, events and celebrations, playing games and having fun, values and utilising outside agencies (e.g. Life Education, Fundamental Skills, etc). We also try to run a Perceptual Motor Programme for our junior students.
Sport & PE
Spring Creek School has a variety of sports available for our students to participate in at different times of the year. We encourage our students to take a risk by trying new forms of Physical Activity and sports outside of school. Spring Creek School is very lucky in that our extensive grounds enable us to run a variety of practices during lunchtime.
Students have a separate swimming program at Stadium 2000 once a year with an intensive week-long program. Fundamental Skills is also run each year and has a large swimming component.
A variety of devices including laptops, tablets, iPads, Chromebooks, data projectors, digital screens, etc feature in our day to day classroom activities. e-learning is an important tool and part of our learning. It is integrated across the curriculum to enhance teaching and learning.
- Maths & Literacy Hubs These are a New Zealand learning resource for Maths and Literacy (Reading and Writing). All children across the school have access to this, and it can also be accessed from home via students school email account.
- Seesaw for Schools We are all using Seesaw in class, an app that allows families to have access to their child’s learning. Seesaw is a student-driven digital portfolio. It empowers students of any age to create, reflect, collaborate and share. Seesaw helps keep families in the loop about their child’s learning and is an easy communication tool, between school and home. Check out the access details with your child’s class teacher.
- Own Devices Students are welcome to bring their own devices from home. An agreement will need to be signed. Equity issues are addressed by devices being provided by the school.
Other learning areas
Spring Creek embraces the new modern learning environment and both classrooms regularly work together for Inquiry, Science, Te Reo and Tikanga Maori as well as learning in our Edible Gardens.
Kiwi Can is a values and life skills programme designed for primary and intermediate school students. It delivers a range of awesome physical, mental and creative challenges – plus high-energy, fun, safe and interactive lessons that reinforce the schools’ goals and curriculum. Kiwi Can is our energy-packed primary school programme. Children will participate in weekly sessions on key themes. For SCS this is on Monday, with each class having a 30-40 minute session lead by our two trained facilitators.
This programme runs on a Friday afternoon for the whole school. Discovery Time provides a creative, activity-based learning environment for children helping them develop key competencies through activity-based, child-directed learning.