Partners in Learning

Teachers, Learners and Whanau

Learning at Te Puke Primary School is all about building relationships. The partnership between teachers, whanau and our Achievers are about understanding how they learn best, where they learn best and whom they learn best with . The conversations are all about the learning, their interests, aspirations, talents and choices along with their strengths and challenges a learner may have in their Personal Learning Plans. This partnership says to the learner how much the teacher and their whanau cares about them, their learning and their future.

We see the dimension of Whanaungatanga crucial to the success of our schools vision "We will all succeed as life-long Achievers". It allows us a school to provide learning environments of excellence to maximise our ACHIEVERS potential where all three parties actively engage in respectful and positive learning relationships with our Achievers, their parents, whanau, hapu, iwi and the wider community.

Professional Learning Communities

With our Achievers challenged to be in the driving seat, the way the school, class and individual curriculum is responsively delivered  to each child is a real shift from a traditional school model. The challenge is for us at TPPS to reimagine what learning at a student, whole school and national / system level will look like if they are designed for the individual student. This means that in-depth collaboration in and out of schools and the start of Professional Learning Communities are crucial if we are to prepare our Achievers for a unknown future where they will need to contribute to these same communities which are seen as "networked ecosystems".

Through our Professional Learning Communities we have a number of goals:

1. Establish the right conditions - where teams have a place and time to meet.

2. Use data to inform teaching and learning - Testing what is worth testing, sharing of data and using this to identify, track and accelerate learning ( individual, group and cohort levels).

3. We share what we learn - through collaborative observations, coaching, TAI, Instructional Rounds and SPD opportunities.

4. We are focussed on improving Student Achievement - Courageous Conversations around student learning, personalising a responsive curriculum and raising the bar of ALL Achievers.

Examples of some of our Professional Learning Communities include:

Syndicate Teams - where our collaborative teams - the Unstoppables, Future Force, Creative Critters & Curious Kiwis are released weekly to analyse and use data to inform teaching and learning so that targeted groups are accelerated by more than one years progress this year.

Curriculum Action Teams (CAT) - Teachers and BOT members opt into an area they are passionate about identified through our Charters Strategic Goals and drive the annual plan. They plan and meet every second Monday.

1. Student Achievement team - All students will have their learning needs met through the NZC as evidenced by progress and achievement in relation to the National Standards.

2. Inclusion & PB4L team - We will enhance the culture of respect, responsibility and embrace cultural diversity, within a supportive community.

3. Curriculum team - All students will experience learning in a safe and stimulating environment so they can achieve their personal  best.

4. Collaboration team - To develop a culture where all TPPS members work collaboratively creating a learning environment that will maximise the potential of our Achievers.

Teacher Action Inquiry (TAI) Teachers identify students needs, their own needs, research and put a plan in place to respond to those needs and evaluate the success of this cycle. Agency of improving their practice, not proving it. This is collaboratively shared with observations and Instructional Rounds a key element.


Hua Pai Maota (Te Puke Learning Change Network) 

Te Puke Primary School, Fairhaven Primary School, Te Puke Intermediate School & Te Puke High School have established

Hua Pai Maota - The Te Puke Learning Network (We plan to grow the Network to include all 12 schools within the district of Te Puke by the end of the year.)

Our Vision: For all Te Puke students from Year 1 to 13 to become confident, connected and active lifelong learners.

Our Mission: To equip our students with the tools to achieve their learning goals and to guide them toward living rewarding lives and making a positive contribution to our community.

In developing Te Puke Learning Network there has been considerable consultation with teachers, students, whanau and the wider community. We have identified three priorities to improve engagement of our students:

1. 21st Century Learning is

 When 21st Century learners access the world’s wealth of information at their fingertips; anywhere, anytime and

with anyone, they interpret, share, create and apply to build their own and others knowledge. It involves students

being active learners who engage in exploration, discussion and application.(Te Puke High School Student Leaders for 2014: Summer Church, Geordie Gibson, Joshua Hunt, Melody Tuck, Thea Fauvel, Tufakiga Tavita.


2 Learner Agency is

‘When self-managing learners take responsibility and show commitment to their learning – past, present and future.

They have a voice and show leadership for their learning, taking control and making decisions for the best learning

outcomes for them and others.’ (Students from Te Puke Intermediate School: Kaea Adams, Zahra Rennie,

Harry Singh, Trinity Tuck & Connor Gibney)

3 Engagement is

‘When Te Puke students, their teachers, their whanau/families and the community work together to enhance learning,

students have ownership of their learning in all settings, are reflective, motivated and enthusiastic.’ (Students from Te Puke Primary & Fairhaven Primary Schools)

International Networking of Schools

Over the past 12 months, Te Puke Primary has been actively involved with a number of International schools looking at best practice in relation to preparing our Achievers for the future. This has lead to a number of trips on both sides of the Tasman with teachers from TPPS and Australia improving their practice and capacity through innovative professional learning opportunities in both countries. We look forward to strengthening this to the UK later this year.


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